Foundations of Health Education Student ID:2181373

Reflective Journal 1, 2 and 3

Journal Entry 3

The past few weeks topics have taught me more about the sociology of health and complexities around
health. I am continually astounded at how many determinants there are and how they each have a positive or
negative effect on other areas of life.

The workshop about The social appetite was a familiar topic for me. Having study some of Nutritional
Medicine, I was aware about the untruths around labelling and how companies can be deceitful in the way
they advertise their product. This did and still does cause me so much disgust as it essentially lies to those
believing they are making good health choices.

When we were asked to think about our family Christmass and the Social Imagination around that, I was
reminded again about how thankful I am for a family that does have good health values and understands
nutrition well. When using the Social Imagination, it is evident that history plays such a vital role on
whether the critical has changed or not. For me, the history of having cold meats, salads and trifle is so
strong that through generations it has been passed down. I believe the reason it hasnt changed is because the
environment and setting of the Christmas feast was always made to be such a joyful and family orientated
time. I felt this joy again when we were just asked to consider what our Christmass were like, this proved to
me that the way in which food is viewed and the experience someone has with it can influence how they see
and experience that years later. For me, I had good experiences with cold meat and salads for Christmas and
want to continue that tradition with my daughter.

The topic also discussed issues such as medicalisation of food, social appetite and the social context of food.
It is evident in our society that marketing and social settings can so often be based around food, however
much of the food we are exposed to is cheap for a reason. Having this cheap food can possibly encourage
people to over consume and parents who are already struggling financially may see this as an affordable way
to feed their family. I currently work in a school that is considered a low socioeconomic area and the local
fast food restaurants are frequently visited by our students because of how cheap it is.

The Indigenous Health Workshop was a highlight of mine so far. It is an area that I have limited knowledge
about so this had me engaged throughout the workshop. Jenn Fane took the workshop and I really was
inspired around Indigenous Health. The movie we watched Beneath Clouds was a good lead into the topic
and even though I found the movie could have been misrepresenting in some of the Indigenous Health issues
raised. I can only imagine how I would feel and what emotional issues I would have if I was taken from my
family and felt the dispossession that the Indigenous People experienced. Having an understanding about
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their history and culture was really important in the readings for this topic so that I did not make any unjust
judgments about why substance abuse may be higher or why life expectancy may be lower for them.

The inequalities due to the dispossession and are still prevalent today, (Gary, Sagers, Stearne, 2014)
however, I am encouraged to read that Indigenous People are at the front of addressing these inequalities. I
hope to throughout my studies in Health Education I learn more about Indigenous Health, how we can cause
greater equality, how we can encourage them to seek better health choices and as a result improve their life
expectancy.

Due to my increased interest in this topic, when we were asked to consider a topic for the Enquiry Project, I
decided I would do Indigenous Health. It was a way for me to learn more and develop a deeper
understanding into what influences Aboriginal Health. I have enjoyed the team I have been able to work
with and feel we have come up with good focus points about Indigenous Health. My focus is Alcohol and
Substance abuse, I was able to draw on the Indigenous Health workshop and the weeks reading to help me
with my findings.

The chapter on Indigenous Health was of particular use when developing my understanding of Indigenous
Health. Working in a Department school with and Aboriginal Education Unit I have seen some of the raised
concerns about indigenous health within the families and students at the school. Ive witnessed domestic
violence cases that have come to staff attention, students have had to be placed in due care during this time.
It was both distressing for the families but in particular students. I also witnessed teachers experience the
stress of the situation.

As a teacher I would imagine you develop a sense of care and responsibility for your students, so, to have
one of them in such pain and needing to be removed from their family would undoubtable cause some stress.
I reflect back on this time and remember speaking with one of the teachers who dealt with the violence
situation and he said he didnt deal with it properly in the first place. He wishes that he had spoken to
someone and discussed his feelings before it took a greater toll on him emotionally which eventually saw
him needing a week off for stress leave.

