Health - glossary

Word/term

Definition

Analyse

(Implications): Involves an explanation of chosen implications of the health issue, in relation to positive and/or negative consequences as well as short-term and/or long-term consequences. The analysis must address both personal and societal impacts and will be supported by some valid evidence from New Zealand.

Analyse in depth

(Implications): In addition to "analyse", means to present accurate and detailed supporting (NZ) evidence.

Word/term

Definition

Analyse perceptively

(Implications): In addition to an "in-depth analysis", means to demonstrate an understanding of the underlying concepts of the curriculum and respond to them thoughtfully. For example:

• Socio-ecological perspective: This involves explaining consequences for individuals directly affected by the health issue, people associated with them, and wider society.
• Hauora: This involves consideration of more than one or two dimensions of hauora among the implications.
• Attitudes and values/health promotion may or may not be evident in the analysis, but potential implications for people's attitudes and values (or how people's attitudes and values interact with the implications) as well as opportunities for health promotion may be mentioned.

Apply

(Steps of a problem-solving model): Means to work through the steps of a selected model using a selected scenario (as if it were actually being solved).

Appropriate action plan

Includes clear descriptions of the steps needed to be taken, a realistic timeframe and some consideration of potential barriers and enablers. At least three steps (each with the above information) are evident.

Compare

(Advantages and disadvantages): In addition to the explanation as above, the health practices will be compared with each other in terms of their advantages and disadvantages. An overall comment may be made as to which of the health practices is most suitable. This comment will be justified with supporting evidence from resources and/or by the explanation of the advantages and disadvantages.

Compare perceptively

(Advantages and disadvantages): In addition to the explanation and comparison as above, means to demonstrate an understanding of the underlying concepts of the curriculum and respond to them thoughtfully. For example:

• Socio-ecological perspective: What are the advantages and disadvantages of the health practices for individuals being treated, others around them and for society as a whole? Which of the health practices have more positive outcomes for these groups?
• Hauora: What are the impacts of the health practices for the dimensions of hauora? Which of these impacts are more negative or more favourable?
• Attitudes and values: What societal attitudes exist towards each health practice? Is there any controversy or is the practice widely accepted?
• Health promotion: Is the health practice considered as part of public health promotion? How could use of this treatment be consistent with the principles of The Ottawa and Bangkok Charters?

Describe

Means to give an account. Responses in sentence form should be given by students in order to meet the requirements of describe (rather than single words and images).

Describe

(How the proposed action could enhance hauora): Requires a sound understanding of the concept of hauora as well as its application to the health issue which is the focus of the health-promoting action. The description gives an account of what could be improved within each of the four dimensions of hauora, and may give some consideration to how these improvements are inter-related.

Describe

(Strategies): Means to give an account. This account will clearly state what the strategy is and will give some consideration to the effects of the strategy.

Describe

(Strategies): Means to give an account. Responses in sentence form should be given by students in order to meet the requirements of describe.

Detailed, appropriate action plan

Describes at least five valid and critical steps with a realistic timeframe as well as potential barriers and enablers for each step. The potential barriers and enablers will not only be identified, but a description will be given to outline how the barriers could hinder the health promotion and how the enablers could help the health promotion.

Equitable health outcomes

Those which are fair and just. These must reflect the values of social justice: Fairness, inclusiveness and non-discrimination.

Evaluate

(The action plan): Means to describe the results of the health-promoting action, describe successes and describe problems that arose during the process of taking action.

Evaluate in depth

(The action plan): In addition to the descriptions required above, means to identify the more essential and critical aspects of the successes and problems. The student may include supporting evidence or the student may comment on the positive/negative aspects of the outcomes.

Explain

(How the proposed action could enhance hauora): In addition to the requirements for "describe", an explanation gives a clear account of how the dimensions could be improved. This may be achieved, for example, by comparing the existing situation with the planned improved situation. Some consideration is given to how these improvements are inter-related.

Explain

(Strategies): In addition to the requirements for "describe", means to give reasons to justify the account.

Explain

(Factors): Means to give an account of the factor and how it contributes to the chosen health issue by giving reasons and/or justifying. This involves using some evidence from New Zealand sources to support the explanation.

