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INTRO TO HEALTH CARE SYSTEM > MODULE 3 > Flashcards

MODULE 3 Flashcards

1
Q

BASIC CONFLICT:

  • Trust vs Mistrust
A

INFANCY (0-18 months)

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2
Q

IMPORTANT EVENTS:

  • Feeding/Comfort
A

INFANCY (0-18 months)

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3
Q

KEY QUESTIONS:

  • Is my world safe?
A

INFANCY (0-18 months)

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4
Q

OUTCOME:

  • Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.
A

INFANCY (0-18 months)

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5
Q

BASIC CONFLICT:

  • Autonomy vs Shame and Doubt
A

EARLY CHILDHOOD (2 to 3 yrs old)

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6
Q

IMPORTANT EVENTS:

  • Toilet training/ Dressing
A

EARLY CHILDHOOD (2 to 3 yrs old)

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7
Q

KEY QUESTIONS:

  • Can i do things by my self or need i always rely on others?
A

EARLY CHILDHOOD (2 to 3 yrs old)

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8
Q

OUTCOME:

  • Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feeling of autonomy, failure results in feelings of shame and doubt.
A

EARLY CHILDHOOD (2 to 3 yrs old)

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9
Q

BASIC CONFLICT:

  • Initiative vs Guilt
A

PRESCHOOL (3 to 5 yrs old)

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10
Q

IMPORTANT EVENTS:

  • Exploration/ Play
A

PRESCHOOL (3 to 5 yrs old)

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11
Q

KEY QUESTIONS:

  • Am i Good or Bad?
A

PRESCHOOL (3 to 5 yrs old)

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12
Q

OUTCOME:

  • Children need to begin asserting control and power over the environment. success in this state leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.
A

PRESCHOOL (3 to 5 yrs old)

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13
Q

BASIC CONFLICT:

  • Industry vs Inferiority
A

SCHOOL AGE (6 to 11 yrs old)

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14
Q

IMPORTANT EVENTS:

  • School/ Activities
A

SCHOOL AGE (6 to 11 yrs old)

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15
Q

KEY QUESTIONS:

  • How can i be good?
A

SCHOOL AGE (6 to 11 yrs old)

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16
Q

OUTCOME:

  • Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feeling of inferiority.
A

SCHOOL AGE (6 to 11 yrs old)

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17
Q

BASIC CONFLICT:

  • Identity vs Role confusion
A

ADOLESCENCE (12 to 18 yrs old)

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18
Q

IMPORTANT EVENTS:

  • Social relationships/ Identity
A

ADOLESCENCE (12 to 18 yrs old)

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19
Q

KEY QUESTIONS:

  • Who am i and Where am i going?
A

ADOLESCENCE (12 to 18 yrs old)

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20
Q

OUTCOME:

  • Teenagers need to develop a sense of self and personal identity. Success leads to an ability to stay true to you, while failure leads to role confusion and a weak sense of self.
A

ADOLESCENCE (12 to 18 yrs old)

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21
Q

BASIC CONFLICT:

  • Intimacy vs Isolation
A

YOUNG ADULT (19 to 40 yrs old)

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22
Q

IMPORTANT EVENTS:

  • Intimate relationships
A

YOUNG ADULT (19 to 40 yrs old)

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23
Q

KEY QUESTIONS:

  • Am i loved and wanted?
A

YOUNG ADULT (19 to 40 yrs old)g

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24
Q

OUTCOME:

  • Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.
A

YOUNG ADULT (19 to 40 yrs old)

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25
Q

BASIC CONFLICT:

  • Generativity vs. Stagnation
A

MIDDLE ADULTHOOD (40 to 65 yrs old)

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26
Q

IMPORTANT EVENTS:

  • Work and Parenthood
A

MIDDLE ADULTHOOD (40 to 65 yrs old)

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27
Q

KEY QUESTIONS:

  • Will i provide something of real value?
A

MIDDLE ADULTHOOD (40 to 65 yrs old)

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28
Q

OUTCOME:

  • Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.
A

MIDDLE ADULTHOOD (40 to 65 yrs old)

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29
Q

BASIC CONFLICT:

  • Ego identity vs. Despair
A

MATURITY (65 to Death)

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30
Q

IMPORTANT EVENTS:

  • Reflection on life
A

MATURITY (65 to Death)

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31
Q

KEY QUESTIONS:

  • Have i lived a full life?
A

MATURITY (65 to Death)

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32
Q

OUTCOME:

  • Older adults need to look back on life and feel a sense of fulfillment. Success at this state leads to a feeling of wisdom, while failure results in regret, bitterness, and despair.
A

MATURITY (65 to Death)

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33
Q

Defined as those personal attributes such as
beliefs, expectations, motives, values, perceptions and other cognitive elements; personality characteristics, including affective and emotional states and traits; and overt behavior patterns, actions and habits that relate to health maintenance, to health restoration, and health improvement (Gochman,
1982).

A

HEALTH BEHAVIOR

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34
Q

A healthy individual engages in _____________, when he or she engages in any activity for the purpose of preventing or detecting illness in an asymptomatic state.

A

PREVENTIVE HEALTH BEHAVIOR

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35
Q

An ill individual engages in ______________, when he or she engages in activity to first define the state of health and then to discover a suitable remedy.

A

ILLNESS BEHAVIOR

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36
Q

Ill individuals also engage in ______________, when they engage in activities for the purpose of getting well.

A

SICK-ROLE BEHAVIOR

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37
Q

Health behavior categories:

A
  1. Preventive Health Behavior
  2. Illness Behavior
  3. Sick-role Behavior
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38
Q

Factors Affecting Health Behavior:

A
  1. Immediate Factors
  2. Basic Factors
  3. Underlying Causes
39
Q

Affect health relate to starvation, lack of access to water, inadequate food intake, exposure to infectious diseases, intoxication from an unhealthy environment, and smoking, inadequate treatment by health services, accidents and violence.

A

IMMEDIATE FACTORS

40
Q

Relate to lack of food security, lack of safe water, unsafe working conditions and the way the health services are organized in terms of their accessibility, adequacy and quality.

A

BASIC FACTORS

41
Q

Major cross-cutting issues such as the following: the shape of the economy, environment, and agriculture, and
employment, fairness of wages, human rights, gender issues, and education.

A

UNDERLYING CAUSES

42
Q

Degree to which individuals have the
capacity to obtain, process and understand basic health information and services needed to make appropriate health decisions.

A

HEALTH LITERACY

43
Q

Defined in Healthy People 2010 Objective 11-2, health literacy requires a complex group of reading, listening, analytical, and decision-making skills, and the ability to apply these skills to health situations.

A

HEALTH LITERACY

44
Q

This includes the ability to understand instructions (on prescription drug bottles,
appointments slips, educational brochures, written directions, and consent forms) and the ability to negotiate complex healthcare systems.

A

HEALTH LITERACY

45
Q

Major determinant of good health, but
heredity, access to health care, and the environment can also influence health status.

A

INDIVIDUAL BEHAVIOR

46
Q

Suggest that whether or not a person changes their behavior will be influenced by an evaluation of its feasibility and its benefits weighed against its cost.

In other words, the belief influences behavior.

A

HEALTH BELIEF MODEL (I.ROSENSTOCK, 1966)

47
Q

Hypothesizes that health-related action depends upon simultaneous occurrence of three classes of factors perceived susceptibility to and perceived severity of disease or injury, and perceived benefits or efficacy of preventive/recommended action vis-à-vis the perceived costs or barriers.

A

HEALTH BELIEF MODEL (I.ROSENSTOCK, 1966)

48
Q

It suggests that behaviors reflect a person’s subjective view of a situation, readiness to take action, and perception that benefits outweigh “cost”. It also assumes the existence of sufficient motivation or concern to make health issues.

