HLPE1540

Student ID: 2169402

HLPE540
Reflective Journal 1
Throughout the first four weeks of this course, my understanding of the
sociological concepts has been significantly increased. In regards to the specific
group tasks assigned, the first task set out was in relation to what each individual
believed health is. This task was insightful as it took the basic thoughts behind
health further than originally assumed. Mental health was subcategory that I had
originally not associated with health during this practice; although myself, I
unfortunately knew this topic first hand all too well.

Figure 1.1 The Sociological Imagination Analysis Template (Germov, 2014,

p8).

Charles Mills Right has stated that sociological imagination is A quality of mind
that seems most dramatically to promise an understanding of the intimate realities
of ourselves in connection with larger social realities (Mills 1959, p. 15). Further
more, introducing sociological imagination analysis. At this stage of the
workshop, I had no understanding on what sociological imagination was; and the
analysis behind it. Referring to Figure 1.1 the sociological imagination template
incorporated within An Introduction to Health Sociology by John Germov,
introduces how to conduct sociological analysis (Germov, 2014, p8).

Seeing a visual representation of the four main aspects that should be taken into
consideration when sociological analysis occurs; has changed my judgment
behind everyday thoughts and activities. An important example presented within
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the workshop was related to the depression, and how few students linked
mental wellbeing in with their idea of health. The sociological analysis of
depression and the way it is has been excluded from the biomedicine factor has
created deep thought of the historical, cultural, critical and structural thinking
behind overcoming the mental illness.

Due to personal experience; the sociological imagination analysis of depression

and the research conducted in overcoming the mental illness do not always
correspond. I believe that in some cases, not all historical and cultural research
and reasoning in regards to dealing and overcoming depression are appropriate.
Deep down, I believe that the critical analysis from someone who has previously
been in this position themselves, hold far more insight; in overcoming, dealing,
and finding different methods for individuals to cope with their every day life.

As we reached week three, well-being, wellness and health were the allocated
topics. From completing the readings prior to the workshop, I walked in with an
understanding in regards to the differences and similarities between; well-being,
wellness and health. Well-being puts a greater emphasis on the subjective and
experiential state of being in the world (Germov, 2014, p41). Wellness on the
other hand conveys greater emphasis on the current positioning or state
persons are in and how they feel at a particular time. (Germov, 2014, p41).

After great discussion on how we as individuals viewed well-being and wellness,

we then proceeded to discuss the portrayal of well-being on social media. Yoga, a
peaceful mind, relaxation and positive vibes were the more prevalent images and
key words found under the search well-being. The results presented were very
similar to the statement body, mind, mindful body, spirit, emotions and feelings
found within An Introduction to Health Sociology by John Germov. (Germov,
2014, p41). The connection between the research and the information within the
textbook on hand allowed for reassurance on the learning and knowledge gained
on well-being and wellness.
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Overall, I feel as if these first 4 weeks of Health Education has already
significantly increased my knowledge and understanding on the Sociological
Imagination and its analysis, as well as the definition of well-being, wellness and
health.
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References:
Germov, J. (2014). Second Opinion: An Introduction to Health
Sociology (5th ed., pp. 7-8). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health
Sociology (5th ed., p. 8). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health
Sociology (5th ed., p. 41). Oxford University Press.
Right, C. (1959). The Sociological Imagination (1st ed., p. 15). Oxford
University Press.
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Reflective Journal 2:
After successfully completing the first 8 weeks of Health Education course, I believe
that I have been able to expand my personal knowledge, and, beliefs in regards to
multiple of the topics and arguments that arose in each workshop. Health inequality,
gendered health, and, the social context, social appetite and the sugar tax movement
are the three main themes that have taken my attention.

