Unit rationale, description and aim

People with a lived experience of mental illness are reported to face a significantly increased prevalence of physical health and social inequalities. Mental health practitioners must therefore be able to recognise and respond to these inequalities through the provision of health promotion and advocacy for consumers of mental health services.

Challenges associated with coexisting physical health and social inequalities and the impact on the person will be examined. Students will explore current policies and practices for health promotion, prevention, early intervention and greater social inclusion in the Australian mental health care system.

The aim of this unit is to provide students with the opportunity to critically evaluate the relationship between mental health and the physical and social inequalities of health experienced by people with a lived experience of mental illness.

2025 10

Campus offering

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  • Term Mode
  • ACU Term 2Online Unscheduled
  • ACU Term 4Online Unscheduled

Prerequisites

Nil

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Identify and critically analyse the physical and s...

Learning Outcome 01

Identify and critically analyse the physical and social determinants of health that are relevant to people with a lived experience of mental illness.
Relevant Graduate Capabilities: GC1, GC2, GC4, GC5, GC7, GC8, GC11

Critically examine the current health promotion po...

Learning Outcome 02

Critically examine the current health promotion policies and practices aimed at reducing health inequalities for people with a lived experience of mental illness.
Relevant Graduate Capabilities: GC1, GC2, GC4, GC5, GC7, GC8, GC11

Critically analyse social inclusion strategies tha...

Learning Outcome 03

Critically analyse social inclusion strategies that can support people from diverse backgrounds who may be at greater risk of mental health issues due to experiences of stigma and inequality.
Relevant Graduate Capabilities: GC1, GC2, GC4, GC5, GC7, GC8, GC11

Content

Topics will include:

Determinants of health

  • Social
  • Environmental
  • Cultural perspectives
  • The role of stigma

Comorbidity with mental health conditions

  • Physical health needs of individuals with mental illness
  • Implications of comorbidity needs on health care management
  • The role and impact of psychopharmacology

Health promotion

  • Current models and theories of health promotion
  • Current policies and strategies for health promotion
  • Health lifestyle and health maintenance
  • Self-efficacy and self-management in health
  • Wellness planning
  • Mental health promotion for diversity
  • Health promotion across the lifespan
  • Psychoeducation
  • Evidence based psycho-social interventions that assist in health promotion
  • Strategies for social inclusion

 Health resources

  • Accessing services that support people who experience coexisting physical and mental conditions
  • Access and equity issues in health care
  • multidisciplinary team approach

Assessment strategy and rationale

The assessment strategy used allows for the progressive development of knowledge and skills necessary for the student to be able to demonstrate ethical and effective professional practice in the delivery of health promotion and advocacy for consumers of mental health services.

The assessments tasks are designed to align with the learning outcomes and content to ensure that students demonstrate an understanding of health promotion issues and social determinants of health for people with mental illness. Assessment 1 provides students with an opportunity to first demonstrate their understanding of the social determinants of health relevant to people who experience mental illness and then their understanding of current health promotion policies and practices within mental health services. Assessment 2 requires students to draw on their learning from this unit to identify relevant social determinants of health, health promotion and social inclusion strategies which could be implemented within their work setting with a vulnerable population.

In order to pass this unit students must:

  • Demonstrate achievement of every learning outcome, and
  • Obtain a minimum mark of 50% for the unit, and
  • Achieve a mark of 50% or greater in Assessment 2 which is a graded hurdle.

Where students achieve a cumulative mark of 50% or more for the unit, overall, but do not achieve a mark of 50% or greater in Assessment 2 they will be offered one further attempt in Assessment 2. If students pass this further assessment, they will pass the unit and their original mark will be the final unit mark. If students fail the further assessment, they will fail the unit.

Overview of assessments

Assessment Task 1: Written Assessment First stud...

Assessment Task 1: Written Assessment

First students are to identify and critically analyse the key social determinants of health that impact on mental health consumers and then demonstrate their understanding of current health promotion policies and practices within mental health services.

Weighting

50%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC4, GC5, GC7, GC8, GC11

Assessment Task 2: Case Study Students are to ch...

Assessment Task 2: Case Study

Students are to choose a population at risk of mental health issues due to their experiences of stigma and inequality. They will then identify and discuss relevant social determinants of health, health promotion and social inclusion strategies. which could be implemented for this population in their work setting.

Weighting

50% (graded hurdle)

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC4, GC5, GC7, GC8, GC11

Learning and teaching strategy and rationale

This unit uses an active learning approach to support students in the exploration of knowledge essential to health promotion for people with a lived experience of mental illness. Students are expected to contribute to asynchronous weekly discussions to learn from others’ experiences and perspectives. Active learning opportunities provide students with opportunities to practice and apply their learning in their work settings. Activities encourage students to bring their own examples to demonstrate understanding and application, and to engage constructively with their peers. 

Representative texts and references

Representative texts and references

·       Filia, K., Menssink, J., Gao, C.X. et al. (2022) Social inclusion, intersectionality, and profiles of vulnerable groups of young people seeking mental health support. Soc Psychiatry Psychiatr Epidemiol 57, 245–254 https://doi.org/10.1007/s00127-021-02123-8

·       Jenkins, R. (2019). Implementing mental health promotion approaches in mental health services. In M.M. Barry, A.M. Clarke, I, Peterson and R. Jenkins (Eds.). Implementing mental health promotion. Springer. https://doi.org/10.1007/978- 3-030-23455-3 16

·       Russell, A & Lloyd, C (2004) Partnerships in mental health: addressing barriers to social inclusion. International Journal of Therapy and Rehabilitation 11:6, 267-274

·       Victorian Government (2023). Mental health promotion in Victoria. Retrieved from https://www.health.vic.gov.au/prevention-and-promotion/mental-health-promotion-in-victoria

World Health Organisation (2022). Social determinants of health. Retrieved from https://www.who.int/health-topics/social-determinants-of-health#tab=tab_1

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