PBHL20001 Understanding Public Health Workbook: Weeks 1-5 Critiques

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PBHL20001 Understanding Public Health
STUDY GUIDE &WORKBOOK
2019

Preparation is very important in this unit. In order to do well, it is necessary to come to class ready
to work with and discuss the material covered in the unit. This same preparation will help you do
well on your assessment for the unit and will allow you gain maximum benefit and mastery that will
help you in your future studies in this course as well as in your professional life when you graduate.
It is up to you to make the most of your study experience and to take responsibility for your own
efforts to do well in the course.
A range of material is provided for you as part of this unit. Much of this material can be found on the
Moodle site for the unit and is presented in weekly sections that correspond to the topic and
activities for each week of the term. A unit timetable is contained in the unit guide and is also
available as a separate document on the Moodle site. It is important to be familiar with the timeline
for the unit and to refer to this timetable to ensure that you are up to date and are covering the
required material for each week of the term.
For each topic to be covered, there are required readings that are taken from your textbook or are
available through the Moodle site for the unit. You must read the required readings for each week,
and this must be done before your tutorial. You are not required to read the suggested readings, but
it would very advantageous to do so because they will provide you with additional background and
knowledge. Some of the readings from this unit are drawn from journals in the field of public health
or from other academic texts. The authors of these works are among the major figures in the field,
and the readings selected reflect critical understandings that have structured its development.
The lectures for this unit explicate the weekly topics and are intended to assist you to understand
and master the principles of the field that are reinforced by the readings. These lectures should be
the starting point of your weekly preparation. They are available on the Moodle site for the unit and
can be accessed at a convenient time and location on a device of your choice. This means you should
set aside time for viewing the lectures for the unit that fits with your schedule of classes and other
activities, but you are not required to attend a class in which a lecture will be presented. Viewing the
lectures is an important part of your preparation and should be a priority in approaching the
material.
Your classes for this unit will consist of a weekly tutorial taught in a two-hour block. This tutorial will
be student-focused and will be a chance for you to interact with classmates and your tutor, to
discuss the topics of the unit, and to develop insights through collaboration that can be applied in
your assessment tasks. For this reason, it is important to be ready to participate actively in tutorial
activities. This study guide, in addition to providing an overview of each week’s topic, contains
discussion points that will form the basis for tutorial activities. Space is given for you to record any
thoughts you have based on the lecture and your readings or to make any notes that will help you
recall important points that are relevant to the tutorial in question. You can do this by typing directly
in the electronic file containing the study guide or you can print a copy and make notes longhand.
This workbook forms one of the assessment pieces (see below)and will also be an important record
of your thinking that will assist you in your assessment as well as an indication of your activity in the
unit that will allow your lecturer to better support you if you need help.
You should feel free to contact me at any time if you need help or have questions about any aspect
of this unit. I can be reached by email at [e-mail][phone]; or in person in
Building 2, Room 02.03 on the Townsville Campus. Additionally, you can post questions about the
material in the discussion area of the Moodle site for the unit, which I will answer in that same
forum. I look forward to working with you this term. Robyn

Assessment
There are three assessment tasks for this unit. It is necessary to achieve at least 50% on each of the
three assessment tasks in order to pass this unit.
The first assessment is this workbook for weeks 1-5. It contains learning activities to support tutorial
discussions and to develop critical thinking. You need to complete the pre-tutorial activities prior to
attending the tutorial (face-to-face or asynchronous on Moodle). Based on the discussions held
within the tutorials each week, you are required to write a 200-word critique for submission for
grading. There are two points of submission:
 Formative: Weeks 1-2 critiques are submitted in Week 3 to allow you to receive feedback on
your writing.
 Summative: Weeks 3-5 critiques are submitted in Week 6.
The second assessment task is a group assignment that will involve two presentations. In weeks 7-
11, you will work in small groups within the tutorial sessions. These sessions will provide you with
time to work together on a topic relevant to that week, and then undertake a 5-minute presentation
back to the class which is assessable. Weeks 7-8 are formative (10%). In Week 7 you will receive
information on undertaking group work and presentations and feedback on your presentation. In
week 8 you will be assessed and provided further feedback. Weeks 9-11 are summative (30%): you
will need to work with the same group one topic. The aim of the assignment will be to work with the
members of your group to identify the most appropriate leadership for the public health situation,
argue why this is the case, what assumptions underpin this leadership in this situation, and outline
the limitations associated with this leadership approach. You will then present a 5-minute
presentation. There is also peer assessment for this task. For each member of your team, you need
to provide a score regarding the level of cooperation, contribution and participation (according to
the following matrix) to give them a total out of 9.
The third assessment task for this unit is two reflective short papers that demonstrate your
understanding of the reflective practice. The formative assessment (due in week 6) is a 500-word
paper reflecting on your practice as a health practitioner (or as a health participant) and how your
learning up to week 6 has influenced how you see this practice. The summative assessment (due in
week 13) is a 500-word paper reflecting on your practice as a health practitioner (or as a health
participant) and how you have related to those of different backgrounds to yourself over the past
five years. These papers will be submitted in a blog on the Moodle.
More details are available on the Moodle site under assessment.

