Discussion: Individual Responsibility Versus Victim Blaming in Health Promotion

Discussion Tips for Students

Part of what makes a discussion a discussion and not a lecture is the back-and-forth, in-depth, animated engagement of  at least two  people. If you start a topic and your colleagues are not engaging in it, consider what you can do to get the conversation going. Include something that would elicit further thoughts and different opinions from colleagues. Remember that discussion supports a discovery learning experience that facilitates a deeper understanding of content from multiple viewpoints. To ensure that your contributions to the Discussion posts are timely, relevant, insightful, and engaging, keep the following in mind as you post:

•   Engage in the Discussion as early as possible and continue to post throughout the module.

•   Design your posts to elicit multiple points of view from your colleagues.

•   Validate your assertions with references and links to credible sources so that your colleagues can check and read the source(s) for themselves.

Academic discussions provide a forum to share insights with your colleagues as you encounter new content. Discussion supports a discovery learning experience that facilitates a deeper understanding of content from multiple viewpoints. To ensure that your contributions to the Discussion posts and responses are timely, relevant, insightful, and engaging, keep the following in mind as you post:

•   Be sure to review and follow the Discussion Rubric.

•   Engage in the Discussion as early as possible and continue to post throughout the module.

•   Design your posts to elicit multiple points of view from your colleagues.

•   Validate your assertions with references to credible sources.

Health promotion and disease prevention are based on the idea that optimal health should be promoted and disease should be prevented wherever possible. The focus on preventing disease often leads to tension between encouraging individuals to take responsibility for their own health, on the one hand, and making them feel as if they are somehow responsible for causing their health condition, on the other hand.

To prepare for this Discussion, review the section “Assumptions of Health Promotion” (pp. 9-10) presented in your course text, and the methods utilized in planning a health promotion program. Consider the assumptions of health promotion on which these methods are based, paying particular attention to assumption #8.

With these thoughts in mind:

By Day 5

Start the Discussion by describing the challenges that program planners face when trying to promote the idea of personal responsibility with regard to health behavior while also trying to avoid placing the blame on individuals for their health status. Is it possible to do both? Explain why or why not.

This Discussion will be available from Day 1 through Day 7 of this module. While you are required to submit your initial post by Day 5, you are encouraged to post early. Once you have submitted your initial post, start responding to your colleagues by no later thanDay 5. Continue to interact frequently with your colleagues through Day 7,supporting your responses with credible sources.

Support your work with specific citations from this module’s Learning Resources and additional scholarly sources as appropriate. Refer to theEssential Guide to APA Style for Walden Studentsto ensure that your in-text citations and reference list are correct.

 

 

Individual Responsibility Versus Victim Blaming in Health Promotion

Health promotion and disease prevention are based on the idea that optimal health should be promoted and disease should be prevented wherever possible. The focus on preventing disease often leads to tension between encouraging individuals to take responsibility for their own health, on the one hand, and making them feel as if they are somehow responsible for causing their health condition, on the other hand.

To prepare for this Discussion, review the section “Assumptions of Health Promotion” (pp. 10–11) presented in your course text, and the methods utilized in planning a health promotion program. Consider the assumptions of health promotion on which these methods are based, paying particular attention to assumption #8.

 

With these thoughts in mind:

By Day 5

Start the Discussion by describing the challenges that program planners face when trying to promote the idea of personal responsibility with regard to health behavior while also trying to avoid placing the blame on individuals for their health status. Is it possible to do both? Explain why or why not.

This Discussion will be available from Day 1 through Day 7 of this module. While you are required to submit your initial post by Day 5, you are encouraged to post early. Once you have submitted your initial post, start responding to your colleagues by no later than Day 5. Continue to interact frequently with your colleagues through Day 7, supporting your responses with credible sources.

Support your work with specific citations from this module’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure that your in-text citations and reference list are correct.

 

1st COLLEGUE/ BRIAN DISCUSSION POST:

Hello class!

Program planners find difficulties in promoting the idea of personal responsibility with regard to health behavior because planning involves finding the solutions to the problems that exist in the environment and how to approach the people affected so that they can learn more. The learning or education part is a challenge since the people affected may not be in the best position to make sound health related choices due to their state of leaving. A perfect example is how to eradicate the issues of malnutrition in the community. In such conditions, the health program planners may find challenges to educate the poor communities on how to have a balanced diet while they are not in a position to afford a single meal. Besides that, providing education on how to eradicate some diseases in the community is a challenge to the program planners because some of the diseases and disabilities are because of genetic and environmental factors and may not make any sense to the community or target population

The other challenge experienced by the program planners is the constant changes in the environment settings, which may block some of the programs. For examples, when the resources allocated to a certain program are not released on the arranged time, the education program may not be conducted at the required time since the resources required may be inadequate. Moreover, changing the perception and desires of the people rooted in their culture is a challenge since the people may not find a way of substituting the education provided on health and their culture or lifestyle (Resnik, 2007). Moreover, the program planners address problems that are beyond the ability of the people to deal with. Controlling and managing environmental health cannot be achieved by the individuals but by the government.

