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Health Education > Exams 2016 > Flashcards

Exams 2016 Flashcards

1
Q

Health Promotion

A

-Health education, and environmental influences (organisations, politics, economics) used to help change people’s behaviour & living conditions to protect & improve health of individuals & communities.
-Allows people to have more control over own health
-Improve own health
-Encourages communities & decision makers to change policies that affect people’s health
-Includes
Education
Community participation
Community development
Prevention of specific diseases
Provision of basic services (sanitation, water)

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2
Q

PRIMARY PREVENTION

A

Choose actions that will most probably prevent health problems from even starting
Early health education involves improving knowledge & promoting behaviours that support & improve health
Primary preventers:
Eat well balanced diet
Exercise well
Get enough rest
Minimize stress
It’s easier to develop healthy habits as early as possible than to change fixed behaviours

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3
Q

SECONDARY PREVENTION

A

Early identification & treatment of illness to prevent it from getting worse or removing it
Need help of health services at this point
In this level health education teaches
To become more aware of symptoms
When to seek medical help
How to choose health care system
How to access it
Develop health plan to prevent from getting worse

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4
Q

TERTIARY PREVENTION

A

Involves actions to stop disease from doing any more damage to body or slow it down
Third phase more to do with rehabilitation programmes than health education in school

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5
Q

Health Prevention

A

Primary, Secondary & Tertiary Prevention

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6
Q

PRENATAL FACTORS

A 
Affect foetus from conception until birth
Genetic conditions
Mother’s age
Mother being unhealthy
Infections in pregnancy
Medication taken during pregnancy
Alcohol
Drugs
Smoking
Radioactivity
	Baby being born pre-maturely
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7
Q

PERINATAL FACTORS

A

Time of birth
Lack of oxygen during birth process
Birth injuries
Haemorrhage

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8
Q

POSTNATAL FACTORS

A

After birth
Damage to central nervous system because of infections
Injury
Poisoning
Lack of oxygen or metabolic disturbances

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9
Q

Earliest Factors that affect Health

A

Prenatal, Perinatal, Postnatal

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10
Q

EFFECTS PHYSICAL HEALTH HAS ON EMOTIONAL DEVELOPMENT

A

Sick child can be irritable & anxious -> difficult to integrate in school & form relationships
Hungry or poorly nourished child can get angry quickly & not be able to concentrate
Obese child can very self-conscious because of teasing
Tired child who has not received enough sleep can overreact to everything
Overprotected, chronically sick child can be very demanding
Emotional disturbed children can wet beds & vomit

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11
Q

EFFECTS PHYSICAL HEALTH HAS ON SOCIAL DEVELOPMENT

A

Illness separates child from peer group for some time -> must create social connections again when coming back to school.
Not accepted into group because of different physical appearance or ability.
Don’t accept obese children because they can’t physically do the same things as the group
Make fun of obese children because of size
Negatively affects self-image

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12
Q

EFFECTS PHYSICAL HEALTH HAS ON INTELLECTUAL DEVELOPMENT

A

Illnesses that affect ability to move sufficiently will become barrier to learning
Connection between motor skills & academic achievement
Has biggest negative effect on children in earlier years because explore world using body
Infections can also affect ability for brain to function optimally causing child not to be able to perform at full potential

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13
Q

HEALTH PROVIDERS

A

Parents & Family
Teacher
Other Professionals
Children

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14
Q

ROLE OF PARENTS & FAMILY AS HEALTH EDUCATORS

A

Very important role in health education
Health education begins at home
Responsible for caring for children in home environment
Act as role models – Children tend to live life the way their family members do
Teachers & family should support one another in providing health education to children

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15
Q

ROLE OF TEACHERS AS HEALTH EDUCATORS

A

The main health educator at school

Provides health education for children, parents & staff

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16
Q

ROLE OF OTHER PROFESSIONALS AS HEALTH EDUCATORS

A

Doctors, dentists, nurses, dieticians, social workers & psychologists
Provide expert knowledge on health & things related to health
Should involve them in health education when needed

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17
Q

ROLE OF OTHER CHILDREN AS HEALTH EDUCATORS

A

Programmes like Child-to-Child programmes prove that children not only learn health education from adults but also from each other
Child-to-Child programme gets children to teach siblings & other members of family about things like child care, accident prevention, nutrition & immunisation.
Programme assumes that
Education is most effective when it is connected to things that are important to children & family
Education inside & outside of school are connected so learning becomes integrated
Children have will, skill, potential & motivation to help each other & are encouraged to do so
Health education taught by children becomes more important at end of Foundation Phase & during Intermediate Phase as learners accept knowledge from peers more than they do from adults.