Academic Integrity
In this unit, as well as in the rest of your course, you are expected to conform to the standards of
academic integrity in all assessment. This means that you must: 1) correctly cite all sources of
information used; 2) clearly indicate which ideas are your own and which come from another source;
3) write in your own words, whether you are expressing your own idea or the idea of another
person; and 4) identify any phrases or sentences taken directly from a source as a direct quotation.
Failure to do these things constitutes plagiarism, a serious form of misconduct, that will have serious
consequences that include academic discipline measures.
Information on plagiarism is available on the University website and can be accessed at
https://www.cqu.edu.au/student-life/services-and-facilities/referencing/what-is-plagiarism
It is your responsibility as a student to ensure that you understand what constitutes plagiarism and
to avoid it in all your work. All assignments in this unit will be checked with Turnitin, a text-matching
software that checks your work against a huge database of online documents that includes papers
and assignments submitted to universities worldwide as well as journals articles, books, and
webpages. An overview to checking your own drafts with Turnitin can be found at
https://sportal.cqu.edu.au/__data/assets/pdf_file/0014/61610/Turnitin.pdf
Collusion, which means working together with another student on an assignment that is supposed to
be completed as an individual, is also a form of academic misconduct. In this unit, your second
assessment task must be completed individually, and you are not allowed to work with other
students on this task or to seek advice or help from any other person.
Information on all forms of academic misconduct, including plagiarism and collusion, can be found in
The Great Guide to University Study available through the Student Portal at
https://sportal.cqu.edu.au/learning-support/student-guides/great-guide-to-university-study

Introduction to Workbook
This workbook forms the basis of your tutorial discussions for weeks 1-5. The
workbook is set up in three sections: 1) a reading; 2) short answer questions,
and 3) a critique.
You need to complete the first two sections PRIOR to attending the tutorial
class.
Your critique is based on the tutorial class discussions. If you do not complete
the reading and short answer questions prior to attending the tutorial class,
you will not be able to participate in discussions which will impede your ability
to undertake the critique. It is the critique that is the part of the workbook
that is actually graded as part of your assessment. You will need to submit
these on the Moodle to be assessed.
NB please keep a copy of your workbook. You may be required to submit
your entire workbook, with your workings, for verification of your grade

Week 1
Why do we need to consider the history of public health? Well, while history can’t exactly repeat
itself, in that it is not possible for the same circumstances and actors to collide in exactly the same
configuration as the past (different people and different places necessarily mean events will never
be the same), there are lessons from the past that we can learn to help avoid unwanted events. This
week we focus on what we can learn from the industrialization of Britain in the 19th century so help
us negotiate similar economic and other upheavals.
First of all, you need to read the following article. This is quite an old article, but Simon Szreter
outlines a fundamental argument that remains relevant today. Here he applies his learning to 21st
century China.
Szreter, S 1999, ‘Rapid economic growth and ‘the four Ds' of disruption, deprivation, disease, and
death: public health lessons from nineteenth-century Britain for twenty-first China?' Tropical
Medicine and International Health, vol. 4, no. 2, pp. 146-152.
From this reading, provide answers to the following questions:
In your own words, outline what is meant by the 4Ds:
Disruption:
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Deprivation:
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Disease:
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Death:
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The article mentions the 1848 Public Health Act. This is a key historical milestone in public health.
However, the passage of legislation did not result in the anticipated changes in health. Why do you
think so much energy was given over initially to laying water mains to houses but not to sewage and
drainage?
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In preparation for your tutorial class (face-to-face or online) discussion, write down four ideas you
can take from this reading to apply to the current concern regarding technology (robots and IT)
taking over manual and white collar jobs over the coming two decades. Are we experiencing another
period of significant disruption?
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You need to write a short critique of the tutorial class discussion which is the part of the workbook
activity that is assessed for your grade. A critique is a detailed analysis of something. This means you
cannot simply describe the discussion or copy down the main points of the discussion. You need to
think about the discussion and write a concise, coherent and logical appraisal of the discussion. For
example, the following key points may be written down summarising a discussion:
 Rates of Yellow Fever soured in USA cities throughout the 19th century due to a lack of basic
water and sanitation infrastructure
 Up until the 1930s a lack of political will halted attempts to eliminate mosquitos that carry
Yellow Fever
 When legislation was passed in various states and cities, the laws were not enforced and
were of limited use (sourced from Duffy 1992).

