Module code and title (6HL004) Promoting Health: Assessing and Addressing Health Needs
Assignment Brief
Module code and title (6HL004) Promoting Health: Assessing and Addressing Health Needs
Module leader Meg Clifford
Assignment name (6HL004) Promoting Health: Assessing and Addressing Health Needs report
Assignment type Report
Assignment weighting 100%
Assignment size 3200 Words
Submission date 10th January 2024
Submission method ALL submissions must be made via CANVAS. Work cannot be submitted by email to staff. It is your responsibility to ensure that your work is submitted on time and in the correct format. You are strongly advised not to leave submission until the last minute in case you have any difficulties with uploading your work to CANVAS. You are also advised to check your submission portal well in advance of submission.
Assignment requirements part 1:
Assignment requirements Part 2: Produce a report about your chosen health need.
Provide a title.
Provide a background of your chosen health need and why it is important.
What population group
You should provide a concise background that justifies why this group needs attention, with epidemiological data showing they experience poorer health / health inequalities/ are more at risk of unhealthy behaviour).Use Office of National Statistics, Department of Health, WHO data, or other official body.
The focus is on the people , not a problem. For example, The health need of..Some possibilities:
Low income families living in rural / urban areas of deprivation
Homeless people
Men / women / teens with learning difficulties
Prisoners ( male / female)
Elderly ( men / women) in care homes / in the community
Immigrant families
Obese primary school / secondary school children
People living with HIV / cancer / diabetes / dementiaPart 1: Identifying Health Needs
Find 2 research studies into the health needs of your group. (One qualitative study and one quantitative study: The qualitative study needs an exploration of the chosen group's views on their own health needs).
Use the studies to complete the table below to summarise findings.
Table of finding and mapping theories
1.2. Discussion of health needs theories
Thenanalysethese needs byapplyingthehealth needs theoriesof Maslow, Seedhouse, Doyal and Gough.
You need to discuss 2 theories here E.g. Needs can be linked to aspects of theories(Maslow, Seedhouse or Doyal & Gough), which show a link/relation between the need and theory.
1.3. Prioritising the health needs
Provide an outline of Bradshaws type of need that has been identified within both articles.
Identify themost significantunmet need, with a rationale to justify why this is the most important. Apply Bradshaw amongst 1 other health promotion theory.
Also
You should end this section with aclear prioritised health need. The priority health need is...
2. Part two:A Strategy to Address the Health Needs
2.1. Aim
Give one clear AIM which is broad statement linked to your objectives.
Objectives
Twodifferent types ofSMART objectives stating the type of objective each is, to address the prioritised health need. You will find the types of objectives in the presentation in Week 5.
e.g.Objective 1(type) , state the SMART objective
Objective 2(type), etc
Your strategy needs to include2 different typesof objectives (not more than 1 educational objective!)
2.2. Health Promotion Activities
Use Beatties model of health promotion approaches to structure your strategy, justifying two activities by reference to the underpinninghealth promotion theories, models, principles, paradigms, research, policy, examples of practice.
Comment on the relative value of two activities and the approach used. Explain which are most likely to improve health, and why.
Example is shown below:
Health Persuasion
Activity
Description:This will be based in the (setting), facilitated initially by (personnel), then ...( a few words on how the activity is delivered).
Justification:This is included because .. (e.g.) x model/theory/ suggests that.... ; the activity is guided by y principle which emphases .. A's research shows this activity is valuable for ., using the specific techniques used in B's practice/ C policy.
Do the same for the other one you choose:Legislative Action, Community Development, and Personal Counselling
Note: This is the most important part, where you show you understand health promotion theory and can use it to plan a coherent, creative strategy that will improve health.
2.3. Resources and Communication skills used:
Briefly outline thetypesof resources you will use, including the communication skills, with rationale for one of the above activities.
2.4. Evaluation
Describe and justify thetypesandmethodsof evaluation you plan to use for one activity. State also when, where and how the evaluation will take place, who will conduct it. You will find the different types of evaluation in the presentation in Week 10.
Things to consider:
Keep in mind thepurposeof health promotion.
References
Appendix
Assessment criteria To pass you must meet ALL the following learning outcomes:
LO1 Demonstrate ability to gather and critically evaluate appropriate health information from a variety of sources, and apply relevant theoretical perspectives in order to interpret this to identify a health need for a specific population.
