QUICK GUIDE

ACKNOWLEDGEMENTDeadly Choices is an initiative of the Institute for Urban Indigenous Health (IUIH).

Deadly Choices is a Trademark of the Institute for Urban Indigenous Health (IUIH).

Copyright © 2018

All rights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of the publisher except for the use of brief quotations in a book review.

The Institute for Urban Indigenous Health (IUIH) acknowledges the Traditional Owners of the South East Queensland region. The IUIH recognises the sacrifices and achievements of Elders and previous generations of Aboriginal and Torres Strait Islander peoples and the platform they have provided for the development of programs like ‘Deadly Choices’ and the continued expansion of Community Controlled Health Services.

The authors of this publication warn that it may contain information, names, and images of, or references to, deceased Aboriginal and Torres Strait Islander peoples that are felt to be culturally sensitive and thus could inadvertently be distressing or offensive.

OUR FACILITATORS Have Working with Children Blue Card checks

Are competent in First Aid

Have ongoing support

Receive regular training

INTRODUCTION AND LEADERSHIPAn Aboriginal and Torres Strait Islander cultural framework lays the foundation for Deadly Choices that is essential for building relationships with participants. The Deadly Choices Education Program encourages participants to embrace their Aboriginal and Torres Strait Islander identity and further develop their understanding of their culture. The cultural framework draws on the importance of identifying, building and being leaders in the Deadly Choices Education Program. Leadership is used as a tool to direct good health and education practices. Throughout the program we continuously reflect on leadership as a cornerstone of healthy lifestyle behaviours and encourage our friends, family and community to do the same.

OBJECTIVES • To discuss different forms of leadership

and how we see it in our everyday life i.e. good and poor leadership.

• To identify good role models/mentors in the participants’ lives to support their growth and development.

• To engage participants by using activities which involve various communication, teamwork and problem solving skills to become good leaders.

• To assist participants to develop individual strategies on how they can be good leaders.

CONTENT • Leadership.

• Cultural leaders.

• Leadership skills.

• Mentors.

SESSION 1

CHRONIC DISEASETo acknowledge the current health status of Aboriginal and Torres Strait Islander people it is important to understand the historical impact of colonisation. This involves a broader understanding of the risk factors (historical, socio-economic, health) that continue to impact on current life expectancy and health outcomes. To understand how health is described in Aboriginal and Torres Strait Islander communities, for example infectious disease (influenza), chronic disease (diabetes, respiratory, cardiovascular etc.) and acute conditions (heart attack). To ensure that participants are encouraged to have a better quality of life, participants will be aware of clinical health terms, but more importantly they will have the skills and knowledge to prevent, minimise and promote the self-management of chronic illness.

OBJECTIVES • To understand the impact of

colonisation on health.

• To understand the social determinants of health.

• To understand the definition of chronic disease.

• To understand preventable risk factors that influence the occurrence of illness and disease (on the individual, family and community).

• To understand the common chronic diseases impacting on the health of Aboriginal and Torres Strait Islander people.

• Encourage active health seeking behaviour which prevents, minimises and promotes the self-management of chronic illness.

CONTENT• Impact of colonisation on health.

• Social determinants of health.

• Chronic disease.

• Preventable risk factors.

• Chronic diseases impacting on the health of Aboriginal and Torres Strait Islander people.

• Health seeking behaviour which prevents, minimises and promotes the self-management of chronic illness.

SESSION 2

TOBACCO SMOKE We continue to see a disproportionate number of Aboriginal and Torres Strait Islander people taking up and continuing to smoke tobacco. International and national research has clearly identified that smoking impacts on life expectancy.

Throughout this module (Tobacco smoke) participants will cover a number of topics to gain a more detailed understanding of tobacco and its impact on health. The module commences with the history and usage of Tobacco as well as modern day issues involved with understanding tobacco use for example, social norms, health impacts, chemicals and environmental tobacco smoke. Finally, participants will discuss the impact of peer pressure and strategies to avoid cigarette smoking and how to engage peers and family to minimise second-hand smoke or stop smoking.

OBJECTIVES • To understand the impact of

colonisation through the history of pituri or mingulpa (native plant) and tobacco smoking.