It is possible to promote the idea of personal responsibility with regard to health behavior while trying to avoid placing blame on individuals for their health status because the program planners can promote the health status by providing education on sanitation (Society for Public Health Education, 2017). The health planners can also focus on disease surveillance, controlling of pollution, occupation health, and urban planning so that the risks exposed to the environment can be minimized.

 

References

Resnik, D. B. (2007). Responsibility for health: personal, social, and environmental. Journal of Medical Ethics, 33(8), 444-445.

Society for Public Health Education (2017). Code of Ethics for the Health Education Profession. Retrieved fromhttps://www.sophe.org/careers/ethics/ .

 

REQUIRED READINGS:

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2017). Planning, implementing, and evaluating health promotion programs: A primer (7th ed.). San Francisco, CA: Pearson.

· Chapter 1, “Health Education, Health Promotion, Health Education Specialists, and Program Planning” (pp. 1–13)

Adler, N., & Stewart, J. (2009). Reducing obesity: Motivating action while not blaming the victim. The Milbank Quarterly, 87(1), 49–70.

Note: Retrieved from University Library databases.

Link for the artcle:

 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2879178/

 

 

TIPS for DISCUSSION RESPONSES:

Discussion Tips for Students

Part of what makes a discussion a discussion and not a lecture is the back-and-forth, in-depth, animated engagement of  at least two  people. If you start a topic and your colleagues are not engaging in it, consider what you can do to get the conversation going. Include something that would elicit further thoughts and different opinions from colleagues. Remember that discussion supports a discovery learning experience that facilitates a deeper understanding of content from multiple viewpoints. To ensure that your contributions to the Discussion posts are timely, relevant, insightful, and engaging, keep the following in mind as you post:

•   Engage in the Discussion as early as possible and continue to post throughout the module.

•   Design your posts to elicit multiple points of view from your colleagues.

•   Validate your assertions with references and links to credible sources so that your colleagues can check and read the source(s) for themselves.

Academic discussions provide a forum to share insights with your colleagues as you encounter new content. Discussion supports a discovery learning experience that facilitates a deeper understanding of content from multiple viewpoints. To ensure that your contributions to the Discussion posts and responses are timely, relevant, insightful, and engaging, keep the following in mind as you post:

•   Be sure to review and follow the Discussion Rubric.

•   Engage in the Discussion as early as possible and continue to post throughout the module.

•   Design your posts to elicit multiple points of view from your colleagues.

•   Validate your assertions with references to credible sources.

 

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Final analysis: a brief history of how we got here. An example: If you are doing public transportation infrastructure, research how California became so dependent on freeways and why it didn’t invest in public transportation infrastructure. This should be .5 – 1 page – it’s brief.

• why this system needs to change in light of what we’ve been talking about regarding climate change. An example: if you are doing urban design, you may want to talk about increases in heat waves and the need for us to build our cities with climate resilience in mind.
• research solutions that have already been proposed or discussed. Ideally you will have 2-3. You will describe these and then analyze how effective they may be. For example, maybe you are examining urban infrastructure in coastal areas and you are looking at ways to combat sea level rise. You should have about 2 paragraphs per solution.

Your proposed solution: Propose your own solution. Choose the scale you want to work at. For example, if you want to increase sustainable transportation and choose biking as your mode of transportation, you may want to design for making our bike infrastructure in SF better Maybe you look at Dutch biking infrastructure for guidance. Or maybe you focus on increasing access to E-bikes. Or maybe you focus on how we can move people and their bikes on a regional scale – for example, how could be change BART to allow people to bring their bikes and solve that “last mile problem”. You can think about this on a small scale or on a larger scale (for example, on the scale of a city or a state). It’s up to you. You may also take one of the solutions you described above and improve or expand on it. This part of your final project should be about 1-3 pages.

You should have at least 3 different sources

 

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Write a paper in APA format using a minimum of 700 words, excluding the cover, reference page, and any appendices, to address the following:. A minimum of five reliable sources are required (see Note below).
Perform preliminary research and select a product you have an interest in performing a life cycle analysis on. The product that has been selected is ‘Plastic Spoon’.

Part 1:

 

• Name and give a brief introduction to the product you selected to perform a life-cycle analysis on.
• Describe how it is used, by what groups (consumers, corporations, or both), and in what locations (locally in an area or worldwide, for example).
• Explain why this product was selected and whether, based on preliminary research, its life cycle can be analyzed for Parts 2 and 3.

Part 2

• Discuss the processes for the following phases and explain the energy inputs and outputs involved:
• Include a graphic showing the flow of processes for the following phases:
  • Acquisition of Raw Materials
  • Manufacture and Processing
  • Distribution and Transportation

I have attached the reference paper for the second part of the question. PS: Its just an example. The product that I should be using is a plastic spoon.