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18
Q

INTERNATIONAL CRITERIA FOR HEALTH PROMOTING SCHOOLS

A
  • Improve school’s physical, social & psychological environment.
  • Promote learners’ self-esteem
  • Have Good relationships – teacher-learner & peer groups
  • Have Positive & productive relationship between school, family & community
  • Health education curriculum should be motivating & well-balanced
  • Use Specialist community services for advice & support on health
  • School health services should be actively involved in health education curriculum
  • How school promotes health of staff
  • How adults present themselves as role models to learners
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19
Q

LOCAL CRITERIA FOR HEALTH PROMOTING SCHOOLS

A

Develop healthy school policies to help meet health needs of members of school
Have access to relevant services to meet health needs of members of school
Develop skills of members of school so they can improve own health & influence others to improve their health too
Develop healthy attitudes & practices by creating supportive environment
Get the community involved to find ways to meet health needs of everyone

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20
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN

A

Age
Perception of Illness, Medical Procedure & Hospital
Fear of Pain & Death
Bodily Intrusion & Mutilation
Altered Motor & Sensory Activity & Lose of Self-Control
Separation from family
Unfamiliar Hospital Environment

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21
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - AGE

A

Hospitalization has the biggest negative affect on really young children
Between 7 months & 4 years

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22
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - PERCEPTION OF ILLNESS, MEDICAL PROCEDURES & HOSPITAL

A

Not able to understand illness -> not intellectually mature
Do not understand cause of illness, need for treatment & role of health professionals
Understand with time

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23
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - FEAR OF PAIN & DEATH

A

Physical pain stresses children because it is not a good feeling
It mostly affects very young children because they don’t understand pain
Children develop fears that are based on their developmental stages

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24
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - BODILY INTRUSION & MUTILATION

A

Children see things like surgery & injections as hostile/ threatening because still developing body image
Threatens self-integrity & self-esteem

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25
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - ALTERED MOTOR & SENSORY ACTIVITY & LOSS OF SELF-CONTROL

A

Hospitalization often prevents children from being able to move & explore environment
Cannot stimulate senses
Cannot interact with environment
Forced to become dependent again
Cannot care for self -> loses self-esteem

26
Q

SEPARATION FROM FAMILY PHASES

A

Phase of Protest
Phase of Despair
Phase of Denial

27
Q

SEPARATION FROM FAMILY PHASES - PHASE OF PROTEST

A

At 1st child is very unhappy, confused, angry & frightened of unfamiliar environment
Refuses any care from hospital
With time realises family aren’t returning -> becomes less tense

28
Q

SEPARATION FROM FAMILY PHASES - PHASE OF DESPAIR

A

Child cries continuously
After becomes withdrawn & apathetic
Feels parents have abandoned him and aren’t coming back
When parents leave after visiting cries for them to not leave

29
Q

SEPARATION FROM FAMILY PHASES - PHASE OF DENIAL

A

When separation is repeated, and happens for a long-time child adapts to unfamiliar environment & people
Interacts with hospital
When parents visit, child is not excited to see them
When parents leave, child is not stressed
Become more attached to hospital staff

30
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN -

UNFAMILIAR HOSPITAL ENVIRONMENT

A

Children need familiar routine & environment
Hospital is unfamiliar place
Strange sounds, people, sights & smells

31
Q

3 PHASES OF GRIEVING

A

Protest
Despair
Acceptance

32
Q

PROTEST PHASE OF GRIEVING

A

Child doesn’t want to acknowledge or accept the death of someone
Appears dazed or shows behavioural signs of fear, being alone, sleeping problems, changes in eating habits or depression