In the topic Food, Health and Social Wellbeing, we were asked to consider health programs and different
ways we have experienced this. I was able to share about my experience in the school I currently work in. I
spoke about how I started a girls group that focused on wellbeing and mental health in todays society. We
are bombarded by so much media and expectations about how we should look so I saw it important to instil
into these girls some core values about what true beauty is. I wanted them to be confident and secure within
themselves. It is nice to get dressed up and look at magazines, its even okay to like what other girls have or
look like, as long as they didnt find their core values and beliefs about themselves in those things. I was
surprised at how well the sessions went and how receptive the girls were. It was almost as if they were
desperate for that kind of reassurance.
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This topic reminded me to instil good values and beliefs into my daughter, she is 6 and I can already see the
pressures of society playing on her mind. Kids are programmed today to have the best and most current of
everything which causes pressure and also could mean they put their worth in those things rather than
having a healthy self-esteem and belonging.

I was unable to make the weeks session about Politics and Powers that influence Health Care and Private
Health. I instead read the weeks reading and wrote a summary of this. I far prefer being part of the
workshops as the group discussions unlock more of the reading content and make it easier to understand.
Hearing others perspectives on the readings is also another way to extract understanding from the reading.

It was interesting to learn that Health Insurance Policy is part of a struggle between the Australian Labor
Party and the Liberal National Coalition. It seems as though there is more of a political fight regarding
health than one that is genuine about seeing Australia access fair health. The fact that we have not come to
an agreement as a country and found what is the best path to take says that there are too many people high
up who have influence over this and contest certain changes.

Health sociology resonates with me as it is looking beyond just the illness and finds links as stated by
Belcher (2014) Personal Troubles, such as illness, and public issues, such as access to health care services. It
is looking a person on a whole and all of the factors that contribute to their health.

I am glad to read that it is generally agreed that all who need medical care should be afforded it but this
needs to be played out better within Australian and our Health Care System. To me, its creating a divide
between lower class and higher class. Keeping the higher class healthy as they are able to access good health
care and the lower class are unable. Although I must state that we do have a fortunate health care system
here, if someone is in desperate need, they are able to seek help from a public hospital.

I am passionate that the Sociological Imagination should be applied to health policies. I do acknowledge that
it might create some confusion for those that diagnose, however, it could also play a pivotal role in helping
identify issues. It will encourage practitioners to look deeper into health problems rather than just focusing
on the presenting symptom. I have seen how a small change of emotional and mental status has influenced
my physical health over the past 4 years and am now passionate about seeing other people experience that
link.

Word Count :1532

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REFERENCES

Broom, A. & Germov, J. (2014) 'Power, Politics and Health Care' Chapter 19 in J. Germov (ed.) Second
Opinion 5th edition South Melbourne: Oxford University Press.

Gray, D. Saggers, S. & Stearne, A. (2014) 'Indigenous Health: The Perpetuation of Inequality' Chapter 8 in
J. Germov (ed.) Second Opinion 5th edition South Melbourne: Oxford University Press

Williams, L. & Germov, J. (2014) 'The Social Appetite: A Sociological Approach to Food and Nutrition'
Chapter 11 in J. Germov (ed.) Second Opinion 5th edition South Melbourne: Oxford University
Press

Journal Entry Two

As a student of Foundations of Health Education the past few weeks have been both confronting, eye
opening, equipping me with principals and installing core beliefs/convictions that I will impart into the lives
around me. Especially the topics about Global Public Health and Class Health. Whilst I always had some
general knowledge surround these topics and have a passion within the area of justice and ethical behaviour,
I had my eyes opened and awareness broadened about the impact these are having on Health, on a global
level.

Having been to Bangladesh two times and witnessing the poverty that so many people have to face, meant I
was even more impacted when we were shown the video of Rana Plaza. I was able to reflect back to my
trips there and consider the amount of hardship those who were affected by this tragedy would have
experienced. They already were working for an amount we could barely survive one day off and then to
have such devastation transpire would have been unimaginable. The conditions that transpired in the Rana
Plaza documentary were nothing short of heartbreaking. It made me wonder how ever could modernised,
multibillion dollar companies allow products and clothing to be made by an already struggling country in
less than safe environments. This session highlighted how ethically wrong it is.