• To understand the reasons why people take up tobacco smoking.

• To understand the health impacts of tobacco smoking (cigarettes).

• To understand the environmental impact of smoking, including second-hand and third-hand smoke.

• To understand the power of addiction and the substance nicotine.

• To know what the benefits of NOT smoking are.

CONTENT • Impact of colonisation on smoking habits.

• History of Tobacco (pituri).

• Social norms of smoking cigarettes.

• Impacts on individual and environmental health.

• Addiction/nicotine.

• Positives of not smoking.

• Resilience and strategies to quit and avoid taking up smoking.

SESSION 3

NUTRITION Aboriginal and Torres Strait Islander people have experienced dramatic changes in their food access, affordability, storage, preparation and cooking and these have had a big impact on our current health. Good nutrition (healthy food i.e. 2 & 5 fruit and veggies) is essential for health and wellness especially as it improves quality of life and reduces the risk of chronic diseases. Understanding the importance of purchasing and eating healthy food supports our people to make better lifestyle choices. This includes knowing, and if necessary changing, our current eating patterns while also providing options on how we can make healthier food choices.

OBJECTIVES• To understand the 5 food groups

and their importance.

• To understand the amount of sugar in drinks and food and its negative impact on health.

• To understanding the importance of having a healthy breakfast and healthy food behaviours.

• To provide healthy meal options and ideas that can be done at home.

CONTENT • Food resource history.

• Australian Guide to Healthy Eating five food groups.

• Serving sizes for different age groups.

• Meal ideas.

• Sugar content in food and drinks.

• Food (input) vs. physical activity (output).

SESSION 4

PHYSICAL ACTIVITYPhysical activity is very important in maintaining good health and wellbeing and it is recommended that you are active every day. This may include playing sport, running, swimming, bike riding, playing in the playground, taking the dog for a walk, gym workouts, and physical labour. Without regular activity you are at risk of chronic diseases such as diabetes, cardiovascular disease, osteoporosis and obesity. Sitting too much is actually bad for your health. Physical activity plus eating healthy will provide greater benefits to your health and wellbeing, more than just physical activity on its own.

OBJECTIVES• To understand the importance of

physical activity and how it relates and applies to health and wellbeing (physical, emotional, social).

• To be aware of Australia’s physical activity and sedentary behaviour guidelines on physical activity.

CONTENT • Physical activity and types.

• Australian Guidelines of physical activity and sedentary behaviour.

• Benefits of physical activity.

• Strategies and tools to support being active.

• Resources.

SESSION 5

HARMFUL SUBSTANCESFor Aboriginal and Torres Strait Islander people harmful substance use was never part of the traditional way of life and is damaging communities today. These issues are faced in the boarder community as well e.g. non-Indigenous, remote, rural and urban settings. Harmful substance abuse is the result of a number of issues such as neglect, family breakdown, boredom, violence, bullying, looking for a thrill; which may result in domestic violence, addiction, incarceration, lost opportunities, homelessness etc. An awareness and understanding of harmful substances is important to developing solutions. This module will focus on what harmful substances are and what their impacts are on physical, social and emotional well-being of the individual, family and community. It will also provide tools and skills that may help to develop strategies to address some of these challenges.

OBJECTIVES• To provide a historical context of

alcohol and other harmful substances on Aboriginal and Torres Strait Islander communities as well as the contemporary issues.

• To understand the impacts of harmful substances on the individual, family, and community.

• To understand the opportunities lost due to harmful substance abuse i.e. education, employment, health, social etc.

• To discuss strategies to build resilience and support networks to minimise the risks associated with harmful substances.

• To understand the SAFE principle.

CONTENT • What are harmful substances?

• History.

• Effects and impacts of harmful substance use.

• Mental health and harmful substances.

• Social impacts of harmful substance use.

• Peer pressure.

• Tips, tools and resources.

SESSION 6

HEALTHY RELATIONSHIPSHealthy relationships are important for health and wellbeing and long term quality of life. They allow us to feel safe and respected while treating others in the same way. There are many characteristics of a healthy relationship such as mutual respect, honesty, good communication, support, fairness and equality.

