Key term
CCEA A-Level Health and Social Care 0003
Promoting Quality Care
Topic overviewThe values of care and their impact on service usersIndividual rights and choicesAnti-discriminatory practiceRespect, dignity and confidentialityChildren's rights and special educational needs legislationHuman rights and safeguarding legislationDisability discrimination legislationMental health legislation and capacityHealth and safety legislation, COSHH and RIDDORPolicies that promote quality carePoor practice and its impact on people
Communication in Health, Social Care and Early Years Settings
Topic overviewThe range of people staff communicate withVerbal communicationNon-verbal communication and body languageWritten and electronic communicationThe purposes of communication in care settingsConfidentiality and privacy in communicationPhysical and emotional factors that support communicationPractitioners' communication skillsBarriers arising from sensory impairment, illness and disabilityBarriers arising from mental health, language and cultureOvercoming barriers to communicationTeam communication and reflecting on your own practice
Health and Well-Being
Topic overviewConcepts of health, ill-health and diseaseMental health, mental illness and psychological well-beingThe needs of service users and how settings meet themThe effects of ill-health on education, employment, income and relationshipsSocio-economic factors affecting health and well-beingInherited conditions: cystic fibrosis and Huntington's diseaseConditions associated with ageing: osteoarthritis and type 2 diabetesEnvironmental factors: location, pollution and occupational hazardsBehavioural factors: exercise, diet, smoking, alcohol and drug useApproaches to health promotion and personal responsibilityStatutory services and the World Health OrganisationVoluntary, private and commercial providersPrejudice, discrimination and stereotypingAnti-discriminatory practice and equality law in Northern Ireland
Safeguarding Children
Topic overviewPhysical development from one to eight yearsIntellectual and language development from one to eight yearsEmotional and social development from one to eight yearsPromoting development through activities and interactionPiaget and Vygotsky in early years practiceSkinner and Bandura: managing behaviour and modellingErikson and Bowlby: attachment, identity and settling inTypes of abuseIndicators of abuse in childrenSafeguarding responsibilities and the setting's policiesFactors that increase the risk of child abuse
Adult Service Users
Topic overviewKey concepts in work with adults: need, protection, disability, empowerment and person-centred careOlder people: needs and how they are metAdults with physical disabilities: needs and how they are metAdults with learning disabilities: needs and how they are metAdults living with mental ill health: needs and how they are metHealth practitioners working with adult service usersSocial care practitioners and advocacyReablement and the care planning cycleThe Bengoa Report and a new model of health and social careConfidentiality, safeguarding adults and whistle-blowing policiesStatutory, private and voluntary provision and how it is fundedInformal carers and the Carers and Direct Payments Act (Northern Ireland) 2002
Holistic Therapies
Topic overviewThe holistic approach and safe practiceAcupunctureAromatherapyHerbalismReflexologyPilates and kinesiologyMedical approaches: medication, surgery and physiotherapyManaging asthma, high blood pressure and arthritisManaging insomnia, migraine, back pain, depression and irritable bowel syndromeComparing holistic therapies and medical treatmentsCurrent trends, evidence and holistic therapies in care settings
Understanding the Physiology of Health and Illness
Topic overviewThe animal cell and its organellesCell specialisation and the four tissue typesThe organisation of the nervous systemThe major areas of the brainNeurones, the reflex arc and the synapseMultiple sclerosis, spinal cord injury and strokeThe endocrine glands and their hormonesType 1 and type 2 diabetesThe digestive system and how food is broken downPancreatitis, cirrhosis of the liver and stomach ulcersThe urinary system and the kidney nephronRenal failure, incontinence and dehydrationLiving with a physiological disorder
Applied Research
Topic overviewChoosing a research topic and writing a rationaleResearch objectives and the hypothesisSearching the literature and using secondary sourcesHarvard referencing and citing sourcesQuestionnaires as a research toolInterviews and interview schedulesObservation and observation chartsValidity and reliability in research designSampling techniques and representativenessEthics in research with people who use servicesCollating and presenting quantitative dataAnalysing results and drawing conclusionsEvaluating the methodology and recommending improvements
Body Systems and Physiological Disorders
Topic overviewThe heart and the cardiac cycleBlood, blood vessels and the double circulationControl of heart rate and blood pressureThe respiratory system, ventilation and gas exchangeBehaviour that protects the heart and lungsNormal ranges for pulse and breathing rates, and causes of deviationMonitoring pulse and breathing safely before and after exercisePresenting and analysing monitoring resultsCoronary heart disease, asthma and other physiological disordersDiagnostic techniques and what each one showsTreatments, care pathways, practitioners and support servicesThe effects of a physiological disorder on everyday life
Providing Services
Topic overviewThe origins of the welfare stateLegislation shaping service provision in Northern IrelandSafeguarding, mental health and disability legislationPolicies in health and social care settingsDemographic trends and their effect on servicesStatutory, private, voluntary and informal providersHow the providers are fundedIntegration, community care and evaluating provisionMeeting physical, intellectual, emotional and social needsAccessing services and routes of referralBarriers to access and how they are overcomeThe roles and specialisms of practitionersInterdisciplinary team workingCodes of practice, regulation and quality assurance