The following weeks topic was Class Health, where do I begin, the session was very different and far more
interactive than other sessions which provided a change and a different learning experience. Jen Fane
facilitated the first part of the lesson and we were informed of a game that was to be played. I must admit I
was apprehensive about this game but as it was explained I could already see how it was going to connect
with the readings we had completed for the week on Class Health.

Despite a lot of peoples hesitancy, we all stepped out of our comfort zone and started the trading game. The
game took about an hour and although I was able to make connections with the readings at the beginning,
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about half way through I could really see how class and wealth does impact health status on a global and
local level. The social class and resources we were dealing with started to become very distinct between the
3 groups. I quickly remembered reading about Class Inequality in Australia and how the distribution of
wealth in a country is an indicator of that inequality (Germov, 2014). This game was definitely starting to
emulate that reading.

Once we finished the game we then learnt that the game had been rigged and there was in fact inequality
amongst the distribution of the chips. We saw this affect the lower socio economic groups (those with the
less dollar amount in chips) state of happiness and confidence. The higher socioeconomic group had a
positive and almost up righteous attitude about their ability to trade with higher amounts and in return
accumulate higher amounts. I started in the low group and felt a bit worthless, then I was, through the
generosity of my peers, awarded the higher bonus chips which allowed me to enter a different pay scale. I
immediately felt like I had more opportunities. For a simple game, it was incredibly impacting and allowed
us as a class to tangibly see the affects wealth distribution has on a society and how that in turn has a
positive or negative affect on health.

The upper class have an indirect ability to have an influence on governments through pressure to limit
taxation and continue to benefit those already well off (Germov,2014). This idea was evident even in the
game as we (the higher class) wanted to limit who we traded with and become an exclusive group, desiring
more and only dealing with our kind.

A sad reality is that the lower class are the ones who have the highest rate of death and illness. Life
expectancy is also significantly less than those with high socioeconomic status. For us to experience full
equality we have a long way to go (Germov, 2014).

I felt challenged in the activity to consider those around me, and the class that I fell into; whether that be
upper, middle or low socioeconomic status. I felt sad for those who need the health care more than ever and
yet they are the ones that are often miss out on these fortunate opportunities.

I look back to when I had my daughter and how fortunate I was to have Private Health. This allowed me to
have the highest care and an extended stay in hospital as there were severe complications. I was able to
cover a surgery and education around my condition to give my life and my daughters the best chance. Had
we not had the funds to allow this I could have had a very different outcome. I do believe that as Australians
we are so blessed to be able to have a health system like we do that does allow those in desperate need to
receive the help they need

I am thankful that I have been brought into a family that were privileged enough to be in the higher end of
the circle category and that I have seen their example to work hard and achieve a life that does include
health and wellness. I do feel however that those from lower socio economic areas, if fostered right and were
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afforded the same opportunities, that they too will be able to create a life where needs are less and good
health is attainable.

The following statement from Germov is a major reason as to why I want to be an Educator. I want to see
students afforded the knowledge and to make decisions for themselves despite their culture, environment
and to help them see that some of those determinants are linked to their health. I hope that as an educator I
am facilitating their learning and giving them options about their health and the ways it can be improved.

The link between the working class and high rates of morality is now undisputed, but it remains fair to say
that aside from poverty and work related conditions, the reasons for class-based health inequality-
particularly health-damaging behaviours- remains unclear. The social patterning of behaviour clearly
indicates that it is not simply an outcome of individual choice; there are social processes at work. Individual
behaviour occurs in a social context of living and working conditions that create exposure to health-
enhancing or health damaging environments.

The first point that Margret Whitehead suggest in the 4 policy levels is exactly what I hope I can do as not
only an Educator but a contributing citizen to society.

Strengthening individuals through health education to encourage health-enhancing behaviour (Germov,

2014, p. 95).