A

HEALTH BELIEF MODEL (I.ROSENSTOCK, 1966)

49
Q

The model defines the key factors that influence health behaviors as an individual’s PERCEIVED THREAT to sickness or disease (PERCEIVED SUSCEPTIBILITY), belief of consequence ( PERCEIVED SEVERITY), potential positive benefits of action (PERCEIVED BENEFITS), PERCEIVED BARRIERS to action, exposure to factors that prompt action (CUES TO ACTION), and confidence in ability to succeed (SELF-EFFICACY).

A

HEALTH BELIEF MODEL

50
Q

Appraisal of the relationship between some object, action, or idea and some attribute of that object, action or idea.

A

BELIEF

51
Q

Relatively stable set of beliefs, feelings and
behavior tendencies in relating to something or someone.

A

ATTITUDE

52
Q

Described as hypothetical constructs that represent a person’s like or dislike for anything.

A

ATTITUDE

53
Q

Judgment made on the ‘attitude object’ (a person, place, task, event, skill, etc.). Judgments can range from positive, negative or neutral.

A

ATTITUDE

54
Q

Constantly interacting with those of our peers, friends, family or teachers.

A

BELIEF, VALUES, AND ATTITUDES

55
Q

We seem to instinctively ‘like’ the individuals who share our core values and beliefs. Harmonizing our value systems is what make a relationship successful be it…

A

PERSONAL, EDUCATIONAL OR PROFESSIONAL (Mohan Kumar, 2018)

56
Q

Needed in an individual in order for them to be motivated and engaged in a task.

A

POSITIVE ATTITUDE

57
Q

Arise out of core values and beliefs we hold
internally.

A

ATTITUDES

58
Q

Assumptions and convictions we hold to be true based on past experiences.

A

BELIEFS

59
Q

Worthy ideas based on things, concepts and people.

A

VALUES

60
Q

How these internalized systems (attitudes, beliefs and values) are expressed.

A

BEHAVIORS

61
Q
  • Spiritual
  • Moral
  • Social
  • Intellectual
  • Economic
  • Political
A

BELIEFS

62
Q

Global, abstract principles that serbe as guiding principles in people’s lives (e.g., freedom, honesty, equality, beauty, harmony, competitiveness, happiness, order, and wisdom)

A

VALUES

63
Q

Three components:
- COGNITIVE: what we believe
- AFFECTIVE: our feelings
- BEHAVIORAL: learned associations

Serve a number of motivational functions:
- Ego- defensive
- Value-expressive
- Instrumental: gain social acceptance or avoid disapproval
- Knowledge: organize social world

A

ATTITUDES

64
Q

Life experiences, knowledge, attitudes, cultural and ethnic inheritance, and current beliefs and values, personal preferences, existing skills, and self-efficacy are _________

A

PREDISPOSING FACTORS

65
Q

Factors that may predispose us to certain conditions include our age, sex, race, income, family background, educational background and access to health care.

A

PREDISPOSING FACTORS

66
Q

Skills or abilities; physical, emotional and mental capabilities; and resources and accessible facilities that make health decisions more convenient or difficult are ___________

A

ENABLING FACTORS

67
Q

Positive enablers encourage you to carry through on your intentions. Negative enablers work against your intentions to change.

A

ENABLING FACTORS

68
Q

Factors that reward or reinforce the desired behavior change include social support, economic rewards and changing social norms.

A

REINFORCING FACTORS

69
Q

Factors Influencing Behavior Change Decisions

A
  1. PREDISPOSING FACTORS
  2. ENABLING FACTORS
  3. REINFORCING FACTORS
70
Q

Behavioral Change Techniques

A
  1. SHAPING
  2. VISUALIZING OR IMAGINED REHEARSAL
  3. MODELING
  4. CONTROLLING THE SITUATION
  5. POSITIVE REINFORCEMENT
  6. CHANGING SELF-TALK
71
Q

Using a series of small steps to get to a
particular goal gradually, the process is known as shaping.

