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Social Ecological Model For Public Health

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Social Ecological Model For Public Health

Social Ecological Model For Public Health

Order ID 53003233773
Type Essay
Writer Level Masters
Style APA
Sources/References 4
Perfect Number of Pages to Order 5-10 Pages
Description/Paper Instructions

Social Ecological Model For Public Health

People do not act in isolation, which is why it is important to understand the ways they interact with their communities and environments, in order to determine why they do what they do.

One way of measuring these networks of interactions is the Social Ecological Model. This model, developed by sociologists in the 1970s, studies how behaviors form based on characteristics of individuals, communities, nations and levels in between. In examining these intervals and how they interact and overlap, public health experts can develop strategies to promote wellbeing in the U.S. and abroad.

The Social-Ecological Model is broad in scope. Each level overlaps with other levels. This signifies how the best public health strategies are those that encompass and target a wide range of perspectives. A public health organization may struggle to promote healthy habits in a community if it does not take into account how other factors play into the behavior of the community as a whole.

Different organizations use variations of the Social-Ecological Model organizational hierarchies in a given society. The Centers for Disease Control and Prevention (CDC) sometimes uses a four-level model, while UNICEF’s model has five levels. Here is the layout of UNICEF’s model and its application in a public health context:

  1. Individual: An individual’s various traits and identities make up this level of the Social-Ecological Model. These characteristics have the capacity to influence how a person behaves. Age, education level, sexual orientation and economic status are some of the many attributes noted at this interval. These factors are important to consider when constructing public health strategies, as characteristics such as economic status are linked to an individual’s ability to access healthcare.
  2. Interpersonal: The relationships and social networks that a person takes part in also have great potential to impact behaviors. Families, friends and traditions are key players at the interpersonal stage of the model. Using therapy or intervention, one can promote healthy relationships at this interval. Discouraging violence between individuals also comes into play here.
  3. Community: This level of the Social-Ecological Model focuses on the networks between organizations and institutions that make up the greater community. These associations include businesses and functions of the “built environment,” such as parks. Community structures are often important in determining how populations behave and what customs they uphold. It is important to understand the community level to determine where health behaviors originate.
  4. Organizational: Organizations are instrumental in the development of behaviors as they often enforce behavior-determining regulations and restrictions. A school, for example, controls the dissemination of

knowledge. This influence is significant when it comes to communicating information about safe health practices.

  1. Policy/Enabling Environment: Policies and laws that are instigated at local, national and global levels make up the broadest level of the Social-Ecological Model. These policies have the potential to impact large numbers of people. A policy outlining a U.S. malaria aid budget, for example, will have far-reaching global effects for decades.

RUBRIC

QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT
Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing.
Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment.
Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free.
Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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