LO2 Demonstrate insight into the contested nature of health and health promotion, and how these debates impact on working to promote health.
LO3 Demonstrate problem-solving abilities and critical awareness of health promotion theories by designing a strategy to tackle a health promotion need.
Each learning outcome carries equal weighting in the assignment.
You will be additionally marked against the University Performance Descriptors, and you are advised to spend time making yourself familiar with these before beginning to plan your work. You will find the specific module descriptors in the CANVAS Topic and a link to the generic descriptors below, in the section titled University Regulations.
The pass threshold for this assignment is 40%.
Additional instructions All assignments MUST be submitted using Microsoft Word.
You MUST use Ariel font size 12.
Your work MUST be spaced at 1.5.
Your work MUST contain your student number, the module code and title and your Personal Tutor in the header.
Your work MUST be within the word limit + or 10% otherwise your grade will be penalised in accordance with the University policy.
Your work MUST contain page numbers in the footer.
Your work should include and introduction and conclusion.
You MUST reference in accordance with the University style, Harvard. Not doing so will result in your grade being penalised.
Writing Style: This assignment should be written in the 3rd person. The skill here will be to remain academic, formal and professional in your writing style. In the writing, no I or my statements should be made.
Extenuating
Circumstances If you are unable to submit your work on time you should consult the Late Submission Extension Policy & Procedure guidance which can be found here: https://www.wlv.ac.uk/about-us/corporate-information/wlv-policies/late-submission-and-extension-policy-and-procedure/
Academic Misconduct As part of the University's Academic Integrity Policy all module summative assessments submitted into Canvas will go through Turnitin which is a text matching tool used to detect academic misconduct relating to plagiarism and collusion with other students. Any concerns identified could result in a full investigation by the Conduct and Appeals Unit. All students have access toTurnitin: Developing Referencing skillscourse, found on your Dashboard in Canvas, to find out more information about this.
Professional Body requirements The course is approved by Social Work England and therefore students work is expected to also meet standards required by professional social work practitioners, this includes standards of written English, even for students who have a Tutor Awareness Sheet.
University Regulations Universitys Academic Regulations: https://www.wlv.ac.uk/about-us/governance/legal-information/policies-and-regulations/academic-regulations/Policy on Maintaining Academic Integrity: https://www.wlv.ac.uk/media/departments/office-of-the-vice-chancellor/documents/Policy-on-Maintaining-Academic-Integrity.pdfPerformance descriptors: http://www.wlv.ac.uk/media/manual-migration/University-Performance-Descriptors-PDF.pdfSupport Student Support and Wellbeing: https://www.wlv.ac.uk/study-here/student-support/students-with-disabilities--splds/Study Guides: https://www.wlv.ac.uk/lib/skills-for-learning/study-guides/Student Handbook: https://www.wlv.ac.uk/current-students/student-handbook/Assessment information: http://www.wlv.ac.uk/assessmentYou should also refer to your Course and Module Guides
Date by which feedback will be provided 7th February 2024
Method by which feedback will be provided CANVAS
Student Number:
Module Code: 6HL004
Module Leader: Meg Clifford
Module Title: Promoting Health: Assessing and Addressing health needs.
Word count:
Submission date:
Title:
Declaration of Originality: I hereby declare that this work is my own and that no part has been copied from any other author, student or individual. I also state that this work has not formed any other significant part of academic assessment submission. I understand that in submitting this work it may be subject to anti-plagiarism software and that it will enter a University of Wolverhampton quality control system including initial and second marking, internal moderation and external moderation.
Contents:
1. Background ..
Part 1. Identifying Health Needs..
1.1. Table of Findings and Mapping Theories
1.2. Discussion of Health Needs Theories .
1.3. Prioritising the Health Needs ....
Part 2. A Strategy to Address the Health Needs
2.1. Strategy Aim and Smart Objectives .
2.2. Health Promotion Activities
2.3. Resources and Communication Skills.
2.4. Evaluation.
3. References..4. Appendices.
Title
Population group
Background(150 words)
You should provide a concise background that justifies why this group needs attention, with epidemiological data showing they experience poorer health / health inequalities/ are more at risk of unhealthy behaviour).Use Office of National Statistics, Department of Health, WHO data, or other official body.
