Why is information on health literacy essential for this group?

The indicated age group in this scenario is at the stage of their development where they develop the eating habits and health-related activities that will carry on into adulthood. By encouraging health literacy early on for this age group, ensures that they will develop positive health habits resulting in a better quality of life (Bleich, Jones-Smith, Jones, O’Hara & Rutkow, 2016).

What is the initial step you would take before designing the program?

The initial step that I would take would be to conduct interviews with the different people that the program is meant to influence. I will examine their eating habits and their daily regimen of physical activity. By doing so, I will be able to get a better idea of what they normally do on a daily basis and design the program to reduce unhealthy behaviors while encouraging those that contribute to healthy eating and physical fitness.

What role/function would you play at the beginning of the assessment phase?

At the beginning of the assessment, my role will be to determine the extent of the knowledge that the subjects have when it comes to basic health literacy for their particular age group. This is a significant step since it helps to influence what sort of information the program should focus on based on my evaluation of what the participants lack.

What role/function would you play at the end of the program?

My role at the end of the program would be to evaluate the degree of health literacy internalization that has taken place. Just because a program has taught the participants does not necessarily mean that they were able to internalize all the important points that were indicated. It is necessary to determine what was internalized, why this specific bit of information was remembered over the others, and replicate its success.

What additional resources would be needed to implement this program?

Additional resources would come in the form of volunteers from fitness gyms as well as people that have undergone healthy transformations (ex: from obese to fit). By having them narrate their lives, would help children realize the importance of a healthy diet and proper exercise.

Reference List

Ahmed, S. M., Lemkau, J. P., Nealeigh, N., & Mann, B. (2001). Barriers to healthcare access in a non-elderly urban poor American population. Health & Social Care In The Community, 9(6), 445-453.

Bleich, S. N., Jones-Smith, J., Jones, H., O’Hara, M., & Rutkow, L. (2016). The Voices for Healthy Kids Campaign and US State Legislation to Prevent Childhood Obesity. American Journal Of Public Health, 106(3), 436-439.

Mberu, B., Mumah, J., Kabiru, C., & Brinton, J. (2014). Bringing Sexual and Reproductive Health in the Urban Contexts to the Forefront of the Development Agenda: The Case for Prioritizing the Urban Poor. Maternal & Child Health Journal, 18(7), 1572-1577.

Singh, S., Zhou, R., Li, X., & Tong, L. (2016). The complex relationship with health: Rural and urban ‘poor’ women. International Social Work, 59(1), 32-46. d.