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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