Part 1: Identifying Health Needs
Find 2 research studies into the health needs of your group. (One qualitative study and one quantitative study: The qualitative study needs an exploration of the chosen group's views on their own health needs).
Use the studies to complete the table below to summarise findings.
Table of Findings and Mapping Theories
Title, year of articles Methodology Findings
1.2. Discussion of health needs theories
Thenanalysethese needs byapplyingthehealth needs theoriesof Maslow, Seedhouse, Doyal and Gough.
You only need to discuss 2 theories here E.g. Needs can be linked to aspects of theories(Maslow, Seedhouse or Doyal & Gough), which show a link/relation between the need and theory.
1.3. Prioritising the health needs
Provide an outline of Bradshaws type of need theory and what has been identified within both articles.
Identify themost significantunmet need, with a rationale to justify why this is the most important. Apply Bradshaw amongst 1 other health promotion theory of your choice, for example health belief of stages of change.
AlsoYou should end this section with aclear prioritised health need. The priority health need is...
2. Part two:A Strategy to Address the Health Needs
2.1. Aim
Give one clear AIM which is broad statement linked to your objectives.
Example: To increase teachers understanding, skills and confidence in their ability to provide accessible sex education to the younger population in all types of educational settings in Wolverhampton.
Objectives
Twodifferent types ofSMART objectives stating the type of objective each is, to address the prioritised health need. You will find the types of objectives in the presentation in Week 5.
e.g.Objective 1(type) , state the SMART objective
Objective 2(type), etc EXAMPLE: (Educational) 70% of all male and female teachers in an educational setting, will be able to provide confidently, appropriate sex education to students aged 11-18 years by June 2023.
EXAMPLE: (Environmental) 100% of all education settings in Wolverhampton, will have a safe accessible space for teachers to engage with younger students regarding sexual health concerns by June 2023.
Your strategy needs to include2 different typesof objectives (not more than 1 educational objective!)
2.2. Health Promotion Activities
Use Beatties model of health promotion approaches to structure your strategy, justifying two activities by reference to the underpinninghealth promotion theories, models, principles, paradigms, research, policy, examples of practice.
Comment on the relative value of two activities and the approach used. Explain which are most likely to improve health, and why.
Example is shown below:
Health Persuasion
Activity
Description:This will be based in the (setting), facilitated initially by (personnel), then ...( a few words on how the activity is delivered).
Justification:This is included because .. (e.g.) x model/theory/ suggests that.... ; the activity is guided by y principle which emphases .. A's research shows this activity is valuable for ., using the specific techniques used in B's practice/ C policy.
Do the same for the other one you choose:Legislative Action, Community Development, and Personal Counselling
2.3. Resources and Communication skills used:
Briefly outline thetypesof resources you will use, including the communication skills, with rationale for one of the above activities.
2.4. Evaluation
Describe and justify thetypesandmethodsof evaluation you plan to use for one activity. State also when, where and how the evaluation will take place, who will conduct it. You will find the different types of evaluation in the presentation in Week 10.
References
Better Evaluations (2022) Impact evaluation | BetterEvaluation. Available at: https://www.betterevaluation.org/methods-approaches/themes/impact-evaluation (Accessed: 15 January 2023).
Bradshaw, J. (1972) Taxonomy of social need.
Seedhouse, D. (2001) Health: The Foundations for Achievement. John Wiley & Sons.
World Health Organisation (2012) Ottawa charter for health promotion. Available at: https://www.who.int/publications-detail-redirect/ottawa-charter-for-health-promotion (Accessed: 15 January 2023).
Appendices
center23002457459410012100
Student Number:
Module Code:6HL004
Module Leader:
Anne Marie Ntaganira - Email:AnneMarie.Ntaganira@wlv.ac.ukBhawna Solanki - Email:B.Solanki@wlv.ac.ukModule Title: Promoting Health:Assessing and Addressing health needs.
Word count:3,520
Submission date:Tuesday10th January 2023
Title:Assessing Mental Health Needs of Adult Male Ex-Offenders to Eliminate Risks for Recidivism in the UK.
Declaration of Originality: I hereby declare that this work is my own and that no part has been copied from any other author, student or individual. I also state that this work has not formed any other significant part of academic assessment submission. I understand that in submitting this work it may be subject to anti-plagiarism software and that it will enter a University of Wolverhampton quality control system including initial and second marking, internal moderation and external moderation.
