PUBH6000 Assessment 2 Option 1ASSESSMENT BRIEFSubject Code and TitlePUBH6000: Social, Behavioural and Cultural Factors in PublicHealthAssessmentAssessment 2: Report – Gender, Depression and Levels ofInterventionIndividual/GroupIndividualLength1,500 wordsLearning OutcomesThis assessment addresses the following learning outcomes:1. Analyse the impact of social, environmental andbehavioural factors on the health of differentpopulations2. Analyse population health outcomes and the majorsocial, economic, political and cultural forces thatcontribute to health inequalities3. Analyse health outcomes in specific populations4. Apply theoretical frameworks to develop effectivehealth promotion interventionsSubmissionDue Sunday following the end of Week 11 at 11:55pmAEST/AEDT*For intensive class: Sunday Week 6 at 11:55 pmAEST/AEDT*Weighting45%Total Marks100 marks*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (e.g.Adelaide = 11:25pm).PUBH6000 Assessment 2 Option 1Task Back gDreosucnridp tionAccording to the 2010 Global Burden of Disease study, depression is now the second leading cause ofdisease burden (as cited in Ferrari et al., 2013), whilst WHO XXXXXXXXXXdeclares depression to be the leadingcause of disability worldwide. There is a distinct pattern along gender lines when it comes to prevalencerates of depression: unipolar depression is twice as common in women (WHO, n.d.).Depression has been linked to the experience of discrimination (Belle & Doucet, 2003), violence(Pico‐Alfonso et al., 2006; Ludermir et al., 2010) and human rights abuses.InstructionsChoose a population group in Australia (for example: young Australians aged between 12‐25 years, malesabove the age of 40 years, pregnant women, prisoners, Aboriginal Australians). Your population groupcan be a specific group of women, men, or both. In 1500 words, address the following: Describe current evidence (within the last 10 years) relating to levels of depression for yourpopulation group. Discuss how these patterns of depression among this group are socially determined. Refer to issues ofgender and human rights in your explanation. (see WHO, 2019) http://www.who.int/gender‐equityrights/understanding/gender‐definition/en/) Propose a health promotion intervention to prevent depression and promote positive mental healthfor this population group. Consider a social‐ecological model to explain the effects of potentialprevention strategies, and identify the level of intervention for your proposed initiative (primary,secondary or tertiary).Guidelines for completing the taskThis task can be addressed by including two sections in the body of your assessment. Section 1focuses on the evidence relating to depression for your population and the determinants of this. Yourpopulation can be comprised of men, women or both, but your discussion of patterns of depressionwithin this group must relate to gendered determinants of mental health.Section 2 proposes an intervention to prevent depression in your chosen population group. Thisintervention must be clearly located within a social‐ecological framework, and you should identifywhether it is a primary, secondary or tertiary intervention.PUBH6000 Assessment 2 Option 1Assessment 2: PUBH 6000Report: Gender, depression and levels of intervention.Assessment 2 Template.Introduction Provide a short introduction which gives the reader an overview of the whole assignment. Brieflyintroduce the public health problem (depression) and identify the specific population group that yourreport will focus on. Explain that your report will propose an intervention to prevent depression andpromote positive mental health for this population group.Section 1: Understanding depression within [Chosen population] In this section, provide an overview of evidence relating to depression within your chosenpopulation. Discuss the determinants of depression for this group. Pay attention to analysing socialand gendered determinants of depression for your population group. Support your statements withevidence from references, both from grey literature sources such as the Australian Institute of Healthand Welfare (AIHW) and peer reviewed academic literature.Section 2: An intervention to prevent depression and promote mental health for [Chosen population] In this section, propose an intervention to prevent depression and promote mental health for your populationgroup. Locate this intervention with a social‐ecological framework, and identify whether it is a primary,secondary or tertiary intervention. Refer to readings from module 3 in regard to these concepts. Yourproposed intervention can be a completely