ACHD-225 - Health Promotion Gerontology - 3.00 Credits
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Course Details
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This course is an introduction to the study of Aboriginal community and health development. Students will examine the process of colonialism and systemic factors that influence Aboriginal health and well-being. The interaction between the individual, family and community as it influences health and development of Aboriginal communities will be studied within a holistic framework. Students will learn positive ways of analyzing historical experiences through the use of the wellness wheel and geneograms. Students will study cultural and traditional ethics and practice for healthy communication. This course will address the legacy of physical and sexual abuse in residential schools, including the intergenerational impacts by providing students with the opportunity to explore the impacts of colonization and residential schools, including the many forms of abuse, on their own family systems.
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Part of the:CAREER TRAINING (HUMAN SERVICES) Department
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Available/Required in the following Programs:Aboriginal Community & Health Development Diploma - Aboriginal Community and Health Diploma
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Prerequisites : ACHD 122,
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Course Outline
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Instructors Qualifications:
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Relevant Master's Degree.
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Office Hours:
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1.5 per week.
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Contact Hours:
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45
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Student Evaluation
Procedure:
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Assignments 50 - 70%, Final 30 - 50%, Total 100 %.
Grading procedures follow NVIT policy.
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Learning Outcomes:
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Upon successful completion of this course students should be able to:
articulate the differences between traditional medicine and remedies and drug therapy;
understand theoretical perspectives on aging and drug use;
demonstrate traditional and non-traditional knowledge in the varying degrees of elder support;
understand the importance of traditional values in the process of individual, families, and communities support;
communicate respect for Aboriginal history, culture, traditions, and issues;
display knowledge of a holistic formal and informal approach when working with elders;
incorporate western theoretical assessment and intervention frameworks and a traditional practice framework into a delivery model;
demonstrate specific skills in leadership, development, health care, and elder support;
actively advocate enhancing and implementing health and wellness programs for elder support and care;
understand traditional parenting, cycle of life ceremonies, and the role of elders;
understand the historical process(Residential Schools) that undermined traditional systems for maintaining balance and harmony;
articulate the notion that healing and development is rooted in Aboriginal culture and the wisdom of the elders;
define and explain health factors that influence the health of age specific groups;
demonstrate knowledge in the area of adverse effects of prescribed drug and medications, allergic reactions, and replacement herbal remedies;
understand the ethical, legal, and traditional responsibility when working with elders and Aboriginal communities; and
recognize the dynamics of elder abuse.
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Text and Materials:
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Clark, Cherie M. & Foos, Paul W. (2003). Human aging. Toronto: Allyn & Bacon.
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Other Resources:
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As per Instructor.
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Transfer Credits:
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For more information visit: www.bctransferguide.ca
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Other Information:
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Education Council approved August 2004.
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