Jocelyn Teggerth

Student ID: 2165296

Inquiry Project Report

From taking part in the inquiry project this experience has advanced my
understanding and knowledge of what good health education might be. By looking
at philosophical concepts underlying current practise in health education in
schools and community settings and also discussing a range of health theories,
my understanding of good health education has developed immensely. I have
been able to analyse and look at many explanations through out the inquiry
project experience of what good health means to other individuals and be able to
discover my own impression and view on the matter.
The inquiry project required us as students to work in groups to explore a social
issue that has health consequences for specific communities and in other cases
identified groups of people. These ideas of health education were then presented
in an educative representation of our observation into the social issue. This
experience also allowed us to identify the role that health education has on
individuals and the importance of decision-making. The decisions and choices
that we make are a reflection of who we are as individuals. They allow us to
express our views, our personalities, our desires and goals as well as to reflect
what we think is important in life (Supporting Decision Making, 2012). By
developing this knowledge through the inquiry project it was obvious that these
aspects are critical to include in the out come of good health education because
health education can increase the freedom to make better decisions that affect
our lives in a positive way.
This experience allowed me to conduct an investigation about the health
outcomes of specific groups and I was able to demonstrate my understanding that
health status is shaped by social issues. I reflected on this idea by connecting this
to sociological imagination. Sociological imagination is a term created by Charles
Wright Mills, in which it describes the sociological approach to analysing issues. As
we see the world through a sociological imagination, or think sociologically, when
we make a link between personal troubles and public issues. (Germov, 2014).
This theory and idea advanced my knowledge of what good health education
might be, as it is evident as a health educator you need to be able to distinguish
the difference between what are personal troubles and public issues, to be able to
identify what good health actually is.
This inquiry project taught me that health education is vitally important, as it is
used as a way to get a message across to improve the health and well being of
our population. Health promotion aims to improve the health of whole
populations, by addressing health and illness by providing communities with basic
public health facilities, providing hospital based services and providing health
education (Germov, 2014).
As I analysed and looked back on the inquiry project experience, I have been able
to recognise and develop upon my beliefs of what good health education might
be. At first I thought good health education was just aimed around teaching the
practises of keeping active and the implementation of eating nutritious foods that
fuel the body with goodness, but now I understand there are many more factors to
good health education. The responsibilities of health educators include
understanding and incorporating the teaching learning process and behavioural
techniques into the education process (Siminerio, 1999).

Jocelyn Teggerth

Student ID: 2165296

From this experience I have come to appreciate that good health education
involves building and developing skills, knowledge and to have positive attitudes
towards health. Health needs to be engaging as we learnt when presenting our
social issue in the inquiry project. The more engaging the presentation was I
found that I took away a lot more knowledge on the topic and was able to
remember the main messages the groups were trying to get across. If presenting
health in an engaging way helps with individuals remembering the content easier
then that is an extremely sufficient method to use.
Having experienced many social aspects that are a concern to good health
education it is discovered that there needs to be a focus on a variety of topics
such as physical, mental, emotional and social health, as it motivates students to
improve and maintain their health, prevent disease, and reduce risky behaviour
from occurring (Health Education Approaches, 2014).
I believe this theory to be accurate as there is more to health than focussing only
on what we eat and when we exercise. Yes, we can incorporate those factors into
educating the future generations, but we need to step outside the square and look
beyond, by increasing useful health knowledge and identifying key skills that are
relevant to all aspects of healthy living, the skills include identifying the influence
of family, peers, culture, media and technology on health behaviour, knowing how
to access and use valid health information and using communication, decision
making, goal setting and advocacy skills to engage in health enhancing
behaviours (What is Health Education, 2015) . I strongly agree with this concept
as the experience of the project expressed these are factors that are informative
processes, that we need to take into consideration when looking at good health
education.
From basing our enquiry project around depression in men I have learnt a lot
about stigma and public views, what needs to be done to prevent depression and
effects and consequences this health issue has on society and the individual.
Initially, my thoughts were that depression is affecting many but my view
expanded after completing the presentation. Due to the fact we need to educate
people on this type of health issue, so people know the signs they need to look for
if they develop depression, and also how to go about dealing with this sever
mental disorder. From being involved in observing other presentations I made a
connection that health education is such and important role in developing
learning and acknowledging importance of the many health issues out there in
society. A unique aspect of health learning area is the wide range of learning
contexts that provide substantial opportunities for developing, interpersonal and
collaborative skills (Importance of Health ACHPER, 2014).
Alternatively this connection has made me reflect on the relevance health
education has on people being able to change their behaviours and learn about
actions they can take to live a longer fulfilling life. Good health education involves
teaching and encouraging individuals to take responsibility on taking on board
skills and experiences to help individuals make informed health decisions.