new idea or it can draw on existing interventions. Either way, itmust be clearly explained how your intervention addresses depression, and you must support your claims withevidence.Conclusion Provide a brief conclusion which does not introduce any new information, but ‘ties the assessmenttogether’. It should provide a recap of the information discussed in regard to patterns of depressionin your population group and the determinants of this. It should also give a short overview of theintervention that was proposed. This provides a useful overall summary for the reader.General points Please use sub headings for sections 1 and 2 as per this assessment brief. Introduction andconclusion do not need subheadings. Appropriate scholarly sources include peer review journal articles, subject readings, academic booksand book chapters and publications from reputable grey literature sources. Reports from theAustralian Institute of Health and Welfare (AIHW) are likely to be particularly useful, as well as otherAustralian Government sources and publications from reputable NGOs such VicHealth. The WorldPUBH6000 Assessment 2 Option 1 Health Organisation (WHO) is also an important source of publications.Please look for publications from these sources such as reports, rather than relying only uponinformation available on their webpages. Please cite at least 10‐12 scholarly sources for this assessment. Ensure your report is written in a clear manner, including spelling, grammar, structure, tone, andaccurate referencing in accordance with the latest APA guidelines (APA 6th).Assessment Criteria: Demonstrates knowledge and understanding of depression and the determinants of depression fora specific population group that is well linked to relevant literature (40%) Proposes an appropriate and well‐justified intervention to prevent depression in aspecific population group (30%) Demonstrates ability to apply knowledge and understanding of models of health promotionand levels of prevention to an intervention to prevent depression (20%) General Assessment Criteria (10%) Assessment fulfills general academic standards, including: Provide an introduction and conclusion Complies with academic standards of writing, including legibility, spelling, presentation andgrammar Uses appropriate APA 6 style for citing and referencing research Upholds standards of academic integrity, as demonstrated by acceptable report from textmatchingsoftware (e.g Safe Assign).PUBH6000_Assessment Brief 1PUBH6000 Assessment 2 Option 1Marking RubricMarking RubricAssessmentAttributes0‐34(Fail 2 –F2)Unacceptable35‐49 (Fail1 – F1)Poor50‐64(Pass ‐P)Functional65‐74(Credit ‐ CR)Proficient75‐84(Distinction – DN)Advanced85‐100(High Distinction –HD)ExceptionalGrade Description(Grading Scheme)Evidence of unsatisfactoryachievementEvidence of satisfactoryachievementEvidence of a goodlevel of achievementEvidence of a highlevel of achievementEvidence of anexceptional level ofachievementPUBH6000_Assessment Brief 1Demonstratesknowledge andunderstanding ofdepression and thedeterminants ofdepression for aspecific populationgroup that is welllinked to relevantliterature (40%)The assessment does not displayan understanding of depressonin the specific population group,or the determinants ofdepression for this populationgroup.The assessment displaysa basic level ofunderstanding ofdepression for a specificpopulation group. Theinformation presentedon patterns ofdepression and thedeterminants ofdepression is overlydescriptive, with limitedunderstanding ofexplanatory factorsunderpinning thisinformation. Theinformation presented isnot well linked torelevant literature.The assessment displays asound level ofunderstanding ofdepression within aspecific population group,and the determinants ofdepression. Reasonableexplanations are providedof the determinants ofdepression. Theinformation presentedhas reasonable links toliterature, but therelevance of this literatureis not always wellexplained.The assessment displaysa thoroughunderstanding ofdepression within aspecific populationgroup, with good, welljustifiedexplanations ofthe determinants ofdepression. Theinformation presentedis well‐justified withlinks to relevantliterature.The assessment displaysa highly sophisticatedunderstanding ofdepression with aspecific population. Arange of relevantdeterminants ofdepression are very wellexplained and justified.Links to relevantliterature are very wellarticulated.PUBH6000_Assessment Brief 1Proposes anappropriateand welljustifiedinterventionto preventdepressionin a specificpopulationgroup (30%)The assessment does notpropose an intervention toprevent