Table of Contents
TOC o "1-7" h z u Assessing Mental Health Needs of Adult Male Ex-Offenders to Eliminate Risks for Recidivism in the UK. PAGEREF _Toc122995906 h 21.Background PAGEREF _Toc122995907 h 21.1 Table of findings and mapping theories PAGEREF _Toc122995908 h 31.2 Discussion of Health Needs Theories PAGEREF _Toc122995909 h 41.2.1Needs Analyses PAGEREF _Toc122995910 h 51.3Priority need PAGEREF _Toc122995911 h 82.Strategy to Address the Health Needs PAGEREF _Toc122995912 h 82.1. AIM PAGEREF _Toc122995913 h 82.1.1 OBJECTIVES PAGEREF _Toc122995914 h 8Educational PAGEREF _Toc122995915 h 8Behavioural change PAGEREF _Toc122995916 h 9Policy: PAGEREF _Toc122995917 h 92.2. Health Promotion Activities (Beattie Health Model Approach) PAGEREF _Toc122995918 h 92.2.1. Health Persuasion: PAGEREF _Toc122995919 h 92.2.2. Community development PAGEREF _Toc122995920 h 102.2.3. Personal counselling activities PAGEREF _Toc122995921 h 112.2.4. Legislative action PAGEREF _Toc122995922 h 122.3 Resources PAGEREF _Toc122995923 h 132.4 Evaluation PAGEREF _Toc122995924 h 132.5Grantt Chatt PAGEREF _Toc122995925 h 15References PAGEREF _Toc122995926 h 16
ABBREVIATIONS USED IN SECTION 2.5 GRANTT CHART
SW- SOCIAL WORKER
MH - MENTAL HEALTH
HP- HEALTH PROFESSIONALS
CBT - COGNITIVE BEHAVIOURAL THERAPY
MHP - MENTAL HEALTH PROFESSIONAL
P + CG - PRACTIONERS AND COMMUNITY GROUPS
PE - PARTICIPATING EMPLOYERS
LHA - LOCAL HOUSING ASSOCIATIONS
Assessing Mental Health Needs of Adult Male Ex-Offenders to Eliminate Risks for Recidivism in the UK.
1.BackgroundThe majority of offenders struggle with social reintegration issues that can include stigmatisation and exclusion from their families and communities. This makes it difficult for them to find employment or housing, go back to school, or develop (or restore) their personal and social capital. Without support to address these issues, they run the risk of falling victim to a cycle of failed social integration, social rejection, reoffending, and recidivism (UNODC, 2018).
Most of the prevalence research completed in developed nations consistently demonstrates that a huge portion of prisoners has poor mental health (MH) (WHO, n.d). In the UK, for example, 70% of inmates have two or more MH issues, including suicidal thoughts, behaviour, and suicide, and the risk of suicide for male offenders who leave prison is eight times higher than the national average (MoJ, 2019).
These issues frequently take precedence over offenders' own worries, emphasising the urgent need to address them, motivating change, and lowering reoffending. (Bying, 2012) Short-term prisoners place a significant burden on society, so ignoring these problems comes at a high cost (DoH, 2009).However, studies indicate that more frequent early contact with mental-health services following release from prison may lower the risk of reoffending in male offenders with severe mental illness (Adily et al., 2020).
1.1 Table of findings and mapping theoriesTitle, year
Methodology Approach to needs assessment Findings Related health needs theories Bradshaws health needs type
1524074930https://link.springer.com/content/pdf/10.1186/s40352-020-00115-5.pdf?pdf=button
00https://link.springer.com/content/pdf/10.1186/s40352-020-00115-5.pdf?pdf=button
PRIMARY,
Quantitative.
