Indigenous Wellbeing Practice - Reflection Assignment Help

Assessment Criteria and Rubric

Rubrics help you to understand what knowledge and skills you need to demonstrate in your assessments. They also show you how your submission will be marked and what is expected at the different grade levels.

1. Examine the life course perspective: details, accurate and relevant to health and wellbeing whole of life priority issues facing Indigenous
2. Evidence: use of scholarly literature to support life course theory and evidence to support key points relating to Indigenous Australian health and well being whole of life priority issue; critically evaluated.
3. Interpretation: evidence of independent thought and critical analysis.

Task Instructions

• This is an individual summative assessment
• The life course perspective comprises four (4) written analyses.
• Each written reflection has a 400-word count requirement (+10/-10%).
• Each reflection should contain at least two (2) scholarly references.
• You will submit all four (4) analyses in one
  Word document on Canvas via Turnitin.
• The due date for this assessment task is Friday 5pm, Week 7.
• The analyses will be on four (4) of the following components of the life course perspective:
• One: Indigenous maternal health and parenting
• Two: Indigenous childhood health and development (0 to 14 years)
• Three: Indigenous adolescent and youth health (15 to 24 years) and
• Four: Indigenous adults (25 to 54 years)

We’ll write customized paper for you.
Get Upto 30% OFF on your Order!

Order Now Whatsapp Now

Please note that the life course stage older Indigenous adults, 55 years and older will be used as an example in class and will NOT be an option to choose for your assessment.

Using the life course perspective and ONE of the ecological health and wellbeing determinants models discussed in class (Indigenous Determinants of Health model, OR Bronfenbrenner's ecological model), you will reflect on factors that influence the health and wellbeing of Aboriginal and Torres Strait Islander people at each of the four life course stages listed above. Please note that occupational therapy students can choose to use one of the occupational therapy models or frameworks (e.g., PEOP, Kawa, Kielhoffner, etc.) to use instead of an ecological model or the Indigenous determinants of health model.

Each reflection will be based on a narrative (e.g. book section, book chapter) in the voice of an Aboriginal or Torres Strait Islander person. Some narratives will only include one life stage so you might need different narratives for different life course stages. However, you should use the same model for each of the narratives. A selection of narratives will be provided in the course readings under Assessment Task 1. If you wish to use a narrative not included in that list, please check with your course coordinator (Kathryn Wenham). If you are not from Australia and wish to focus on Indigenous peoples from your home country, please contact Kathryn to negotiate.

Assessment task 1. Structure

Heading 1/2/3/4 (Name the narrative and identify the life course stage prevalent within this narrative)

Include the following under each heading:

Based on each of the chosen narratives (which demonstrates listening to Indigenous voices and perspectives) and the literature (which demonstrates evidence), identify the health and wellbeing determinants most influential to this person at this life stage and how this affects their health and wellbeing. Structure your discussion of determinants according to the model you are using and include both positive and negative determinants of health, i.e. both protective factors and risk factors. To take your analysis a little deeper, you can also reflect on the impact of determinants on the health and wellbeing of the community. Occupational Therapy students can also choose to identify how occupations or performance are also affected.