Explain

(Factors, beliefs, strategies): In addition to a description providing the "what" part of the answer, an explanation will give reasons to justify the idea that has been described.

• For factors, the explanation will consider the message taken from the resource and then give details about how this influences gender identity.
• For beliefs, the ideas are described, and then detail is given about how these ideas influence relationships.
• For strategies , a description is given, and the account then details how the strategy could encourage social justice (as its effect).

Explain

(Health practices): Means to give an account of each health practice (using some supporting evidence) in relation to the following three aspects:

• The underpinning philosophy:
  What are the specific beliefs and understandings behind the practice?
• The procedures involved:
  How is the practice used? What techniques are employed? What equipment is needed? How long does treatment take?
• The dimensions of hauora attended to:*
  What dimensions are considered when this practice is used?

* This part of the standard requires consideration of the dimensions of hauora that are taken into account by the health practice, not how the health practice can impact on the dimensions of hauora. The latter is required as evidence towards the explanation/comparison of advantages and disadvantages.

Explain

(Advantages and disadvantages): Means to give an account of the advantages and disadvantages of each health practice. Some supporting evidence should be used to justify this account. The nature of the advantages and disadvantages should be guided by the assessment questions (see the TKI exemplars B2 and A4), and must also include reference to the dimensions of hauora.

Explain comprehensively

(Factors): Will be guided by the questions in the assessment task. Comprehensive responses may involve:

• explaining inter-relationships
• developing reasoned arguments
• exploring the complexities of situations (including different perspectives on a situation) .

Explain comprehensively

(Health practices): In addition to the requirements of an ?in-depth explanation', means to see the complexity of the situation with valid responses for the questions assessing criterion one of the standard. A coherent and well-connected expression of ideas will be evident, which will include the essential and critical aspects of each of the health practices as related to the three required aspects (see ?explain' above).

Explain in depth

(How the proposed action could enhance hauora): In addition to the requirements for ?explain', includes a concise and valid explanation of how the improvements are inter-related. The account of how the dimensions could be improved is given in detail.

Explain in depth

(Factors, beliefs, strategies): Will be guided by the questions in the assessment task. Explanatory note five states that "explain in depth" may involve:

• explaining inter-relationships
• exploring the complexities of situations (including different perspectives on a situation)
• developing reasoned arguments
• presenting supporting evidence.

Explain in depth

(Factors): In addition to the requirements for "explain", means to present accurate and detailed evidence to support the explanation. This evidence will be validly connected to the chosen determinants.

Explain in-depth

(Strategies): In addition to the requirements for ?explain', means to consider the underlying concepts of the curriculum with regards to sexuality and sexual well-being. As appropriate to the tasks, this means that the student:

• responds thoughtfully when considering how strategies may enhance sexual well-being
• considers opportunities for health promotion
• understands personal, interpersonal and/or societal strategies for enhancing sexual well-being
• reflects the attitudes and values of the curriculum in their responses.

Explain in depth

(Health practices): In addition to the requirements for ?explain', means to present accurate and detailed supporting evidence to support the explanations.

Explain recommendations

Means to explain why the recommendations would be necessary or critical for future consideration. This may include supporting evidence from the implementation of the plan and/or link to previously discussed aspects of the evaluation.

Factors

The determinants of health relevant to the identified issue (influences that contribute to the health issue). These should consider the most significant political, cultural, economic and social determinants (with a reduced focus on personal/lifestyle determinants). The chosen determinants should include some factors that are the more essential and crucial influences on the health issue.

Gender

A collection of social attributes and qualities a particular society associates with being either male or female. These constitute "masculinity" and "femininity" in any given society (the socially constructed norms).

Gender identity

How an individual sees themselves in relation to their society's gender norms (construction of gender) .

Hauora

A Māori philosophy of health unique to New Zealand . It comprises taha tinana, taha hinengaro, taha whanau and taha wairua.