Public Health and Health Promotion
Topic overviewThe concept of public healthPublic health issues in the United KingdomHow public health issues are addressed in Northern IrelandLegislation, taxation and the law as public health toolsThe Public Health Agency and its campaignsApproaches to health promotionEvaluating a health promotion campaignChoosing a topic, an aim and a target groupDelivery methods and materialsDrawing up and justifying the planDesigning tools to evaluate the activityCarrying out and evaluating the activity
Supporting the Family
Topic overviewFamily structures since the Second World WarWhy family structures have changedHow families meet physical and intellectual needsHow families meet emotional and social needsHealth and social care services a family may needStatutory services and how they support familiesThe private sector and informal careVoluntary organisations supporting familiesEffects on families of accessing servicesDomestic violence, child abuse and addictionPoverty, mental illness and bereavement in familiesPoor parenting, behavioural problems, special needs and racism
Understanding Human Behaviour
Topic overviewThe psychoanalytic perspective and Freud's theory of personalityThe humanistic perspective and Rogers' theory of personalityBehaviourism: Pavlov, Skinner and conditioningThe cognitive perspective: Beck and EllisSocial learning theory and the Bobo doll experimentThe biological perspective on behaviourPerspectives on depression and its treatmentPerspectives on aggression and its treatmentPerspectives on stress and its managementPerspectives on anorexia nervosa and bulimia nervosaPerspectives on phobias and their treatmentSocio-economic influences on behaviour
Human Nutrition and Health
Topic overviewProtein, carbohydrate and fat: functions and sourcesVitamins: functions, sources and deficiencyMinerals, water and dietary fibreCurrent dietary guidance and the bodies that issue itNutritional requirements at each stage of lifeVegan diets and meeting nutritional requirementsEnergy requirements, basal metabolic rate and activity levelsModifying recipes and diets for intolerance and allergyDiet-related conditions of the gut, bowel and teethDiet, cardiovascular disease, diabetes and obesityFactors influencing food choiceFood hygiene and the safe storage and preparation of foodFood poisoning bacteria, symptoms and food safety enforcement
Public Health and Health Promotion
- 12 subtopics
- 36 things to know
- A2 4
What Public Health and Health Promotion covers
Public Health and Health Promotion is examined in Unit A2 4, Public Health And Health Promotion — compulsory for the Double Award; one of four options for the Single Award. It covers the concept of public health, public health issues in the United Kingdom, how public health issues are addressed in Northern Ireland, legislation, taxation and the law as public health tools, the Public Health Agency and its campaigns, approaches to health promotion, evaluating a health promotion campaign, choosing a topic, an aim and a target group, delivery methods and materials, drawing up and justifying the plan, designing tools to evaluate the activity and carrying out and evaluating the activity.
Where it is assessed
A2 4
Public Health And Health Promotion — an internally assessed report.
Check the CCEA specification ↗The 12 subtopics
Each one has its own page.
- The concept of public healthPublic health, primary prevention and secondary prevention.Open →
- Public health issues in the United KingdomSix major public health issues in the United Kingdom, health consequences of smoking and antimicrobial resistance and why does it matter.Open →
- How public health issues are addressed in Northern IrelandScreening programme, community planning and health in all policies.Open →
- Legislation, taxation and the law as public health toolsEffects of the smoking ban, three other legal restrictions on tobacco and soft Drinks Industry Levy.Open →
- The Public Health Agency and its campaignsHealth promotion campaign, campaign objective and six methods a campaign might use to reach its audience.Open →
- Approaches to health promotionApproaches to health promotion identified in this course, medical approach to health promotion and behaviour change approach.Open →
- Evaluating a health promotion campaignProcess evaluation, outcome evaluation and impact evaluation.Open →
- Choosing a topic, an aim and a target groupHow a topic is chosen and justified from evidence of need, the difference between an aim and a measurable objective, how a target group is selected and why the choice determines the language, the materials and the setting.Open →
- Delivery methods and materialsTalks, demonstrations, posters, leaflets, video and interactive activities, when each is the right choice, what makes each effective, and how materials are made readable and accessible for the intended group.Open →
- Drawing up and justifying the planWhat a plan must contain and why every element is justified rather than merely stated, how implementation and responsibilities are set out, the resources and timescale, and the contingency for when something goes wrong.Open →
- Designing tools to evaluate the activityPre-test and post-test assessment, comment card and difference between a self, peer, participant and observer evaluation.Open →
- Carrying out and evaluating the activityDelivering the activity and keeping it on plan, gathering evidence on the day, analysing the pre-test and post-test results, judging each objective against them, and writing recommendations that name a specific change.Open →
What you need to know
Answer each one before you reveal it.