101602282190https://link.springer.com/content/pdf/10.1186/s13063-018-2911-1.pdf?pdf=buttonhttps://link.springer.com/content/pdf/10.1186/s13063-018-2911-1.pdf?pdf=button PRIMARY, Qualitative,
Quantitative
(mixed)
-12707620https://link.springer.com/content/pdf/10.1007/s00127-021-02066-0.pdfhttps://link.springer.com/content/pdf/10.1007/s00127-021-02066-0.pdf PRIMARY, Quantitative
1.2 Health Needs TheoriesAbraham Maslow's (1943a) Hierarchy of Needs Theory is a health model that, rather than the conventional medical or sickness concept, focuses on the organisation of needs. It asserts that everyone has a five-level hierarchy of requirements starting from psychological needs to the highest, self-actualization; however, some wants are more significant than others, and people will prioritise obtaining more critical needs above satisfying other needs. One of the benefits of the theory is that any one action can satisfy multiple needs at once; for instance, going to a bar can satisfy both social interaction and self-esteem needs (Maslow, 1943a). However, Maslow's hierarchy is limited to western cultures and lacks important components, such as agency and autonomy (having the ability to make choices) and spirituality (the conviction that not all experience is derived from the physical world) (Hofstede, 1984).
Conversely, Doyal and Gough theory of universal needs (1991) contend that "health" and "autonomy" are the most fundamental human needs that apply to everyone, and that everyone has a right to receive the best possible need-satisfaction. Certain societal prerequisites, including those related to politics, economics, and the environment, must be met for this to happen. A universal objective across all cultures is the fulfilment of three fundamental needs: physical health, agency, and essential autonomy to achieve the avoidance of serious harm.
However, the theory faced opposition from individualists, subjectivists, and relativists. Individualists argue that there are no social prerequisites for meeting individual needs; subjectivists contend that there are no universal human needs because every individual is unique and has unique needs and desires. On the other hand, cultural relativists hold that understanding the culture in which individuals live is necessary to ascertain what people's needs and desires are. Due to the belief that cultures are distinct, relativists reject any theory that uses the words "universal" or "global," such as Doyal and Gough's notion (Sever, 2019).
According to Seedhouse's "Foundations theory of health promotion" (1997), a person's (optimum) state of health is like the state of the collection of circumstances that allow an individual to strive toward realising his or her biological potential. Some of these issues are of utmost significance to everyone. Others vary based on personal characteristics and environmental factors. Food, drink, shelter, warmth, and a reason for existing are the "basic requirements" by Seedhouse. Maslow, Gough, and Doyals lists include all these items except for the last "purpose in life." Then among the pillars that Seedhouse believes are most crucial for everyone are: "Information", "Literacy and numeracy skills", "and Sociality".
1.2.1Needs AnalysesFord et al., 2020; Quinn et al., 2018, highlight ex-offenders challenges in obtaining jobs and housing upon their release. According to Maslow's hierarchy of needs, housing, or shelter is one of our basic needs, along with air, food, water, clothes, and warmth. Without housing, life becomes a fight for survival, and in today's world, getting access to services and jobs can be quite difficult without an address (Maslow, 1943b).
While many offenders may struggle to find adequate accommodation, it is recognised that for some, it might encourage criminal behaviour. A steady and reliable lifestyle may depend on having suitable housing. However, incarceration can result in a person losing their house, and homelessness might prompt reoffending (Aresti, 2012).
Poor educational backgrounds among prisoners and former offenders are another need that has been highlighted (Ford et al., 2020; Bebbington et al., 2021). Doyal and Gough (1991) assert that for people to fully engage in society, they can collaborate with others to advance significant social change. Therefore, individuals must partially satisfy their "intermediate needs" or universal satisfiers, such as "appropriate education" and "adequate protective housing," to reach this level of autonomy.
Thus, Education, Training, and Employment can offer individuals with a sense of self and identity while also giving them something to lose, which can enhance desistance. Education and employment programmes have been found to offer high benefit-to-cost ratios for both juvenile and adult offenders, both in the community and in jail (Cooper, 2014).
Ford et al., 2020; Quinn et al., 2018; Bebbington et al., 2021 all identified mental health issues as a felt need. The World Health Organization (2019) states that the high rates of disorder seen in offenders may be brought on by pre-existing psychiatric morbidity while serving sentences, the impact of the prison environment, a lack of access to effective treatment, and an exacerbated and ongoing disadvantage after release. As a result, both inmates and ex-inmates have high rates of suicide, suicidal ideation, and self-harming behaviour (Pratt et al., 2006) with high recidivism rates, (also mental issues related) common among released inmates. Given the inadequate recognition and treatment of mental problems in jails, prisoners' post-release conditions should be of particular concern (MoJ, 2013).