A

SHAPING

72
Q

Whatever the desired behavior change, all
shaping involves:

A
  • starting slowly and trying not to cause undue stress during the early stages of the program
  • keeping steps small and achievable
  • being flexible and ready to change if the original plan proves uncomfortable
  • refusing to skip steps or to move to the next step until the previous step has been mastered.
73
Q

Practicing through mental imagery, to become better able to perform an event in actuality is termed as imagined rehearsal.

A

VISUALIZING OR IMAGINED REHEARSAL

74
Q

Most athletes and others used this technique. By visualizing their planned action ahead of time, they were better prepared when they put themselves to the test.

A

VISUALIZING OR IMAGINED REHEARSAL

75
Q

Learning behaviors through careful observation of other people is one of the most effective strategies for changing behavior.

A

MODELING

76
Q

If you carefully observe behaviors you admire and isolate their components, you can model the steps of your behavior change strategy on a proven success.

A

MODELING

77
Q

An attempt to influence a behavior by using situations and occasions that are structured to exert control over that behavior is termed as situational inducement.

A

CONTROLLING THE SITUATION

78
Q

Seeks to increase the likelihood that a behavior will occur by presenting something positive as a reward for that behavior.

A

POSITIVE REINFORCEMENT

79
Q

Type of reinforcement that is motivated by (example) candies, cookies, chocolates, or gourmet meals.

A

CONSUMABLES

80
Q

Type of reinforcement that is motivated by (example) opportunity to watch TV, to go on a vacation, to go swimming or to do something else enjoyable

A

ACTIVITY

81
Q

Type of reinforcement that is motivated by (example) incentives as lower rent in exchange for mowing the lawn or the promise of a better grade for doing an extra-credit project.

A

MANIPULATIVE

82
Q

Type of reinforcement that is motivated by (example) new and latest smartphone, sports car; and social such things as loving looks, affectionate hugs and praise.

A

POSSESSIONAL

83
Q

Self talk or the way you think and talk to yourself can play a role in modifying your health related behaviors.

A

CHANGING SELF-TALK

84
Q

Situations can be divided into two components: the events that come before and those that come after a behavior.

A
  1. ANTECEDENTS
  2. CONSEQUENCES
85
Q

The setting events for a behavior; they cue or stimulate a person to act in certain ways.

A

ANTECEDENTS

86
Q

The results of behavior – affect whether a person will repeat a behavior.

A

CONSEQUENCES

87
Q

Responsible Decision Making

A

Step 1: State the Situation

Step 2: List the options

Step 3: Weigh the possible Outcomes

Step 4: Consider Values

Step 5: Make a Decision and Act on it

Step 6: Evaluate the Decision

88
Q

Examine the situation and ask yourself: What decisions need to be made? Consider all the health information and who else is involved.

A

STEP 1: STATE THE SITUATION

89
Q

What are the possible choices you could make? Remember that sometimes it is appropriate not to take action. Share your options with parents or guardians, siblings, teachers, or friends. Ask for their advice.

A

STEP 2: LIST THE OPTIONS

90
Q

Weigh the consequence of each option. Use the word HELP to guide your choice.

H (healthful): What health risks, if any will, this option present?

E (Ethical): Does this choice reflect what you and your family believe is right?

L (Legal): Does this option violate any local, national laws?

P (Parent Approval): Would your parents or guardians approve of this choice?

A

STEP 3: WEIGH THE POSSIBLE OUTCOMES

91
Q

Values are the ideas, beliefs, and attitudes about what is important that help guide the way you live.

A

STEP 4: CONSIDER VALUES

92
Q

Use everything you know at this point to make a responsible decision. You can feel good that you have carefully prepared and thought
about the situation and your options.

A

STEP 5: MAKE A DECISION AND ACT ON IT

93
Q

After you have made the decision and taken action, reflect on what happened.. What was the outcome? How did your decision affect
your health and the health of those around you? What did you learn?Would you take the same action again?

A

STEP 6: EVALUATE THE DECISION

INTRO TO HEALTH CARE SYSTEM (7 decks)

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