At the beginning of the discussion in regards to the class origins and the health
inequality, I had very little understanding of how higher-class origins, can have such a
large impact on those bellow them; in regards to all of the materialistic changes
presented. After assessing the five main explanations behind health inequality was
insightful, and allowed for a deeper understanding to begin. The five main
explanations are; artefact, natural/social selection, cultural/behavioural
materialist/structure and psycho-social/social capital. (Germov, 2014, pg 82). The
depiction of the various classes has been portrayed into a division of; upper class,
middle class and working class in the hybrid words of both Erik Olin Wright and
John Goldthrope. The statistics taken from the Australian Survey of Social Attitudes
(Western & Baxter, 2007) have concluded that; the upper class is made up of 15% of
the Australian community, the middle class is 47% and finally, the working class
represents 38% of Australians (Germov, 2014, pg 82). Although to some, the
significant differences in class are often due to the circumstances each individual are
born into. For me personally, this made me turn back to the game played during one
of our workshops. Throughout this activity, I was awful, I was not able to work my
way up into what were presented as the higher classes; I had given up. At this stage,
the realisation behind the minimal change within the class structure occurs, because it
is so difficult to both go forward, and go backwards with the life you are born into.

Gendered health, A term used to acknowledge the differences and exposure to health
and illness that result from gender (Germov, 2014, pg 124). When the topic of
gendered health was mentioned, I did not think about any further implications other
than the hormonal and reproductive systems, and the disease in which they may
attain; for a male, testicular and prostate cancer, and for females, ovarian and cervical
cancer. Personally, I did not think about the life expectancies of both sexes, which
may live longer, as well as at which rate do both sexes suffer from disease and to
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which extent they do. Another point that originally did not come to mind was in
regards to job opportunities, but was brought to great discussion during our workshop.
As the Australian population if fairly balanced (50.3% being female, 49.7% being
male), but, due to the female life expectancy being anticipated to last a further 5 years
the older population are not as well balanced. Before reading this information within
our textbook, I had beliefs that males would outlive females; this reasoning is linked
to believing males have the ability to stay healthy, work hard, and manage to
somehow, expand their life expectancy. Thinking about my reasoning as I write it
down, makes me realise how incorrect that is, with males working the jobs in which
they do, the environment they surround themselves in slowly, but surely kills their
insides, whilst they have a high risk of being killed in a work place accident at a work
site.

Women get sick; men die (Germov, 2014, pg 125). This expression positively
represents the statistics included in the Second Opinion textbook, in regards to the
statistics included. Males are at more risk of developing a life threatening condition
over a women; Women on the other hand, are recorded to suffer from a high
prevalence of painful conditions, such as; migraines and arthritis (Germov, 2014, pg
125). This statement has changed my original thinking behind any form of gendered
health, and the way in which the two sexes can differ so significantly in physical and
mental health.

The most recent workshop undertaken during week 7, the workshop itself was
significantly based around the sugar tax; what it is, and whether we, as individual, are
for, or against it. For the main part of this workshop, I had little to no understanding
on what was being discussed, as I had not actually heard of the sugar tax before. A
sugar tax has simply been described as a rise in price for those sugar filled drinks, in
order to combat obesity (George Osborne, 2016, pg 1). During the workshop, it was
interesting to take each peers view on the topic, and whether they would, or would not
vote in the sugar tax. I personally view the sugar tax to have both pros and cons, but
the pros would only apply for those who were willing to minimise their intake of
sugar. In my opinion, I believe that the sugar tax may be beneficial in reducing the
number of individuals who suffer from diabetes, as well as minimising the number of
obese and overweight individuals found within Australia.
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Conclusively, I feel, as though, I have personally been able to expand my knowledge

on all three of the main points I have reflected upon. My comprehension behind class
health, gendered health, and finally, the sugar tax.
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References:
Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th
ed., pp. 82). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th
ed., pp. 124). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th
ed., pp. 125). Oxford University Press.
Osborne, G. (2017). Sugar Tax. [online] The Telegraph. Available at: http://
http://www.telegraph.co.uk/food-and-drink/news/sugar-tax-what-does-it-
mean-and-who-will-be-affected/ [
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Reflective Journal 3
After completing the first 8 weeks of the health education course outline, my
knowledge of health topics has significantly increased. Due to the large increase
of knowledge, I had become apprehensive about what other topics we would be
covering through the outstanding time of the course. Much to my surprise, the
remaining 5 weeks of Health Education has assisted in the development and
expansion of my knowledge in regards to the areas of; Indigenous health, the
health promotion and education within the school system, and, the power,
politics and health care.