Good health education needs to teach individuals about the emotional and mental
health of students as well as communicate health education needs, concerns
and resources (Becoming a Health Educator, 2015). As participating in the

Jocelyn Teggerth

Student ID: 2165296

inquiry project I started to see numerous important messages and aspects that
need to be taught as a health educator in the future. This project has reinforced
and enhanced my understanding of what good health education might be and
that is to positively influence the health behaviour of individuals and
communities, as well as the living and working conditions that influence their
health ("What is Health Education?," 2015).
This refers to the way the inquiry project improved my understandings by
developing my perspective on health education, allowing me to build an opinion
on good health education.
Health education is there for all to gain knowledge of health aspects that are
forever changing in the world. Making us capable of identifying wellness when
compared to illness and being taught life skills.. I have significantly developed my
skills throughout undertaking the inquiry project that allowed opportunities to
recognise that good health education needs to be taught from a young age so
individuals and communities can grow, maintain and improve their mental,
physical, emotional and sexual health. As research suggests good health
education involves helping students establish a healthy lifestyle by teaching them
about nutrition, teaching them about the dangers of bullying and other
behaviours that can result in emotional problems and to let them learn about
changes affecting their bodies (Pearson, 2016). Learning these aspects will
empower individuals and by educating them will allow others to use that
knowledge to make better-informed choices and decisions, reflecting on better
personal health and allowing them to have control of their own well being
("Supporting Decision Making," 2012).
As I have individually reflected on what I have learnt from the entire inquiry
project it is apparent that I have been able to identify may considerations when it
comes to reflecting on how has the inquiry project experience advanced my
understanding and why? It is exposed that by looking at philosophical concepts
underlying current practise in health education in schools and community settings
and also discussing a range of health theories, I was able to connect that to my
understandings of good health education. This involves building and developing
skills, knowledge and to have positive attitudes towards health.

Reference list:

Jocelyn Teggerth

Student ID: 2165296

Becoming a Health Educator - Health and Community Services - CSU, Chico.

(2015). Retrieved from
https://www.csuchico.edu/hcsv/programs/he_becoming_health_educator.shtml

Germov, J. (2014). Second opinion: An introduction to health sociology (5th ed.).

South Melbourne, Vic., Australia: Oxford University Press.

Health Education Approaches. (2014, September 4). Retrieved from

http://www.education.vic.gov.au/school/principals/spag/curriculum/Pages/health.a
spx.

The Importance of the Health and Physical Education learning area in schools ACHPER - The Australian Council for Health, Physical Education and
Recreation Inc. (2014, November 17). Retrieved from
http://www.achper.org.au/advocacy/national-positionstatements/importance-of-hpe-in-schools

Pearson, A. (2016). Importance of Health Classes in Middle School | Our Everyday

Life. Retrieved from http://oureverydaylife.com/importance-health-classesmiddle-school-10703.html

Siminerio, L. M. (1999). Defining the Role of the Health Education Specialist in

the. Retrieved from
http://journal.diabetes.org/diabetesspectrum/99v12n3/Pg152.htm

Supporting Decision Making. (2012, January). Retrieved from

http://www.dhs.vic.gov.au/__data/assets/pdf_file/0011/690680/dsd_cis_sup
porting_decision_making_0212.pdf

What is Health Education? (2015). Retrieved from

http://www.cnheo.org/files/health_ed.pdf