This need can be linked to aspects of Seedhouse's 'Foundation five,' which represent things like medical services and support when a specific life problem becomes severe enough to impede a person's ability to achieve their full potential. To avoid re-offending, the need for these special services may be long-term but paramount (for example, continuing mental-health support for ex-offenders) or short-term (for example, lifesaving, life-sustaining medical/healthcare) (Seedhouse, 2001).
Prisoners who reported multiple ACEs were significantly more likely to have a history of poor mental-health, which contributed to criminal justice involvement (Baglivio, 2016). This is supported by a growing body of research demonstrating how chronic early-life stress can alter the developing brain's structure and make people more vulnerable to mental illness by affecting their ability to cope with stress, form attachments, and regulate their emotions (Teicher, 2016). For example, some inmates claimed they never or rarely felt helpful, at ease, capable of clear thinking or problem solving, or emotionally connected to others.
This is consistent with the Doyal and Gough (1991) theories on childhood security, which emphasise the importance of (1) a stable, ongoing, reliable, and highly effective relationship with parents or parent substitutes, (2) a familiar environment and routines, and (3) a wider network of kin and community outside the immediate family concerned with childcare. They offer proof of the universal requirement for "moral nets," or primary groups that serve as a standard reference group, in significant primary relationships. Doyal and Gough contend that individuals who are reliant on others may encounter an odd mix of total privacy deprivation and isolation, harming their sense of self and resulting in a downward spiral of disability and declining autonomy, like the feelings of uncertainty and lack of personal control that prisoners experience while imprisoned (Krammer et al. 2018).
Traditional models, such as Dahlgren and Whitehead's "rainbow model," highlight the complexity of the factors influencing health outcomes, with each risk factor being influenced by the socioeconomic, cultural, and political systems in turn (Dahlgren and Whitehead,1991). For prisoners, Environmental risk factors and potential risk factors for crime include living in poverty, growing up in a violent family, and being in a conflict-ridden cultural or political environment (Elliot, 1997). However, such models fail to acknowledge the critical role played by other elements that are now understood to be crucial for mental-health. Growing evidence indicates that establishing secure attachments during infancy is essential for the development of the brain, as is the influence of maternal health before conception (Bambra et al., 2010).
1.3Priority need
The House of Commons (2018) found that mental-health issues are highly prevalent among male and female prisoners. Devastating consequences like homelessness, recidivism, overdoses, and suicide may result from this. Prisoners' admission of mental disorders is consistent with Bradshaw's felt needs theory, which limits needs to a person's perception of whether they are aware of a service that is available. Additionally, in many circumstances, inmates are reluctant to admit to losing their independence. (Bradshaw, 1972)
Lack of employment and housing following prison release are consistent in two papers: Ford et al., 2020; Quinn et al., 2018, whereas mental-health is consistent in all three research papers. Maslow asserts that any one action can satisfy multiple needs at the same time (Maslow, 1943); thus, by prioritising MH as a priority need and most significant unmet need, both homelessness and job security needs can be met, including the possibility of satisfying physical health and autonomy (Doyal and Gough 1991)
2.Strategy to Address the Health Needs2.1. AIM
(Type: health awareness, improving knowledge, and empowering)
To assess mental health need in adult male ex-offenders to reintegrate them back into work and reduce reoffending.
2.1.1 OBJECTIVES
EducationalAt least 95% of ex-prisoners would contact local mental health services within the first four weeks of their release, and then every month for the next six to twelve months (affective).
Over 95% of ex-offenders will be placed on a certified technical training course, and they will attend monthly (for at least six months) local programmes that teach positive techniques for avoiding situations that lead to offences. (skills/cognitive)
Behavioural change
To make it a mandatory requirement that 98% of newly released offenders with a history of substance abuse attend addiction support programmes
Policy:
This provides an initiative for training providers and corporations that work with UK prisons to help reintegrate ex-offenders into the workforce.
2.2. Health Promotion Activities (Beattie Health Model Approach)2.2.1. Health Persuasion:Activity (Objective1: Education): This activitywill involve the availability of mental health advice based at local GP surgeries, local council settings, and 24-hour NHS urgent mental-health helplines, delivered on a one-to-one basis by a professional MH professional.
