Joshua Kim, 10K

Year 10 Health Assignment I - 2010

Health Behaviour Model & Change
Over time we have come to acknowledge and understand our Health as
not only the absence of disease, we now know that Health relates to
physical, mental, emotional, social, spiritual and societal aspects.

The purpose of this assignment is to gain a greater understanding of

Health promotion approaches and how you can apply your knowledge in a
practical sense resulting in positive Health changes for yourself.

We will be specifically examining the Stages of Change Model

(DiClemente & Prochaska, 1982).

Stage 1 – Pre-contemplation
- Unaware of a problem

Stage 2 – Contemplation
- Uncertain about change
- DO NOT pressure contemplators
- Don’t confuse assistance with morality
- Talk and find out what would move them in to action

Stage 3 – Preparation
- One makes a decision to attempt to change i.e. in the next 3
months
- Still ambivalent and deciding

Stage 4 – Action
- A decision is made
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- Self efficacy is very important
- There is a need for social support

Stage 5 – Maintenance
- Sustained change
- Sense of becoming more like the person you want to be

Stage 6 – Relapse
- Most relapses move back to contemplation
- The first 3-6 months are the most difficult time for relapse

Part one – Health Risk Appraisal

1. Adequate sleep 4/10

 Joshua Kim, 10K
2. Balanced diet 8/10
3. Drug use 0/10
4. Physical activity 6/10
5. Social stability 9/10
6. Personal Hygiene 9/10
7. Stress levels 4/10
8. Water consumption 10/10
9. Organisation 8/10
10. Complies with road rules 5/10
11. Fully chewing before swallowing 2/10
12. Servings of fruit per day 9/10

Part two – Positive & Negative Behaviours

Health Behaviours
Adequate sleep Negative
Balanced diet Positive
Drug use Positive
Physical activity Negative
Social stability Positive
Personal hygiene Positive
Stress levels Positive
Water consumption Positive
Organisation Positive
Compiles with road rules Negative
Fully chewing before swallowing Negative
Servings of fruit per day Positive

Part three – Baseline Data

Monday 1st of March Woke up : 7:30 Slept at : 11:38

Slept fine

Tuesday 2nd of March Woke up : 7:30 Slept at : 11:23

Slept a bit late, was watching a movie

Wednesday 3rd of March Woke up : 7:45 Slept at : 10:09

Phone ran out of battery, alarm didn’t go off. Tiring day so slept early

Thursday 4th of March Woke up : 7:30 Slept at : 12:56

Slept fine

Friday 5th of March Woke up 7:30 Slept at : 1:24

End of the week, school isn’t affected so much if I sleep late on Friday
Part four – Baseline Data analysis

I sleep most on Friday, Saturday and Sunday nights. I sleep more on

Sunday night because I know that I have to go to school the next day and
I sleep a lot on Friday and Saturday nights because it’s the weekend. I
 Joshua Kim, 10K
wake up at the same time everyday (excluding the weekend) because I
don’t use snooze on the alarm and get up straight away, although I wake
up at the same time every weekday, I get out the door progressively later
as the week goes on due to lack of sleep. I also go to bed earlier if I’ve
been studying and later if I’ve been watching TV or using the computer.

Part five – Facts and information about behaviour

Lack of sleep or sleep deprivation is inadequate sleep. Teenagers

and children need nine to ten hours of sleep to function properly,
whereas, an adult needs about eight hours and that number decreases
with age.
Common causes of sleep deprivation are personal choice, illness,
medication, the environment in which the individual is sleeping and work.
A person experiencing sleep deprivation will have reduced concentration
times, poor judgement, reduced awareness, loss of motivation, slower
reactions and less coordination in movements. This is very similar to the
affects of alcohol. Staying awake for 24 hours or more reduces hand-eye
coordination that is equivalent to having a 0.1 blood alcohol reading. This
is why sleep deprivation can be so damaging, especially in workplace
environments with heavy machinery.
In teenagers and children, even half an hour’s more of sleep will
drastically improve concentration and decrease negative thoughts. Sleep
deprivation in teenagers and children can also lead to disorders such as
depression and ADHD.
Sleep should not be ignored, it is as important as food or water.
With sleep, much more can be done in the time that is wasted by sleep
deprivation.

Resource
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Sleep_de
privation

Part six – Goals

Short term goals;

-Finish homework as soon as possible leaving more time to sleep since
homework won’t be pushed back.
-Leave most leisure activities for the weekend, only light browsing on the
internet on weekdays, and leave the ‘heavy’ things such as movies for
the weekend.
-Sleep 11:00pm at the latest everyday

Long term goals;

-Maintain sleeping patterns for 2 months
-Observe whether there is a increase in school marks
 Joshua Kim, 10K
Part seven – Contract

I will sleep 11:00pm at the latest for a minimum of 2 months.

I will achieve this by;

Setting an alarm to GO TO sleep
Finish homework before hand
Saving ‘leisure time’ for weekends

I will record the time spent sleeping and any details or notes in a small
notebook next to my bed.

Guardian/Parent: _____________________

Student: _____________________

Date: __/__

Part eight – Plan of action

I will achieve more sleep by using the goals outlined above such as
setting alarms to go to sleep, finishing homework beforehand and
browsing the internet less. The only limiting factor here is really self
control, as it is mostly the computer or TV depriving me of sleep. The best
way to control myself is to remind and be reminded constantly of when to
sleep. A will to achieve good marks and also being able to observe this
will serve as encouragement to have more sleep each night. The best way
to do this will be to use the notebook mentioned above and look back at
different times and think about what might have caused those to occur
and try to suppress any of the negative factors that I can think of while
undertaking more of the positive ones.
 Joshua Kim, 10K
References

Insel, P. & Roth, W. (2002). Core concepts in health (9th ed). Sydney, Aus:
McGraw Hill

Assessment Rubric

4 3 2 1 0
Part 1 All scores
complete &
Either all
scores
No attempt to
complete has
Health extra complete or been made
Risk question 11/12
Appraisal 11/12 complete
complete
Part 2 More than 6
behaviours
More than 6
behaviours
Less than 6 in
total
No attempt to
complete has
Positive & tabulated & tabulated behaviours been made
Negative focus tabulated
Behaviours behaviour
selected
Part 3 More than
three aspects
At least
three
At least two
aspects of
At least one
aspect of
No attempt to
complete has
Baseline of behaviour aspects of behaviour behaviour been made
Data recorded on behaviour recorded recorded
more than recorded more than more than
three more than twice once
occasions three times
Part 4 More than
100 words
More than
100 words
Less than
100 words
No attempt to
complete has
Baseline and been made
Data thoughtful
analysis analysis

Part 5 Several
aspects of
Clear
information
Clear
information
Clear
information
No attempt to
complete has
Facts and behaviour & more & one been made
informatio discussed & than one source cited
n about more than source cited
one source
behaviour cited
Part 6 Short, Mid
and Long
Short, Mid
and Long
More than
one goal
One goal
outlined
No attempt to
complete has
Goals term goal term goal outlined been made
outlined & outlined
are SMART
Part 7 Timeline
stated,
Timeline
stated,
Timeline
stated &
No attempt to
complete has
Contract witnessed, witnessed & witnessed been made
data data
collection collection
method method
explained & explained
strategies
outlined
Part 8 More than
100 words
More than
100 words
Less than
100 words
No attempt to
complete has
Plan of and been made
action behaviour
inhibitors &
permitters
discussed