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Opportunities and Barriers of Inclusion | Health Assignment

   

Added on  2020-03-16

18 Pages4075 Words49 Views
Running head: OPPORTUNITIES AND BARRIERS OF INCLUSIONOpportunities and Barriers of InclusionName of the StudentName of the UniversityAuthor Note

1 OPPORTUNITIES AND BARRIERS OF INCLUSIONTable of ContentsIntroduction................................................................................................................................2Discussion of Opportunities and Barriers..................................................................................2Barriers of Inclusion...............................................................................................................2Opportunities of Inclusion......................................................................................................4Recovery Model: Tidal Model...................................................................................................5New Zealand Government Initiatives and Strategies.................................................................6Role of Nurse in Recovery.........................................................................................................9Conclusion................................................................................................................................10References................................................................................................................................11Appendix 1...............................................................................................................................15Appendix 2...............................................................................................................................16

2 OPPORTUNITIES AND BARRIERS OF INCLUSION IntroductionHealth is defined as a state of functional and metabolic efficiency of living begins.The term health is defined in humanity as the ability of an individual or community to self-manage and adapt to the changing physical, social, mental and psychological environment.According to World Health Organization (WHO), health is a state of mental, physical andsocial well-being and can never be defined as the presence or absence of disease (Currie etal., 2009). The main focus group of this study is the children who are in their adolescents andfalling in between the age bracket of 13 to 19 years. The importance of the chosen focusgroup is, adolescence is the main target of the mental disorders like anxiety, mood and otherbehaviour disorders which lead to social exclusion (Merikangas et al., 2010). Environmentalfactors have a vital role in either hindering or supporting the participation of children(adolescence) in school, home and community contexts. The principal environmental factorsinclude physical, social and attitudinal factors that encompass the surroundings of a child.Knowledge about these environmental factors helps in the development of strategies whichwill enable the active participation of the children in the social communities or in schools(Kang, Hsieh, Liao & Hwang, 2017). Discussion of Opportunities and BarriersBarriers of InclusionAccording to BBC, New Zealand (NZ) has the highest suicidal rate among otherdeveloping countries. The report of UNICEF states that the suicide rate of youth residing inNew Zealand is highest among the European countries. BBC states, "The rate of 15.6suicides per 100,000 people is twice as high as the US rate and almost five times that ofBritain". This increase in the rate of suicide is not the direct cause behind the social exclusion

3 OPPORTUNITIES AND BARRIERS OF INCLUSIONbut may be defined as an aftermath resulting out of the barrier against community or socialinclusion. The higher rates of suicidal attempts in New Zealand arise due to increase rate ofchild poverty, high rates of teenage pregnancies or families where none of the parents areemployed. According to Dr. Prudence Stone of UNICEF New Zealand, the suicidal rates arehighest among the Pacific Islander and Maori youth. Shaun Robinson of the Mental HealthFoundations, New Zealand said that New Zealand records the highest rate of school bullying(Illmer, 2017). School bulling takes place in the form of teasing, pushing, calling in somederogatory nick name, or via body shaming (Schneider, O'donnell, Stueve & Coulter, 2012).Overall the major group of children who are in their adolescence are shunned and are notinvited to join the popular groups. As a result of school bullying, the child feels sociallyexcluded and thus creating a barrier towards community or school based inclusion(Søndergaard, 2012). The adolescence group of children in New Zealand who are the majorvictims of social victims are Maori children (Clark et al., 2011).Another barrier towards the school and community inclusion among the children ofNew Zealand includes binge-drinking (Redmond, 2017). Alcohol is responsible for andincrease in the rate of mortality and morbidity among the young people. However, alcohol isalso a driving cause behind the community and school based exclusion. Maori race of NewZealand drinks less frequently than that of the ethnic groups of New Zealand, however, theusual quantity consumed by them per occasion is much higher. This higher rate of occasionaldrinking of alcohol results in increase incidence of alcohol-related harm. Moreover, Maoriyouth attending secondary schools have higher prevalence of "ever trying alcohol". This"ever trying alcohol" causes the tendency of binge heavy drinking behaviours than otherethnic groups of New Zealand (Clark et al., 2013). This binge drinking makes them sociallyexcluded from the ethinc group of students in schools, creating a community inclusionbarrier.

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