Teacher
Ensure child continues normal routine & give child extra reassurance
Encourage family to include child in funeral preparations & to let child say goodbye to help child accept the death
Respect that family’s decisions will be based on values & religion
Child may want to keep active to stop thinking about the death. Ensure there are enough activities to keep him busy.
Give opportunities for child share feelings but don’t force them to.
Ensure child feels safe in school environment

33
Q

DESPAIR & GRIEF PHASE OF GRIEVING

A

Children may openly show emotions such as sadness, crying & loneliness
Some children’s behaviour may regress to being more primitive
May experience anger & guilt
May show signs of not being able to settle at school

Teacher
Provide child with emotional support
Allow child to talk about dead person
Accept their feelings & tell them it’s normal to have these feelings
Provide them with children’s books that focus on the topic of death to have better understanding of feelings

34
Q

ACCEPTANCE OF GRIEVING

A

Children accept that the person close to them has died
Think about it more realistically
Think about the future

Teacher
Encourage learners to talk about dead person & to remember positive & negative feelings they have about them
Encourage parents to grieve with children because it’s healthier
Encourage them to give the children simple activities to feel part of family

35
Q

REPORTING ABUSE

A

• Create a written record of child’s version of an event
o Write in words of child
o Do it as soon as possible
• 1st report of sexual abuse is important evidence
o Statement of person who child 1st reported incident
o Should create written record
 Can be used later by authorities
• Teacher should report observations to principal, social worker, doctor, nurse or police -> properly investigate the matter.
• Never address caregivers about potential incident
o Anger them
o Cause more abuse
o End relationship between teacher and caregivers

36
Q

CHILD EDUCATION REGARDING SEXUAL ABUSE

A

Teach children that some parts of their body are private
No one should touch them even with clothes on
Except parents, teachers, health professionals who are helping them
No one has right to tell them to touch their parts

Teach children to identify different ways of touching someone
Good touches (hugs, kisses, handshakes) – child feel good about himself
Confusing touches – child feels uncomfortable
Bad touches – hitting, tickling for long time, touching private areas

Teach children to say “NO” to unwanted touches
They can come from people they know

Encourage children to trust you to share things that are upsetting them
Discourage them from keeping secrets

37
Q

CRITERIA FOR DETERMINING APPROPRIATE LEARNING EXPERIENCES

A
  • Are activities appropriate for learners’ age, culture & developmental stage?
  • Is it holistic?
  • Does it allow learners to make own decisions?
  • Does it promote positive choices?
  • Is it adaptable?
  • Can learners explore & interact?
  • Does it have a variety of activities?
  • Does it have a variety of teaching methods?
  • Do learning experiences allow learners to gain knowledge, skills & attitudes related to health?
  • Are activities multisensory?
  • Is it economical?
  • Is information unbiased?
38
Q

HEALTHY LIFESTYLE

A

Refers to the choices and actions we make as well as the habits we form that decrease our chances of becoming ill or getting diseases.
If we work too hard it will lead to stress and fatigue so this is an example of an unhealthy lifestyle
It would be far better to exercise on a regularly basis as this would improve our health rather than negatively affecting it. Thus, this would be a good example of a healthy lifestyle.

39
Q

STRESSORS OF HOME & FAMILY

A 
Problems with marriage
low social status
large family
Criminal activity of parents
Mental problems with parents
Being forced into the care of authorities
Well-being of parents
40
Q

STRESSORS OF SCHOOL

A 
School Adjustment
Learning Process
Competition
Subject Stress
Test Anxiety
Parent Involvement
41
Q

SCHOOL ADJUSTMENT

A

Physical environment can make child feel stressed

Environment should be safe, be organised, have sufficient space & warm & inviting

42
Q

LEARNING PROCESS

A

Learners learn in different ways
Should be a variety of resources
Teacher should be aware of socialization and security
Teacher should give attention to all learners
Teacher should give positive feedback to ensure children feel good about themselves

43
Q

COMPETITION

A

Can make child feel self-worth by being able to accomplish something
Can make child feel worthless by failing – stressful
Can also make the children who succeed feel guilty
Teacher can pair up students to make activities less competitive & put load off each student

44
Q

SUBJECT STRESS

A

Different students find different subject more stressful
Depends on the demands & if students believe they can meet them or not
More stress = worse performance
Worse performance = more stress
Teacher can reduce stress to improve performance

45
Q

TEST ANXIETY

A 
Verbal tests are more stressful than written tests
Teacher can lessen stress by
Revising material with learners
Giving practice tests
Putting less focus on tests
46
Q

PARENT INVOLVEMENT

A

Children get very stressed about parents’ reaction to school results & performance
Teacher can lessen stress by continuously informing parents of performance so parents can help learner to improve.