Following completing the readings on Indigenous health and its inequality,

comprehending the recognition of the similar mortality causes between those
Indigenous and non-Indigenous Australians is astonishing. Although the
mortality causes are significantly similar, the rates in which these mortalities
occur are vastly different. For Indigenous Australians, the statistics included
within the essential textbook for Health, it has been recorded that the mortality
rates for Indigenous Australians vary from between 1.5% to a massive 6% more
than non-indigenous Australian citizens (AIHW, 2011a, pg 67) (Germov, 2015, pg
149). Behind these statistics, another factor is to be taken into consideration, as
mentioned within the textbook, Germov has suggested that class and socio-
economical status of each individual are found within, can either have a negative
or positive effect on their physical, and mental health, as well as the medical
treatment on offer (Germov, 2014, pg 150). Although the statics shared within
the book display this, I strongly disagree with how Indigenous Australians are
unfairly disadvantaged just because of their socio-economical status within our
country. In my opinion, I believe, that each Australian citizen, Indigenous or not,
should be offered the same, basic, health care treatment as one another.

Before undertaking the set readings for this selected topic, I had little
understanding of the inequality in which Indigenous Australians face in terms of
their health. The expansion of my knowledge in regards to the Indigenous health
inequality not only occurred through the chapter reading, but also during the
first group presentation held within our week 11 workshop; that the presenters
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had decided to base around Indigenous health. Although the presentation held
many similar facts included as the set chapter reading, the analysis, and added
information assisted in a greater understanding and standpoint on the issue at
hand. When the group discussed the river flow, and how each class and socio-
economical status influences those surrounding it, I began to disagree with the
presenters when they mentioned that the Indigenous are looked at, and viewed
as individuals who drink to forget their problems, referring to the problems
being one another. I found this to be inaccurate, and a little bit insulting to the
24.5% of Indigenous Australians who do not drink (Germov, 2014, pg 149). In
my own opinion based on the topic, I believe that we shouldnt be blaming the
Indigenous for the alcohol abuse, but ourselves for the mistreatment they often
encounter in every day activities. Although the rest of their presentation was
insightful and supplied valuable knowledge on the short term effects the 24.6%
of Indigenous drinkers experience; and long term effects 31% of Indigenous
Australians experience due to high risk alcohol consumption (Germov, 2014, pg
149). I still believe although I disagreed with a portion of the presentation,
overall the knowledge development on alcohol abuse, and the slight historical
inclusion within the presentation has been taken in a positive approach.

In regards to health education and health promotion within the education

system, I feel like it can frequently be wrongly interpreted due to personal
experience. Originally, before conducting the set readings for the topic, I believed
that health promotion was simply encouraging children within the education
setting to partake in physical activity both inside, and outside of the school
building; as well as, consuming their 2 fruit and 5 vegetables per day. Much to
my surprise, according to the textbook, health promotion is actually Any
combination of education and relate organisational, economic, and political
interventions designed to promote behavioural and environmental changes
conductive to good health, including legislation, community development, and
advocacy (Germov, 2014, pg 465). Excluding the economic and political
interventions, I believe that the education system currently incorporates all
other aspects included within the above definition of health promotion.
Understanding the differences between Individualist Health Promotion (IHP)
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and Structuralist-collectivist Health Promotion (SCHP) (Germov, 2014, pg 465)
has assisted in the differentiation of the economic, political, environmental, and,
community development, and has the ability to aid with my knowledge growth of
how each aspect can ply a role in health promotion. Through pages 474 -475
within Germovs Second Opinion; An introduction to health sociology, the 3
examples incorporated about mainstream health issues, has successfully
incorporated how HIP and SCHP can both be used to approach different self
inflicted health risks; has now, reflecting upon it, has assisted in a broader view
of Indigenous Australians health inequality topic. Although my knowledge of the
health promotion and health education was at a minimum before undergoing
this weeks workshop, I now have an entire new perspective and way to look at it,
and other health related topics at hand due to the HIP and SCHP.

