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12 <strong>Develop<strong>in</strong>g</strong> a <strong>new</strong> <strong>framework</strong> <strong>for</strong> <strong>promot<strong>in</strong>g</strong> <strong>health</strong> <strong>and</strong> <strong>wellbe<strong>in</strong>g</strong> <strong>in</strong> Victoria: A discussion paper<br />

provides <strong>in</strong>creased opportunity <strong>for</strong> social <strong>in</strong>teraction<br />

among residents <strong>and</strong> <strong>in</strong>creased access to <strong>health</strong>y food.<br />

• Education <strong>and</strong> skill development: Acknowledges the<br />

role of <strong>in</strong>dividual behaviour <strong>in</strong> <strong>health</strong> <strong>and</strong> <strong>wellbe<strong>in</strong>g</strong> <strong>and</strong><br />

<strong>in</strong>volves the delivery of strategies that improve<br />

knowledge <strong>and</strong> underst<strong>and</strong><strong>in</strong>g, attitudes <strong>and</strong> <strong>in</strong>dividual<br />

capacity to change with<strong>in</strong> the context of exist<strong>in</strong>g<br />

structures <strong>and</strong> environments.<br />

The types of strategies classified as education <strong>and</strong> skill<br />

development can be <strong>in</strong>dividual or group-based. An<br />

example is the development <strong>and</strong> delivery of personal<br />

f<strong>in</strong>ance/budget<strong>in</strong>g skills workshops through local<br />

neighbourhood houses or <strong>health</strong>y eat<strong>in</strong>g classes <strong>in</strong><br />

schools.<br />

• Communication <strong>and</strong> social market<strong>in</strong>g: Involves<br />

programs that provide <strong>in</strong><strong>for</strong>mation <strong>and</strong> advocate <strong>for</strong><br />

change to <strong>in</strong>fluence the attitudes, habits, beliefs, values<br />

or behaviours of the population. Is based on movement<br />

of target audience from simple awareness to action<br />

based on the message provided.<br />

Media campaigns regard<strong>in</strong>g specific issues such as the<br />

physical activity messages provided via the ‘Go <strong>for</strong> your<br />

life’ program, are examples of social market<strong>in</strong>g strategies.<br />

These strategies reach large numbers of the population<br />

<strong>and</strong> can result <strong>in</strong> positive changes <strong>in</strong> knowledge <strong>and</strong><br />

attitudes regard<strong>in</strong>g participation <strong>in</strong> physical activity.<br />

• Preventative <strong>health</strong> care: Refers to planned <strong>and</strong><br />

patient-centred care, which is delivered to<br />

pre-symptomatic or well <strong>in</strong>dividuals with<strong>in</strong> the context of<br />

their social circumstances26 . Includes strategies such as<br />

screen<strong>in</strong>g, <strong>in</strong>dividual risk assessment, immunisation <strong>and</strong><br />

behavioural counsell<strong>in</strong>g.<br />

An example of preventative <strong>health</strong> care is the provision<br />

of support <strong>for</strong> smok<strong>in</strong>g cessation by General<br />

Practitioners. Such support <strong>in</strong>cludes brief behavioural<br />

counsell<strong>in</strong>g as part of a systematic approach that utilises<br />

organisational <strong>in</strong>frastructure such as practice nurses, the<br />

QUIT program <strong>and</strong> nicot<strong>in</strong>e replacement therapy, <strong>and</strong><br />

considers smok<strong>in</strong>g <strong>in</strong> the context of the patient’s social<br />

circumstances27 .<br />

While evidence suggests that the types of strategies<br />

outl<strong>in</strong>ed above are somewhat effective <strong>in</strong> their own right,<br />

it is when a range of strategies from across the<br />

five action areas are implemented as part of a<br />

comprehensive approach, that significant ga<strong>in</strong>s can be<br />

made <strong>in</strong> improv<strong>in</strong>g <strong>health</strong> <strong>and</strong> <strong>wellbe<strong>in</strong>g</strong>. Strong,<br />

cross-sectoral partnerships are the basis of such<br />

an approach.<br />

Often, different partners br<strong>in</strong>g to the table expertise <strong>in</strong><br />

develop<strong>in</strong>g <strong>and</strong> deliver<strong>in</strong>g strategies from particular<br />

action areas. Local government <strong>for</strong> example, has a strong<br />

m<strong>and</strong>ate <strong>for</strong> creat<strong>in</strong>g public policy, which has significant<br />

potential to impact on the conditions that support good<br />

<strong>health</strong>. Similarly, Local Learn<strong>in</strong>g <strong>and</strong> Employment<br />

Networks <strong>and</strong> Neighbourhood Houses have expertise <strong>in</strong><br />

deliver<strong>in</strong>g education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g programs, another key<br />

action area.<br />

To ensure that strategies from across the five action areas<br />

are aimed at address<strong>in</strong>g the underly<strong>in</strong>g factors that create<br />

<strong>health</strong> <strong>and</strong> <strong>wellbe<strong>in</strong>g</strong>, they should be considered across<br />

four environmental dimensions; the built, social, natural<br />

<strong>and</strong> economic (as described <strong>in</strong> the Environments <strong>for</strong> Health<br />

<strong>framework</strong>). The four environments are outl<strong>in</strong>ed below:<br />

• Built environment: The built environment conta<strong>in</strong>s the<br />

essential services, or <strong>in</strong>frastructure, that is needed to<br />

keep society operat<strong>in</strong>g. This <strong>in</strong>frastructure is seen as<br />

essential to <strong>health</strong> <strong>and</strong> <strong>in</strong>cludes a broad range of<br />

services <strong>and</strong> features which impact on the way people<br />

pass through <strong>and</strong> utilise build<strong>in</strong>gs <strong>and</strong> spaces. The built<br />

environment determ<strong>in</strong>es the ‘liveability’ of our<br />

surround<strong>in</strong>gs. Examples of important features of the built<br />

environment <strong>in</strong>clude roads <strong>and</strong> other transport facilities,<br />

urban layout, build<strong>in</strong>g design, hous<strong>in</strong>g density, recreation<br />

facilities <strong>and</strong> the provision of amenities. 28<br />

• Social environment: The social environment describes<br />

the structure of relationships between <strong>and</strong> among<br />

<strong>in</strong>dividuals <strong>in</strong> the community. It does not exist with<strong>in</strong> any<br />

one <strong>in</strong>dividual 29 . A social environment that is equitable<br />

<strong>and</strong> welcom<strong>in</strong>g <strong>for</strong> all members of the community<br />

regardless of age, gender, cultural background or socioeconomic<br />

status <strong>for</strong> example, is a requirement <strong>for</strong> good<br />

<strong>health</strong> <strong>and</strong> <strong>wellbe<strong>in</strong>g</strong>. Key aspects of such a social<br />

environment <strong>in</strong>clude social support, participation <strong>in</strong><br />

community activities, a sense of place <strong>and</strong> belong<strong>in</strong>g to a<br />

community, arts <strong>and</strong> culture <strong>and</strong> perceptions of safety. 30

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