47
Q

TEACHING CHILDREN HOW TO COPE WITH STRESS

A 
Laughter & Fun
Changing Perceptions
Revising Attitudes
Nutrition
Relaxation Response
Physical Activities
Meditation
Deep Breathing
48
Q

CHANGING PERCEPTIONS

A

Can view any situation as stressful if they don’t feel they have control over situation

49
Q

REVISING ATTITUDES

A

Build self-image
Develop confidence
Express needs
Act as role model by demonstrating these aspects

50
Q

NUTRITION

A

Heath state can be a stressor
Chemicals in food can produce stress such as caffeine in coffee, tea, sodas & chocolate
Too much or too little sugar can also create stress
Ensuring children maintain a healthy diet can lessen stress

51
Q

RELAXATION RESPONSE

A

Create activities that promote relaxation

52
Q

PHYSICAL ACTIVITIES

A

Release for excess energy

Can be great stress releaser if feel refreshed & relaxed afterwards

53
Q

MEDITATION

A

Free mind of negative thoughts & feelings

Focusing on inner self slows down heartrate & lowers blood pressure

54
Q

DEEP BREATHING

A

Breathing exercises

Relaxes muscles & slows down heartrate

55
Q

SOCIOECONOMIC FACTORS THAT CAN AFFECT HEALTH

A

Health can be affected by economic & social situation
Poor family can’t buy healthy food
Can’t easily access health services – don’t treat health problems when showing symptoms
Don’t have access to knowledge about health – magazines, newspapers, TVs etc
Negative health behaviour – weaken immune system – more easily get diseases

Can affect people with lots of money
Eat too many foods with fat, sugar & salt
Other negative health behaviour

56
Q

HOW HIV IS NOT SPREAD

A

Hugging, shaking hand or touching an infected person
Contact with urine, faeces of infected person
Sharing food & eating utensils of infected person
Sharing toilet with infected person
Mosquitos or biting insects

57
Q

HOW HIV IS SPREAD

A

Human Immunodeficiency Virus is spread through
Unprotected sex
Direct contact with HIV infected blood – blood transfusions, surgery, organ transplantation
Maternal transmission (mother-to-child) – pregnancy, childbirth & breastfeeding

58
Q

TEACHERS’ JOB IN DEALING WITH HIV/AIDS

A

• Keep sores or cuts on hands covered
• Do not share items that could become contaminated with blood
• Be careful when dealing with blood
• Disinfect blood spills with bleach
• Use gloves when cleaning blood contaminated materials
o Soak in bleach
o Wash in hot water & soap
• Put up notices warning everyone of any disease outbreaks because people with HIV could be more easily infected
• Do not discriminate against people who have HIV. They are not a threat to school if everyone takes the necessary precautions
• Keep information about HIV status of children confidential. No one needs to know. Not even the teacher
• Need written consent from parents before can share HIV status of children with anyone

59
Q

ROLE OF PARENTS IN HEALTH EDUCATION

A
  • Encourage parents to share thoughts or feelings about health problems
  • Create school parent centre that can be used for parents & school to have meetings & to get access to resources
  • Encourage parents, children & school to interact by organising activities that involve everyone
  • Create booklet that has tips & guidelines related to health education in it for parents
  • Organise weekend or evening meetings with parents so they can learn how to get more involved
  • Organise for parents & teachers to meet at least 3 times a year
  • Create monthly parent newsletter
  • Encourage learners to carry a notebook that teachers & parents can use to communicate on a daily basis
60
Q

CHILD ABUSE

A

Any interaction or lack of interaction between child & caregiver that is not done by accident that negatively affects physical or developmental wellbeing of child.

Health Education (3 decks)

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