Justification
The goal of the health persuasion strategy is to persuade or encourage ex-offenders to access health services by having practitioners assume the position of an expert or prescriber (Naidoo and Wills, 2009). Caplan and Holland (1990) lend credence to the traditional viewpoint, which maintains that knowledge belongs to specialists and places a strong focus on providing information to influenceThis activity is linked to the Ottawa Charters (1987) "create a supportive environment," which states that a socio-ecological approach to health is based on people's fundamental interdependence with their environment. According to the Theory of Planned Behaviour (Ajzen, 1991), behaviour is directly determined by an individual's intentions and perceived behavioural control (or self-efficacy). Thus, giving people access to information in a supportive environment will empower them to reach their full health potential, and seeking help and advice is a guide to change and prevents relapse. (Ottawa, 1987). This corresponds to Prochaska and DiClementes (1997) "contemplation" and "preparation" stages of change, which assert that when a person is ready to change, they must also be ready to act. This window of opportunity should be used to demonstrate professional help-seeking behaviours (action to effect change) to influence behavioural change. According to a cohort study, male offenders who contacted mental-health services within 30 days of their offence committed fewer crimes over the next two years, with a linear relationship between greater treatment contact and decreased crime (Adily et al., 2020).
2.2.2. Community development
Activity (Objective 2: Education): To reintegrate newly released prisoners into the community through community hubs for a diverse range of probation service users, where over 95% of ex-offenders will receive educational and technical training courses. Skilled practitioners, educators, and social workers will deliver it. The health promoters will teach positive techniques for avoiding situations that lead to offences.
Justification
Community development makes use of the already-existing human and material resources in the area to strengthen social support and self-help, and to create adaptable systems to increase public participation and influence health-related decisions (Ottawa, 1987). This is in line with the radical humanist approach, which acknowledges that ideas have their roots in social reality, especially when they originate from more than one person and are integrated into historical processes (Caplan-and-Holland, 1990).
According to Prochaska and DiClemente (1997), people have recently changed their behaviour (or mentality, in the case of ex-offenders, to seek help) and plan to keep doing so during the action stage. People can demonstrate this by changing their problem behaviours or learning new healthy behaviours. Thus, soliciting the community's perceived needs would be the first step for the health educator or promoter. To address those needs, community group formation would then be encouraged (Keeley-Robinson, 1984).
In relation to objectives 1 and 2 above (health persuasion and community development), the Tones and Tilford (1994) model emphasises education as a means of empowering people by raising their awareness of health-related issues. It also claims that this increases people's decision-making capacity and increases pressure for sound public policies. Caplan and Holland model and Beatties model demonstrate a distinction between community empowerment and self-empowerment.
2.2.3. Personal counselling activitiesActivities (Objective 3)
The goal of personal counselling is to empower ex-offenders to take greater control of their health. Using a holistic approach, the health worker will serve as a facilitator to discuss and negotiate the ex-offenders needs, but decisions are based on the ex-offender's desire to change their behaviour, such as offensive sexual behaviours and substance abuse.
Justification
The humanist perspective of Caplan and Holland relates to this approach of empowering people to gain a better understanding of themselves and increase their chances of leading what they view as a healthy lifestyle. Similarly, Ottawa's perspective on "Developing Personal Skills" asserts that information provision, health-related education, and the improvement of life skills all support personal and social development. It increases people's choices for actions that enhance both their own and their environment's health. This is consistent with the "preparation to action" stage (Prochaska, 1997), which states that once a person recognises the need for change and the consequences of their behaviour, they will attempt to devise a plan to change their behaviour.
The health belief model, on the other hand, highlights the necessity of having the desire to stay healthy or recover from illness if already ill, and the conviction that taking certain steps to improve one's health will do so. Similarly, the theory of reasoned behaviour supports the idea that a person's actions are determined by their intention to carry out the action, which in turn is determined by their attitude toward the action and subjective norms (Fishbein and Ajzen, 1975). The health belief model, however, does not account for actions taken for factors other than health, such as social acceptance. In contrast, the theory of planned behaviour acknowledges several variables that affect how strongly intentions and behaviour are related. For example, findings of a qualitative interview showed many prisoners were discouraged from seeking help because they feared the external or social repercussions of the label (stigma) (Howerton et al., 2007).
2.2.4. Legislative actionActivities: Objective 4
To develop business incentive policies that will support ex-prisoners in the workforce by contacting local governments and proposing policy changes.
