Practical approach to Health

1. Practical approach to Health Level 1

2. Background • Whangaparaoa College • Half programme at Yr 11 • Needed more substance in course • Increase in boys taking • Make subject more interesting

3. Level 1 1.1 – Well-being practical time for personal goals ie. training sessions etc. 1.2 – Nutrition nutritionist, supermarket visit, supersize me 1.3 – Mental Health movie – Blindside, 1.4 – Relationships u-tube clips, VEA videos, role plays 1.5 – Sexuality family planning 1.6 – Drugs Community constable, Attitude

4. 1.4 - Relationships Students will demonstrate understanding of interpersonal skills in a range of health-related contexts. Understanding of the skills is demonstrated by making connections between these interpersonal skills and the ways these skills enhance relationships. Knowledge of each of the following four skill areas, including the components of the skills, must be demonstrated: • listening skills, which include non-verbal communication and verbal communication • assertiveness skills • problem-solving skills for solving individual problems and joint problems • skills for maintaining, managing changes to, and enhancing relationships. In conjunction with this demonstration of knowledge, practical demonstration of skills in a contrived situation is required for: • listening skills (eg in contexts which also relate to the skills for enhancing relationships) • assertiveness skills (eg in contexts which also relate to the skills for problem solving). SO…

5. Why? • Encourage learner interaction in a range of contexts • Develop ability to listen actively, recognise different points of view, negotiate, and share ideas • Learner work effectively together, to come up with new approaches, ideas, and ways of thinking. • Cater for different learning styles • Enables application of key concepts • To make learning real

6. Activities • Monster • Clean-up • Chariot • Iceberg • Target throwing • Magic Egg • Basketball challenge • Blindfold • Line up • Role play • Bridge building • Wordles • Picture that • Pictionary Other ABL activities: http://www.wilderdom.com/games/

7. Practice Matchsticks: Rearrange the six match sticks to make 3 equilateral triangles. The match skills may not be bent, broken, or placed over one another Target throwing: Hit the target by throwing a piece of paper over your shoulder. Thrower tries to hit target; coach gives feedback; fetcher gathers object & returns. Picture that: Draw a picture through instruction from a partner.

8. Active Listening L ook - body language (face, eye contact) I nquire - probing questions (what, who, why) S ummarise - paraphrase (so what you’re saying is…) T ake note - reflect feelings (so you felt…) E ncourage - actively (smile, nod, ahha, mm, eyebrow) N eutralise - objective (avoid bias, don’t try to fix)

9. Reflective Questions • Describe task: • How was the task completed? • What was your role? • Describe active listening skills used? L – I – S – T – E – N – • Did the group work together constructively? Why/Why not? • Was the group successful? Why/Why not? • What could be done differently next time? • What was learnt… • Why is this important to relationships…

10. EOTC ABL activities at Wenderholm: Eg. Calculator Stack it Sequence Match sticks Minefield Charades Amazing Race with NZedventures OR Yr13 OEd learners lead Record learning through questioning, video, peer & teacher checklists.

11. Critical Thinking • What happened? • What behaviours did you observe? • Who did which tasks? • Who made the decisions? • What was being said in the groups? • Was everybody participating? • What specific examples of people co-operating did you notice? • What were the rewards for co-operating? • Were effective forms of communication being used? What were they? • Were ineffective forms used? What were they? • Was any feedback given? If so, was it effective? • What effect did your actions have on the involvement of others in the group? • What effect did other people's actions have on your involvement in the group?

12. Thanks • Melinda Freeman, Whangaparaoa College • North Shore Health Cluster

13. QUESTIONS??

14. Making Health more relatable Level 3

15. Background • Whangaparaoa College • New learners to Health in Yr 13 • Theory wasn’t real • Make subject more interesting

16. Level 3 3.1 – National health issue (Meth) DVD: Chasing Ghost (Paul Holmes); Sophie’s Story Speaker: Pat Buckley, (MethCon- Mike Sabin) 3.2 – International health issue (HIV) Movie: Philadelphia U-tube: Aids Highway Speaker: Positive woman (Jane); (UNICEF/World vision) 3.3 – Health practices (Cancer) Foundations: Cancer; Melanoma; Breast Cancer Practitioners: Naturopath, Reiki, Aromatherapy, Homeopathy etc. EOTC: Relay for life 3.4 – Ethical issue (ART) Movie: My sisters keeper Speaker: Religious perspective, (Fertility clinic) Integration: with Bio AS 3.2 3.5 – Health promotion U-tube: TV adverts

17. 3.3 – Health practices From AS – one health practice must come from CAM or TM methods of treating illness. The explanation of each health practice must include all of the following: • the underpinning philosophy • the procedures involved • the dimensions of hauora attended to. Some examples are: naturopathy, homeopathy, meditation, acupunctureetc. A lot of theory that wasn’t meaningful. Used experiential learning through: * speakers from a range of foundations * alternative practitioners – The Sanctuary * clinic visit – BE clinic The theory became real.

18. Why? • Learners able to relate more • Can engage with members of the public • Can participate and contribute in local community • Develop confidence in participating in new settings • Makes learning more relevant, real and meaningful • Increased engagement • Greater understanding and connection • Unfamiliar is made real

19. Alternative practice Afternoon of engagement. The Sanctuary offered practitioners of: • Reiki • Acupuncture • Cranio-sacral therapy • Body mind • Visualisation All participated in sessions of each, where they heard and could experience the therapy.

20. Feedback What were the key messages that you heard from these practitioners? • "In the melanoma and breast cancer sessions, we learned mostly about the statistics of who is diagnosed and what happens, and what we can to do help.” • “In the sanctuary session we learned about many different types of alternative methods and was interesting as we got to experience some aswell." • “Cancer can be affected by treatments for the mind, as well as the body. “ • “They told us about the form of treatment they practice and allowed us to ask questions about their treatment both in general and in relation to our chosen health condition- for me this was breast cancer.” • “The underlining message behind all the practitioners was the importance of staying healthy and keeping your body well, and that awareness is the best form of protection. They were very informative about the practices or health issues they worked with and made sure that we had a deep understanding of everything, letting us ask questions if there was something we didn't know. “ • “That CAM methods are proven and have many success stories and are as good if not better than the more conventional methods." • “That total health includes your whole well-being and you must take time to look after the different parts of your well-being while you are still well so you can stay well.”

21. Thanks • North Shore Health Cluster • Sharon Morgan–The Sanctuary

22. QUESTIONS??

23. Topics 3.1 – National health issue Drugs: Meth, Alcohol 3.2 – International health issue HIV 3.3 – Health practices Cancer 3.4 – Ethical issue ART/AFT