Throughout the program we discuss the things that affect our lifestyles and health and healthy relationships are a key tool to support health and wellbeing and reduce the impacts of racism, bullying, verbal, physical and emotional abuse.

OBJECTIVES• To identify the benefits of a healthy

relationship i.e. physical, social and emotional.

• To understand the key elements of healthy relationships i.e. communication, respect and support.

• To understand things you can do in your everyday life that demonstrate healthy relationships at an individual, family and community level.

• To identify ways to seek support in an unhealthy relationship.

CONTENT • What relationships do you have?

• What is a healthy relationship?

• Physical and sexual health.

• Risk factors and what’s normal?

• Prevention.

• Tips, tools and resources.

SESSION 7

AWARENESS AND ACCESS TO HEALTH SERVICESFor over 45 years Aboriginal Community Controlled Health Services have had an important role in our communities. These organisations aim to respond to the needs of our community by providing access to doctors, dentists, nutritionists, speech therapists, counsellors, social health and wellbeing programs, aged care services and mums and bubs programs. Health services are not only for when you are unwell, it is just as important to visit them to take early action (prevention) so you don’t get sick (screening of illness, immunisation, nutrition support, eye tests, heart health).

The cost of accessing health services may stop you from seeing a doctor or other services therefore it is important that you have a Medicare Card. The Medicare Card provides access for a range of medical services, lower costs for medications and free care for a public patient in a public hospital.

OBJECTIVES• To identify and promote the local

health services.

• To understand the importance of having a Medicare Card.

• To understand the importance of attending the health services when you are well (screening, prevention) and unwell (acute pain or illness management).

CONTENT• Health.

• Health services.

• Health checks.

• Medicare.

• Local services.

SESSION 8

DEADLY CHOICES LINKS TO THE AUSTRALIAN CURRICULUMHIGH SCHOOL (YEARS 7-10) OUTLINEDeadly Choices have analysed the draft national curriculum currently being finalised. Although the Deadly Choices program does not involve examinations (with exemption to the pre/post surveys), the program content matches up to certain content descriptors within the national Health and Physical Education curriculum. Deadly Choices hopes that the students who take part in this program can take the knowledge gained and apply this to both their schooling- and real- life.

The following content descriptors, as outlined below, match up to the Deadly Choices program. As the Deadly Choices program is provided for the Indigenous community, the preventative health team sees the importance in linking Indigenous history and culture into its teachings.

The cross-curricular priorities are linked throughout the program, and intertwined into the health and physical activity units. The cross-curricular priorities cover a wide range of essential ideas, which will be covered throughout the seven-week program.

HEALTH AND PHYSICAL EDUCATION Deadly Choices encourages students to make positive choices to promote health and physical activity. It is for these reasons that we have looked very closely at the Health and Physical Education curriculum when developing the program to see exactly how our program can align with what students should be learning. We see the benefits of living a healthy and active lifestyle and believe that we can teach young Indigenous students of that importance throughout the program.

THROUGHOUT THE DEADLY CHOICES PROGRAM, STUDENTS WILL:SUB STRAND 1: BEING HEALTHY, SAFE AND ACTIVE • Evaluate strategies to manage

personal, physical and social changes that occur as they grow older (ACPPS071) Students discuss life changes and stages in the harmful substance and healthy relationships sessions and are supported by facilitators to develop and understand the processes of making positive choices in scenarios they will face in their lives.

• Practise and apply strategies to seek help for themselves or others (ACPPS072) Within the building healthy relationships and chronic disease units, students will discuss and demonstrate different ways in which they can create conversation to ask for help.

• Investigate and select strategies to promote health, safety and wellbeing (ACPPS073) Facilitators encourage and support students to develop their research skills and understanding of health – physical, social and emotional – in the community; Students explore strategies of coping and promotion through scenarios, simulations and media to understand further their ability to create change and wellbeing in their families, school and communities.

SUB STRAND 2: COMMUNICATING AND INTERACTING FOR HEALTH AND WELLBEING • Investigate the benefits of

relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074) During the 8 week program students build their knowledge and health literacy to understand their role in their personal and their families’ health outcomes, through support groups, positive mentors and program content; Students are encouraged to have a health check during the program and in turn encourage their family and friends to do the same; Every session students are supported to lead their lives positively and support others to do the same.

• Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094) Students and facilitators discuss appropriate responses to difficult situations that may arise in life, for example, peer pressure, violence, bullying, etc.; Facilitators also support and encourage students to explore and rectify consequences of behaviour and chosen responses to confronting stimuli.

SUB STRAND 3: CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIES • Plan and use health practices,

behaviours and resources to enhance the health, safety and wellbeing of their communities (ACPPS077) Students and their families are encouraged to utilise local health services to get full health checks, increasing awareness of health problems and supports and health literacy; School and community programs are incorporated in to the program to give students greater understanding of their influence on the health outcomes of the community and the leading roles the students can have in supporting their families and communities to make healthier, happier life choices.

• Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093) Specific sessions in the program – leadership and healthy relationships – expand the student’s understanding of empathy, ethical decision making and respect, to improve the relationships around them now and in to the future.

SUB STRAND 4: UNDERSTANDING MOVEMENT • Participate in, and investigate the

cultural and historical significance of a range of physical activities (ACPMP085) Traditional Indigenous games are incorporated throughout the 8 sessions, encouraging students to get active and learn stories from different locations and understand the role these activities played historically and in today’s culture.

SUB STRAND 5: LEARNING THROUGH MOVEMENT • Practice and apply personal

and social skills when undertaking a range of roles in physical activities (ACPMP086) Deadly Choices teaches students the importance of self-management and healthy relationships which students are expected to implement into their daily lives; Students have the opportunity to practice and apply these skills through games, activities and physical activity incorporated in to every session.

RESOURCESADMIN• Pens/pencils

• Whiteboard makers

• Butchers paper (activities)

• A4 Paper (activities)

DOCUMENTS (TEMPLATES)• Participant attendance list

• Participant consent forms

• Pre-program evaluation form (session 1)

• Post-program evaluation form (session 8)

• Program journal and report

• Quick guide

• Program feedback form

• Facilitator feedback form

TECHNICAL EQUIPMENT• USB (program resources –

i.e. PowerPoints, templates, TVCs)

• Internet

• Projector

• Laptop/computer

• Technical cords (power cables, sound, HDMI, VGA etc.)

PHYSICAL ACTIVITY EQUIPMENT• Oz Tag kit

• Traditional Indigenous games kit

• Sports balls (footballs, soccer, basketballs etc.)

• Markers

ADDITIONAL ITEMS• Blue Card (working with children)

• Deadly Choices brochures

• Risk assessment template

• First aid kit

• Incident/accident reporting forms

• Sun safety (sunscreen, water bottles, hat)

RESOURCES OF INTERESTDeadly Choices www.deadlychoices.com.au

Institute for Urban Indigenous Health www.iuih.org.au

Queensland Aboriginal and Islander Health Council www.qaihc.com.au

ATSICHS Brisbane www.atsichsbrisbane.org.au

Australian Indigenous Health Info Net www.healthinfonet.ecu.edu.au

Queensland Council of Social Service www.qcoss.org.au

Better Health Channel www.betterhealth.vic.gov.au

Cancer Council Queensland www.cancerqld.org.au

Diabetes Australia www.diabetesaustralia.com.au

National Health and Medical Research Council www.nhmrc.gov.au

Queensland Quit www.quitnow.gov.au

Queensland Government Join the Movement www.jointhemovement.qld.gov.au

Kids Helpline www.kidshelpline.com.au

Healthier. Happier www.healthier.qld.gov.au

National Aboriginal Community Controlled Health Organisations www.naccho.org.au

Australian Government Department of Health www.health.gov.au

Queensland Health www.health.qld.gov.au

Aboriginal Health and Medical Research Council www.ahmrc.org.au

Australian Bureau of Statistics www.abs.gov.au

Australian Institute of Health and Welfare www.aihw.gov.au

Relationships Australia www.relationships.org.au

DrugInfo www.druginfo.adf.org.au

The Australian Indigenous Aboriginal and Torres Strait Islander Alcohol and Other Drugs Knowledge Centre www.aodknowledgecentre.net.au

Australian Dietary Guidelines www.eatforhealth.gov.au

www.deadlychoices.com.au