Young People Participating in Health and Social Justice – An Eight Step Approach

Promoting the participation of young people in health and social justice is an easy ideal and difficult in practice. It’s less difficult with a structure to work with. At Young Solutions international, we offer an 8-step structure. This owes much to the work of The Child-to-Child Trust and to ideas drawn from the professional fields of coaching and appreciative enquiry.This illustration shows that the 8-step process is a dynamic one which travels between where educators meet up with the young people (a learning place) and where the young people live (a living place). This movement between the two places is crucial as it allows for understanding, research, action and reflection. The action is based on understanding a health issue (like bullying, knife crime, landmines, malaria, HIV etc) and as part of real life.Imagine how boring a lesson on ‘washing your hands’ might be to young people However, if it is linked to a scientific investigation of the need for soap to get rid of germs and the absence of soap in the school toilets at school and at home and if this is then linked to supporting young people’s action to make soap or to raise money to make it regularly available where and when they need it – THEN it starts to become a bit more interesting!The eight step structure is as follows.The first step is to identify a health topic or social justice issue that is of interest and relevance to young people There are many ways of doing this and one activity we often use is the opportunities chart (see more details on this in the Young Solutions international Handbook. The basic procedures are; to brainstorm, score and then prioritise an issue (or issues) reflecting on how much young people can do to take action on this issue. We score how common and how serious each issue is to help us get a sense of its importance to young people.Having identified an issue of importance and relevance (and an overall topic such as sex and relationships might be prescribed in some formal education settings), the second step is to understand more about the issue. This step is an opportunity for young people to do some thinking and preliminary research. It is about starting to find out what is black and white about an issue and what are shades of grey! Activities at this step can involve: – getting visiting expert speakers to talk to young people – getting information from libraries or the web; or even just – working things out with the educator and looking at the resources she has to hand. It is the stage of lightweight and easily accessible research. The more ‘in depth’ research comes later.At the third step, young people are asked to remember and discover! What strengths and talents we have that help us, our family and our community enjoy good health and well being. We have observed that a great sense of excitement and purpose can be achieved through remembering what we have (as opposed to looking at what we don’t have and at the problems all the time).The fourth step is where the ‘heavier’ research activities come in. It is at this step that young people talk to others – groups of friends, adults they know like family members and neighbours, professionals that work with them in different ways (e.g. sports coaches, doctors, teachers etc). They are find out more about aspects of a particular health or social justice issues of interest or relevance to them. The objective of this is to position the development of an understanding about WHAT needs to be done in relation in the location WHERE it needs to be done! Its about bringing learning to life! It is also a step that enables the young people to slip into their new role as people actively doing something in the community- from a position of enquiry – not expertise. This is a humble position and one that creates warmth between the young people and those they are meeting.At the fifth step, the young people bring back what they found out and share it with others. They then embark on a ‘dreaming’ activity. This is an activity in which they start to create a sense of an ideal world in which the health issues of concern to them and others is no longer there. For example: – a community where young people can walk along the street without fear; – A family where people communicate well even when things go wrong; – a community where young people who are sad and lonely know where to go to get help and support and feel that they can do so; or – a community where young people have sex only when they feel ready and know how to stay safe and healthy. The young people then think about the conditions that create this ideal situation – looking at four elements that are needed: information, skills, inspiration and the right kind of environment (how is this or how can be help it become supportive?). This dreaming activity then forms the basis for the planning. Planning what they individually or collectively can do in order to strengthen, improve or change conditions in order to move closer to the ideal situation they have created. In this step they are reminded of the many gifts of character available to them and the many people and resources (treasures) that can help with their endeavours.The next and sixth step is the most exciting step of all. It is when the young people step out into the community and take action. What is actually seen at this step may not appear so exciting to an outsider but when it is ‘seen’ alongside the process that the young people have gone through to get there – its amazing!The penultimate seventh step in this process is for the young people to assess the impact of the action and reflect on the process that got them there. This step is particularly important when working on a serious health or social justice issue as you can guarantee the learning will be profound. If the wrong information has been learned well then it is harder to change later! There are many methods to help young people reflect deeply at this stage.The last and eighth step is a way for the young people to consolidate their understanding and to strengthen the impulse to continue to move towards their idealised view of how they want their family or community to be. Activities include remembering an inspiring moment from the sixth, ‘action step’ and weaving this into a story to tell others; and drawing an artistic symbol that represents in a realistic or abstract way, what a young person or young people are trying to achieve.It may be that the project that the youngsters are a part of can build on what was achieved, it may be that it has generated ideas for new actions that need to be done first.

Health Care Administration Career Possibilities

Students can pursue their interests in health and business by completing educational training in health care administration. Schools provide students with the skills needed to manage medical systems. Through this specialized understanding of the field students will have many health care administration career possibilities.Several main career fields exist in this industry and students can enter one with the correct education. The main focal point of each area is working to provide a smoothly ran medical office, which branches out to include many aspects of the health industry. Possible career options include:* Health Care AdministrationProfessionals work at a variety of management levels to oversee different components of health care. Managers are trained to properly handle the continually changing and expanding world of healthcare. The supervision of employees, analyzing charts, working with human resources, and monitoring finances are main job duties. Job responsibility will change depending on the facility professional’s work for.* Geriatric Care ManagementProviding help and counsel to elderly people at their home or inside a facility makes up the overall job description for this career field. Professionals coordinate all services provided by the government, insurance, home health care, or assisted living agencies. Professionals work with the business and human service side of this field to properly care for the geriatric community.* Health ManagementLeadership and organizational skills are used at a high level as professionals work to maximize the potential of facilities. This often includes staying current with new technologies, medical treatments, and providing positive health environments for patients and employees at a facility.* Hospital Unit CoordinatorCareers in this field have professionals working on non-clinical duties inside medical facilities. Coordinators answer phones, take messages, transfer discharges, and file paperwork for admissions. Professionals work with patients before and after their visit to obtain a complete medical history. The goal is to help make a hospital run smoothly.Within these main career fields students will be able to enter job opportunities at several levels. The broad spectrum of careers is a direct result of the schooling that students complete. Education is obtainable at every level allowing students to complete programs for specific careers. Undergraduate degrees typically prepare students for entry-level careers such as medical secretaries and health information managers. Graduate degree programs prepare students to become executive administrators, consultants, and directors.Through coursework students develop a strong skill set that helps them transition into careers with ease. Course topics examined will be determined by the degree level and area of concentration students enter. Some possible courses include:Health Care Finance
Global Health Issues
Record Keeping
Health Care PolicyCompleting a health care degree program is the best way for students to enter careers that match their interests. The health industry is complex, which requires students to have a formal education.Many colleges and universities offer programs that give students the needed knowledge for professional opportunities. Students will become professionals by working through specialized health care administration degree programs that are accredited by the Commission on Accreditation Healthcare Management Education ( http://www.cahme.org/ ).DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.Copyright 2010 – All rights reserved by PETAP.org.