I will continue to reflect on this chapter and todays challenging yet educational workshop. I will endeavour
to use the knowledge I have gained to better myself as a person, mother, colleague and friend. This is one
topic I have developed a passion for over the past weeks and want to see equality in health and wealth
distribution as a country and around the world.

REFERENCE LIST

Germov, J. (2014) The class Origins of Health Inequality' Chapter 5.p.95 in J. Germov (ed.) Second
Opinion 5th edition South Melbourne: Oxford University Press.

Germov, J. (2014) The class Origins of Health Inequality Chapter 5. P.85 in J. Germov (ed.) Second
Opinion 5th edition South Melbourne: Oxford University Press.

Germov, J. (2014) The Class Origins of Health Inequality Chapter 5.p.94 in J. Germov (ed.) Second
Opinion 5th edition South Melbourne: Oxford University Press.

Germov, J. (2014) The Class Origins of Health Inequality Chapter 1. P.87 in J. Germov (ed.) Second
Opinion 5th edition South Melbourne: Oxford University Press.
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Germov, J. (2014) 'The Class Origins of Health Inequality Chapter 5.p.83 in J. Germov (ed.)
Second Opinion 5th edition South Melbourne: Oxford University Press.

Journal Entry One

The workshop held today was very informative, I felt engaged, encouraged and challenged around todays
topics. I was able to consider health on a broader level as opposed to what I had limited health to mean,
which was just eating well. We were broken into groups to discuss parts of the chapter and then came
together to discuss what we had read and discovered. We were then asked to write it on butchers paper to
highlight the main points of that chapter and discuss with the group.

Our group were to analyse and share on pages 11-13 which was titled The limitation of Biomedicine.
Although it was the first time we discussed academic material as a group, I feel we all communicated,
showed comprehension around the chapter and each member contributed to the discussions. This was an
important moment in creating relationships within the class.

The main point that stood out to our group was the limits of biomedicine and what that entailed. We
discovered that Biomedicine segregated the body from the soul and broke down illness to only focus on
biological, cellular, molecular and genetic levels (Germov, J, 2014, p. 13). I especially found the
Biomedical model confronting as it made me consider if I think it is of benefit or not within diagnostic
practices.

Having struggled with High Blood Pressure in the past, I was able to personalise this workshop and reflect
on my treatment from health professionals. I saw a doctor for HBP and I felt all he did was to look at me
physically and didnt consider the other social determinants in my life that could have been contributing to
my condition. This included a marriage breakdown and high pressures surrounding that. I witnessed him
diagnose my condition using the Biomedical model and neglect other factors, it was not an inclusive
treatment which looked at me as a whole person. When I sought professional help and changed some of my
social determinants I saw a drastic change in the way my blood pressure was responding. This is how I know
that it is important to not JUST look at the cellular level but to address and acknowledge other parts of life
that play a part.

During break time I pondered how this topic will help me as a teacher. I know that as a teacher it is part of
the standards to be inclusive in the classroom, if I just look at a student from a Biomedical perspective I feel
I would be at risk of not helping that student succeed and develop. I need to look at the person on a whole
and consider what social determinants may be hindering or helping them in their education. The Biomedical
model has been subject to some controversy from both medicine and sociology as it does not take into
account how intricate and complex the definition of health is. The biomedical model neglects the social and
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psychological factors involved when considering and determining the health status of someone (Germov, J,
2014,).

It is my conclusion that both biomedical and sociology can be a positive partnership and in turn see many
people achieve optimal health. I believe balance is required when it comes to using both of these models. I
will go from this session inspired and challenged to get the most out of this topic and to do some more self-
research surrounding health. I will continue with the tasks set for this week which was to email my
Sociological Analysis of my Tertiary Education to another peer, Research Health and Wellness on a social
media site and differentiate/compare the two as well as read chapter 3 and 4; answer a question relating to
those chapters.

Words: 617

Reference list

Germov, J. (2014) 'Imagining Health Problems as Social Issues' Chapter 1 in J. Germov (ed.) Second
Opinion 5th edition South Melbourne: Oxford University Press.