A critique requires you to have an understanding of the context to be able to make sense of these
dot points. So, an example of a critique may be:
The strong ideology of individualism associated with the USA throughout the
nineteenth and early twentieth century meant that industry needs and desires were
always prioritized over the rights of ordinary citizens. This resulted in Yellow Fever
rates souring due to the lack of water and sanitation infrastructure until after the
1930s; decades after similar infrastructure had been installed in Britain. Furthermore,
even when laws were passed, they were not enforced for fear of harming the
economic interests of businesses who would be required to pay taxes in order to pay
for the necessary infrastructure.
Use this space to write down the main discussion points from your tutorial class for this week:
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Now write your critique. It should be approximately 200 words.
Reference
Duffy, J 1992, The sanitarians: a history of American public health, University of Illinois Press, Illinois.

Week 2
Following on from last week’s focus on history, this week we pay more attention to the various
models of public health associated with the various eras. When we talk about models of public
health, we are referring to the main ideas and worldviews, or ideology that influenced and directed
the attention of those who practiced public health. While the medical profession has dominated
public health for many years, public health has quite an eclectic past. For example, in the early part
of the 19th century, French ‘hygienists’ were often chemists interested in occupational health
hazards (La Berge 1992). As such, we are able to see influences from environmental health, social
justice and community development, and epidemiology as well as medicine.
First, you need to read the following article. This reading is a chapter from a book that presents a
new model of public health developed by the authors. While the author’s model hasn’t necessarily
gained a lot of attention, they do provide a broad overview of the different models and ways of
thinking that have influenced public health over the past 200 years.
Raynor, G & Lang, T 2012, ‘The received wisdom of public health’, in Ecological public health:
reshaping the conditions for good health, Routledge, Oxon, pp. 67-103. Available on the
CRO.https://cqu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?
docid=TN_dawson9780203134801&context=PC&vid=61CQU&search_scope=61CQU_Library&tab=61cqu_libra
ry&lang=en_US
From this reading, provide answers to the following questions:
In your own words, outline the five models:
Sanitary-environmental:
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Social-behavioural:
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Bio-medical:
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Techno-economic:
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Ecological public health:
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McKeown’s analysis is mentioned in this reading as well as in your textbook reading from last week
(Baum 2015). Using both readings, write down what the McKeown’s thesis consists of and why
Simon Szreter has criticised this thesis.
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In preparation for your tutorial class (face-to-face or online) discussion, write down four points
related to the usefulness of models of public health: why they exist and how they can direct practice.
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You need to write a short critique of the tutorial class discussion which is the part of the workbook
activity that is assessed for your grade.
Use this space to write down the main discussion points from your tutorial class for this week:
__________________________________________________________________________________
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Now write your critique. It should be approximately 200 words.
Reference
La Berge, 1992, Mission and method: the early nineteenth-century French public health movement,
Cambridge University Press, Cambridge.

Week 3
The social ecological model of health (SMH) is cited extensively as forming the foundation of thinking
in a number of public health fields over the past twenty years. However, the SMH has not been
without controversy, nor have the concepts contained in the model always been readily translated
into practice. This week we are focusing on how the SMH has transpired within health promotion,
although you should be able to see how the criticisms and issues can be readily seen in other fields
in public health.
First of all, you need to read the following articles. These two articles have the same lead author and
represent an ongoing conversation around how the SMH has been used and could be used to guide
health promotion work. Please note, these articles have been written from an American context
where the terms health education and health promotion have often been used interchangeably. This
is not the case in Australia or other countries which differentiate between health education
(primarily aimed at changing behavior through information giving) and health promotion (as
described in the Ottawa Charter).
Golden, S & Earp, JA 2012, ‘Social-ecological approaches to individuals and their contexts: twenty
years of Health Education & Behaviour health promotion interventions’, Health Education &
Behaviour, vol. 39, no. 3, pp. 364-372.
Golden, S, McLeroy, K, Green, L, Earp, JA, Lieberman, L 2015, ‘Upending the social-ecological model
to guide health promotion efforts toward policy and environmental change', Health Education &
Behaviour, vol. 42, no. 1S, pp. 8S-14S.
From these readings, provide answers to the following questions:
In your own words, outline the different levels of the SEMH:
Intrapersonal:
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Interpersonal:
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Institutional:
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