 

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Environmental Justice and NIMBY

Throughout this course, you have discussed natural resources and the importance of managing them wisely and in a sustainable manner. Communities face a number of challenges, such as what to do with waste, how to provide energy to citizens and businesses, and how to regulate industries that might pollute the environment. This is often done on a limited budget, and politicians are under a lot of pressure to please a lot of different interest groups as they create the policies and make these decisions.

Often, people can agree that a new power plant, oil refinery, or waste disposal site is needed. People have a much harder time agreeing on where these facilities should be located within their communities. A common phrase used to describe this phenomenon is “not in my backyard” or NIMBY. Because no one wants to live near certain types of facilities, they traditionally have been concentrated in communities where people have the least influence, power, and/or money to prevent their construction. Once constructed, these facilities negatively impact public health, the environment, and quality of life, while the surrounding communities have fewer resources to monitor the effects and/or demand reparation. Many people are now fighting for what is termed “environmental justice” to ensure that the burdens of dealing with pollution are handled in a manner that is fair to all citizens. For additional background on environmental justice, and former president Bill Clinton’s presidential order to address environmental justice in minority and low-income populations, visit these sites:

U.S. Environmental Protection Agency. (2019, February 6).  Environmental justice . https://www.epa.gov/environmentaljustice

Executive Order 12898. (1994, February 11).  Federal register , 59(32). http://www.archives.gov/federal-register/executive-orders/pdf/12898.pdf

This week, you are tasked with writing a persuasive letter to an elected official on an environmental concern of your choosing based on scenarios provided in your text. You will research and explore environmental literacy on this topic and report if there are currently any policies in place associated with this challenge. Is there currently any citizen action surrounding this issue, and are there any individuals or businesses currently affected by this challenge? If there are policies in place, do they hinder or help your community’s ability to overcome this challenge? Or is there a need for more policies to be put into place?

Explore one of the following case studies from your textbook and choose a concern to write about. You will choose a case study of interest and write your letter as if this is an issue in your own community.

· Withgott, J. H., & Laposata, M. (2021). Environment: The science behind the stories [PDF ebook]. Pearson Higher Ed.

· What’s Killing Smallmouth Bass in the Potomac River Watershed? (pp. 412–413)

· A Sea of Plastic in the Middle of the Ocean (pp. 421–423)

· Clearing the Air in L.A. and Mexico City (pp. 451–452)

· Alberta’s Oil Sands and the Keystone XL Pipeline (pp. 523–525)

· Mapping Mountaintop Mining’s “Footprint” in Appalachia (pp. 654–655)

· Saving the Chesapeake Bay Ecosystem (pp. 105–107)

You are writing on behalf of yourself as a stakeholder on this issue this week. You will need to propose a plan of action and/or request help and give reasoning for needing such help or change. Consider the following questions and advice to help you.

1. Briefly introduce yourself and why you are writing this letter.

2. Where is the community you researched (provide a city and state)?

3. What is the environmental issue in the community you have chosen?

4. What facilities (current or historical) might be responsible for the release of pollutants into your community?

5. Is this problem spread throughout the community or located in one area? Be sure to reference which case study you chose.

6. What impacts could these pollutants have on:

a. Children and families?

b. Wildlife and resources?

7. Is there any important or crucial demographic data you need to mention? Describe any potential environmental justice concerns.

8. What is most important to you in terms of rectifying this?

9. What do you want to see your elected representative do about it (e.g., carbon drawdown solutions)? Discuss any short-term and/or long-term steps and outcomes.

10. Write a hypothesis on what you think would happen if this problem was solved.

11. Who holds the authority to make this happen?

12. Tell them you look forward to receiving a reply on what can be done.

Keep it brief and limited to one issue. Remember, you are the expert on this issue, and the legislator only represents you.

Consider the following resources to help you if you need them;

· Chapter 7 (pp. 178–184)

· Withgott, J. H., & Laposata, M. (2021). Environment: The Science behind the Stories, PDF eBook. Pearson Higher Ed.

· Ranniger, G. (2020).   Environmental injustice . https://www.ehn.org/environmental-justice-2646185608/the-father-of-environmental-justice

· Natural Resources Defense Council. (n.d.).  The environmental justice movement . https://www.nrdc.org/stories/environmental-justice-movement

· S. Environmental Protection Agency. (n.d.).  Learn about environmental justice . https://www.epa.gov/environmentaljustice/learn-about-environmental-justice

Basic Writing Expectations:

· Your letter should be approximately 750 words, not including the title or reference pages.

· Include an introduction and conclusion.

· Include a title page, double-space your letter, and use a font size of 10 or 12.

· Include a highly developed viewpoint/thesis, purpose, and exceptional content.

· Demonstrate superior organization — use logic.

· Make certain that your letter is free of grammar and spelling errors.

· Avoid plagiarism.

· Use APA style for the body of the letter, all in-text citations, and references.

 

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