Your recallNot started
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Give an example of each level of prevention for heart disease.
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Why is physical inactivity a distinct issue from obesity?
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Why does an ageing population create public health issues?
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What public health issues are particular to Northern Ireland?
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What is a screening programme, and what does one require to be worthwhile?
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Give three examples of voluntary organisations working on public health issues.
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Why must action on public health cross government departments?
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Name three legal restrictions on tobacco besides the smoking ban
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What does the Public Health Agency do in relation to campaigns?
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Name six methods a campaign might use to reach its audience.
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How does a campaign choose its target audience?
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How would you decide which approach suits a particular activity?
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Why is it difficult to attribute a change to a campaign?
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What is meant by the reach of a campaign, and why is reach not the same as success?
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Why should an evaluation report what did not work?
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Why does the target group determine the language and materials used?
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What permissions and safeguards are needed before delivering to a group?
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Why must a topic be handled carefully if somebody in the audience is affected by it?
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What makes an effective poster?
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What makes an effective leaflet?
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When is a video clip worth the effort of making one?
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What should the implementation section describe?
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How does the plan connect to the evaluation?
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What is a risk assessment in the context of an activity?
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What is the difference between a self, peer, participant and observer evaluation?
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Why is more than one source of evaluation used?
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How can a change in behaviour be measured in a short activity?
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What should be done immediately before the activity is delivered?
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How should an activity be opened?
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How is evidence of the activity gathered on the day?
Numbers
When did the ban on smoking in enclosed public places come into force in Northern Ireland?
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Name the approaches to health promotion identified in this course.
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How does public health differ from clinical medicine?
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What were the effects of the smoking ban?
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What is the medical approach to health promotion?
Take Public Health and Health Promotion further
The same content, four other ways.
Commonly confused
Pairs that lose marks when they are blurred together.
The medical approach uses clinical vs The educational approach uses clinical
The medical approach uses clinical: such as immunisation and screening on a person treated as a patient. The educational approach uses clinical: it gives information and skills so the person decides for themselves.
Questions from this topic
Each one with the model answer underneath.
- 1
What is public health?
Model answer
Public health is the organised effort of society to protect and improve the health of whole populations rather than to treat individuals, working through prevention, the promotion of healthier living and the control of disease.
- 2
How does public health differ from clinical medicine?
Model answer
Clinical medicine treats the person in front of the practitioner. Public health acts on the conditions that make whole groups more or less likely to become ill, so its patient is the population and its methods include law, taxation, planning and education as well as medicine.
- 3
Name the three domains of public health.
Model answer
Health improvement, which addresses lifestyle and the wider social factors; health protection, which deals with infectious disease, environmental hazards and emergency planning; and improving services, which is concerned with the quality and effectiveness of care.
- 4
What is meant by primary prevention?
Model answer
Primary prevention stops a condition arising in the first place, through immunisation, clean water, seat belts, smoking cessation or education about diet and exercise.
- 5
What is meant by secondary prevention?
Model answer
Secondary prevention detects a condition early, before symptoms or before damage is done, chiefly through screening programmes and routine checks, so that treatment begins when it is most effective.
- 6
What is meant by tertiary prevention?
Model answer
Tertiary prevention limits the damage once a condition is established, through rehabilitation, good management of a long-term condition, and support that prevents complications and further deterioration.
What is inside Levo
Six ways to work the same material.
Public Health and Health Promotion revision questions
- What does Public Health and Health Promotion cover in CCEA A-Level Health and Social Care?
- 12 subtopics: the concept of public health, public health issues in the united kingdom, how public health issues are addressed in northern ireland, legislation, taxation and the law as public health tools, the public health agency and its campaigns, approaches to health promotion, evaluating a health promotion campaign, choosing a topic, an aim and a target group, delivery methods and materials, drawing up and justifying the plan, designing tools to evaluate the activity and carrying out and evaluating the activity. Each one has its own page with questions and model answers.
- How is Public Health and Health Promotion organised?
- By the CCEA 0003 specification, subtopic by subtopic, so it matches the order you are taught it in.
Every question in Public Health and Health Promotion, on a schedule.
Attempt a question from memory, write the correct version, then attempt it again. Levo records the jump between your first attempt and your last, and brings each question back on the day you are due to forget it.
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