• Taha tinana: The physical body, its growth, development, and ability to move, and ways of caring for it
• Taha hinengaro : Coherent thinking processes, acknowledging and expressing thoughts and feelings and responding constructively
• Taha whanau: Family relationships, friendships, and other interpersonal relationships; feelings of belonging, compassion, and caring; and social support
• Taha wairua : The values and beliefs that determine the way people live, the search for meaning and purpose in life, and personal identity and self-awareness. For some individuals and communities, spiritual well- being is linked to a particular religion; for others, it is not.

Each of these four dimensions of hauora influences and supports the others. Dr Mason Durie's whare tapa wha model compares hauora to the four walls of a whare, each wall representing a different dimension .

Health-enhancing

Those goals and strategies which improve health for individuals and communities. In the context of AS 90061, the focus is on individual well-being.

Health practices

Methods of treating illness and disease. For a range of health practices to be satisfied, three which are currently used in New Zealand need to be covered, with at least one practice selected from each of the following two categories :

• Western Scientific Medicine (Medical) which involves treating disease with the application of scientific methods and logic. For example, pharmaceutical drugs and surgery.
• Complementary and alternative medicine (CAM) and traditional medicine (TM), which are the methods of treating illness that evolved from within the social, spiritual, emotional and physical environment of a society. Complementary medicines can be used in conjunction with Western treatment methods and alternative means of treatment are used instead of these. Some examples include naturopathy, homeopathy, meditation, acupuncture, M ā ori (or other cultural group) medicine.

Identified health issue

Students must state the health topic being analysed, and give examples of significant data to state why it is a health issue . A health topic becomes a health issue when it is a matter of public concern.

Implement

(The action plan): There is no distinction between achievement, merit or excellence. The evidence for implementation will be in the form of a progress log and supporting evidence, as well as the teacher's judgement that there has been a genuine attempt to implement as much of the action plan as possible.

In-depth understanding

(For excellence in criterion one): In addition to the requirements for merit, means to consider the underlying concepts of the curriculum with regards to sexuality. As appropriate to the tasks, this means that the student:

• responds thoughtfully when considering how sexuality is related to well-being
• considers opportunities for health promotion
• understands personal, interpersonal and/or societal influences on sexuality
• reflects the attitudes and values of the curriculum in their responses.

In-depth understanding

(For excellence in criterion one) includes the requirement for "sound understanding" and in addition requires an explanation of how the skills enhance communication between people in the contexts given in the assessment. The explanation requires a specific outcome for the relationship or for communication between those involved, rather than just the effect of using each skill.

Influences

Personal, interpersonal and societal factors (or "things") that have a positive or negative impact on well-being. They are the factors that lead to the effects on well-being, not the effects themselves.

Personal factors: An individual's beliefs, attitudes, needs, wants, thoughts, values and behaviours.

Interpersonal factors: Result from people's interaction and communication with those around them (friends, family, workmates, teachers etc?).

Societal factors: The way that cultural attitudes, politics, economic circumstances, social norms, media pressures and globalisation (for example) interact with communities and individuals.

Select

(A problem-solving model): Means to correctly distinguish the model that is most suitable for a given problem. For example: when two people own (or have a stake in) the problem, a model requiring negotiation should be selected.

Sexuality

Encompasses sexual development, reproductive health and personal/interpersonal skills for effective communication and responsible decision-making. It encompasses issues relating to sexual behaviour, sexual orientation and identity, relationships, body image, gender roles and all influences on, and outcomes for, sexual well-being.

Sound Understanding

(For merit in criterion one) means providing a thorough explanation of sexuality through the tasks described above.

Sound understanding

(For merit in criterion one) means providing a thorough explanation of the skills and the effect of them.

Understanding

(For achievement in criterion one) means explaining the personal and interpersonal skills (although some aspects of the explanations may be inaccurate) and attempting to explain the effect of these skills.

Understanding

(For achievement in criterion one) means explaining sexuality (although some aspects of the explanation may be inaccurate) through tasks assessing the following:

• The concept of sexuality
• The links between sexuality and well-being
• The factors that influence sexuality .

Well-being

For the purposes of level 1 health education, well-being is to be explored through the concept of hauora as described by the whare tapa wha model . For AS 90061, the concept will be applied to a selected aspect of well-being .