Justification
Legislative initiatives are actions taken by experts or professionals to safeguard the community's health and welfare. The proposed new ordinance to completely outlaw smoking in bars and most indoor public spaces is one example. (WHO, 1986). However, policy development is an iterative and dynamic process involving a diverse set of actors linked by a web of activities, decisions, and motivations. Rather than a specific decision or intervention, policy is the result of participant negotiations.
This is consistent with the Ottawa Charters Healthy Public Policy, which declares that health promotion policies incorporate various but complementary approaches and are coordinated by actions that result in health, income, and social policies that promote greater justice. In addition, barriers to their development must be found and eliminated (which corresponds with the theory of planned behaviour), particularly in non-health areas, if healthy public policy is to be promoted (WHO, 2022).
Additionally, Ottawas "middle" strategy asserts that for conditions and prospects for health to be met, multiple agencies, such as local governments and nongovernmental and volunteer organizations, must work together (WHO, 2012). For example, KPMG is working with Key4Life to provide new jobs for ex-offenders, with a result of 14% reoffending rates compared to the national average of 68% (KPMG, 2022).
The Rehabilitation of Offenders Act of 1974, a related piece of legislation to this activity, was created primarily to aid in the employment of reformed criminals who have remained on the right side of the law. (MoJ, 2014) However, there are gaps in policies or plans of action that provide incentives to businesses to promote increased prisoner employment. To encourage more businesses to hire ex-offenders, the government could provide incentives such as career or skill development programmes or assistance with ex-offenders' pay.
2.3 ResourcesIn no order, among the resources needed are local government funding, personnel with the necessary expertise and skills, office setup, publications on government websites that give employers tax and regulation advice, policy and guidance, and the use of social media and websites to persuade businesses to give ex-offenders opportunities to turn their lives around and statistics of positive outcomes for ex-offenders. Facilities and services like a community hub for educational training, individual counselling, and community gatherings are also necessary.
2.4 EvaluationThe goal of evaluation is to show whether an activity was successful or how far it fell short of some stated goals. Evaluation entails assessing distinct types of events over time. A distinction is frequently made between process, impact, and outcome evaluation (Public Health England, 2018).
Process evaluation considers participants' perceptions of and reactions to interventions for health promotion. It is an effective way to gauge acceptability and might determine whether a health promotion intervention is appropriate. Most evaluations of health promotion programmes are concerned with determining their outcomes. The effectiveness of an intervention can be measured using its impact (the immediate effects, such as increased knowledge or changes in attitude) and outcome (the longer-term effects, such as changes in lifestyle). However, impact evaluation is easier to use and more common than outcome evaluation, which is more challenging due to its assessment of long-term effects (Naidoo and Wills, 2000).
Method of evaluation - Process Evaluation - Personal Counselling (Activity 2)
Ex-offenders with common mental-health issues must have received consistent one-on-one mental support in prison settings for 816 weeks prior to release into the community to start the process of eradicating recidivism. Together, the practitioner and the former prisoner will decide on their needs and objectives during the pre-release phase, while also acknowledging the connections between emotion, thinking, behaviour, and social outcomes. The development and implementation of a goal-attainment plan will involve communication with pertinent organisations and the participant's social networks. The mental-health support will be delivered at the community hub by the same familiar group of skilled support workers (from prison settings) and supervisory team leaders with experience in therapy for at least six months after release to forge strong relationships with the involved prisoners. The community hub will provide support for more general issues like housing, education, social interactions, employment, and money management during probationary release.
Outcomes will be gathered and assessed two weeks before release, at the time of release, and 1, 2, 4, 6, 9, and 12 months after release. However, a significant outcome in terms of subjective well-being, depressive and anxiety symptoms, social and close relationship functioning, and others pertaining to the risk of harm to oneself or others is anticipated to have improved by six months post-release. Measurements will continue through in-person interviews using a facilitative style of communication: cathartic and supportive (Heron, 2001) (which will include opinions about how well the support they have been receiving has been favourable and additional ways they could be supported), diary entries, and community meeting observations. Interviews with the ex-offenders employers will also be used to determine whether they are integrating well. The social worker or practitioner will inform any pertinent organisations of the progress of the ex-offenders and work with them to ensure continuity of care around 12 months post-release, near the end of the intervention.
2.5Grantt Chattcenter38798500
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