depression in a specificpopulation group.The assessment providesa basic description of anintervention to preventdepression in specificpopulation group.Aspects of theintervention are unclear.The justification for theintervention could bemore clearly articulated.The assessment providesa clear proposal for anintervention to preventdepression in the specificpopulation group. Theintervention isappropriate and thejustification is reasonablyclear.The assessment providesa clear, thorough anddetailed proposal for anintervention to preventdepression is a specificpopulation group. Theappropriateness andjustification for thisintervention are veryclearly explained.The assessment providesa highly sophisticatedand creative proposal foran intervention toprevent depression in aspecific populationgroup. Theappropriateness of theintervention forpreventing depression isclearly articulated, and itis extremely wellexplained and justified.PUBH6000_Assessment Brief 1Demonstratesability to applyknowledge andunderstandingof models ofhealthpromotion andlevels ofprevention toan interventionto preventdepression andpromote mentalhealth (20%)The assessment does notdemonstrate an ability to applyknowledge and understanding ofmodels of health promotion andlevels of prevention to anintervention to preventdepression in a specificpopulation group.The assessment displaysattempts to applyknowledge of models ofhealth promotion andlevels of prevention to anintervention to preventdepression. However,this is not welldeveloped. The level ofprevention of theproposed interventioncould be more clearlyexplained, and theintervention could bemore clearly situatedwithin a model of healthpromotion.The assessmentdemonstrates anapplication of models ofhealth promotion andlevels of prevention to aproposed intervention toprevent depression. Theproposed intervention issituated within a model ofhealth promotion, and thelevel of prevention isreasonably wellarticulated.The assessmentdemonstrates a goodapplication ofknowledge of models ofhealth promotion andlevels of prevention to aproposed intervention.The proposedintervention is wellsituated within a modelof health promotion,and the level ofprevention is veryclearly explained.The assessmentdemonstrates asophisticated anddetailed application ofknowledge of models ofhealth promotion andlevels of prevention to aproposed interventionto reduce depression.The proposedintervention is clearlylocated within a broadermodel of healthpromotion and the levelof prevention is expertlyexplained.PUBH6000_Assessment Brief 1General AssessmentCriteria (10%)Assessment fulfilsgeneral academicstandards, including:Provide anintroduction andconclusionComplies withacademic standardsof writing, includinglegibility, spelling,presentation andgrammarUses appropriateAPA 6 style for citingand referencing andresearchUpholds standards ofacademic integrity,as demonstrated byacceptable reportfrom text‐matchingsoftware (e.g SafeAssign).Poorly written with errors inspelling, grammar.The assessment has nointroduction or conclusion.Demonstrates inconsistent useof good quality, credible andrelevant research sources tosupport and develop ideas.There are mistakes in using theAPA style.There may be questionsregarding the academic integrityof the assessment.Is written according toacademic genre (e.g.with introduction,conclusion orsummary) and hasaccurate spelling,grammar, sentenceand paragraphconstruction.Demonstratesconsistent use ofcredible and relevantresearch sources tosupport and developideas, but these are notalways explicit or welldeveloped.There are no mistakes inusing the APA style.The assessment upholdsstandards of academicintegrity.Is well‐written andadheres to theacademic genre (e.g.with introduction,conclusion orsummary).Demonstrates consistentuse of high quality,credible and relevantresearch sources tosupport and developideas.There are no mistakes inusing the APA style.The assessment upholdsstandards of academicintegrity.Is very well‐writtenand adheres to theacademic genre.Consistentlydemonstrates expertuse of good quality,credible and relevantresearch sources tosupport and developappropriatearguments andstatements. Showsevidence of readingbeyond the keyreadingThere are no mistakes inusing the APA style.The assessment upholdsstandards of academicintegrity.Expertly written andadheres to theacademic genre.Demonstrates expertuse of high‐quality,credible and relevantresearch sources tosupport and developarguments andposition statements.Shows extensiveevidence of readingbeyond the keyreadingThere are no mistakes inusing the APA Style.The assessment upholdsstandards of academicintegrity.