As I attended a public primary school, and a catholic high school, I originally felt
that there was a strong inclusion of health education and promotion within both
schooling facilities. After undertaking the final workshop before enquiry
presentations began, it became clear that I wasnt 1005 accurate with my feeling
behind the inclusion of health promotion and education. After consulting my
table group, and discussing how both myself and another member of the table
both experienced Crazy Hair Day once each year, we determined that neither of
us really knew why we actually were able to have crazy hair for a school day
once a year for a gold coin donation. After spending time conducting some
research, we finally knew why we were given this different day; it was to raise
money for the Cystic Fibrosis Organisation. Once reporting back to the class had
begun to occur, it was evident that most of the class had experienced a similar
type of day, such as; the jump rope for heart foundation, with majority of
participants unaware of why they were able to jump rope one day of the year for
a selected time period. Just witnessing how many individuals were unaware of
what each fundraising day was actually for, and where the money was going,
makes me believe that we need to include and provide children with adequate
information about each event, and why we are actually participating.
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Politics and Power are certainly not my strong suits. Health care on the other
hand, I had a fair understanding of. A whole new meaning to health care has been
determined. Originally, I understood that there were different levels of health
care, different companies and cover packages, but I had little understanding
behind the fact that politics and power can influences all things health care.
There are two characteristics of the Australian health care system: its federal
structure, and a public/private division of responsibilities. (Germov, 2014, pg
360). This definition allowed for the suggestion of politics and power to be
accepted within my thought process, it actually made sense; Ive often heard talk
about the changes on the news and over the radio, but could never fully
comprehend what I had partially heard. Learning that the Commonwealth
Government played both a leadership role, but a financial role too was
unexpected. Unaware that they had provided 44 per cent of total health funding
Another 24 per cent is paid to the state or territories Smaller amount of 8 and 7
per cent, respectively, are paid to rebates to people holding private health
insurance... (Germov, 2014, pg 361). As I am writing this segment of my
reflection, I do not remember taking place in conversation in regards to power
and politics within class, but I do remember having a discussion with another
member outside of the classroom; where they discussed their opinion on the
topic. I was intrigued by his perspective on the topic, he confidently told me that
he did not agree with the politics and power that come into play when it comes
down to our health care system, and how it runs. Whilst reading the set chapter, I
was unsure as to where I stood with our health care system, but after receiving
further information and other views on the topic, I confidently now believe that I
dont fully agree with the way in which it has been run, and changes should be
made.

Conclusively, I have thoroughly enjoyed the first 12 weeks of my university

experience, health education in particular, even through some extremely
challenging circumstances; I believe that over the last 3-4 weeks, my knowledge
on Indigenous health, health education and promotion, as well as the power and
politics behind our Australian health system has grown a significant amount.
Word Count1491
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Reference List:
AIHW, (2011a) The Health and Welfare of Australias Aboriginal and Torres
Strait Islander Peoples: An Overview; Second Opinion: An Introduction to
Health Sociology (5th ed., pp. 149). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th
ed., pp. 149). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th
ed., pp. 150). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th
ed., pp. 360). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th
ed., pp. 361). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th
ed., pp. 465). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th
ed., pp. 474). Oxford University Press.
Germov, J. (2014). Second Opinion: An Introduction to Health Sociology (5th
ed., pp. 475). Oxford University Press.