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Health and human unit 2 > SAC 1 > Flashcards

SAC 1 Flashcards

1
Q

the human lifespan

A

starts at conception and ends at death

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2
Q

the human lifespan stages listed

A
  1. prenatal
  2. infancy
  3. early childhood
  4. late childhood
  5. youth
  6. early adulthood
  7. middle adulthood
  8. late adulthood
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3
Q

prenatal age range

A

fertilisition to birth

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4
Q

prenatal is characterised by

A
  • development of the bodily organs and structures
  • substantial growth (fastest growth period of all human stages)
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5
Q

fertilisation

A

when a sperm penetrates an egg and they form one complete celled, called a zygote

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6
Q

infancy age range

A

birth - 2nd birthday

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7
Q

infancy is characterised by

A

*rapid growth
*motor skills (walk, use simple words, identify people, play social games, throw tantrums)

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8
Q

early childhood age range

A

end of infancy (2 years) - 6th birthday

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9
Q

early childhood is characterised by

A

*slow and steady growth
*accomplishment of many new skills
* learns social skills
*making friends
*become toilet trained

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10
Q

late childhood age range

A

6-12

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11
Q

late childhood is characterised by

A
  • slow and steady growth
    *many PIES changes
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12
Q

youth age range

A

12-18

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13
Q

youth is characterised by listed

A

*rapid growth
*increased independence
*more complex relationships
*sexual maturity
*life goal development

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14
Q

early adulthood age range

A

18-40

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15
Q

early adulthood is characterised by

A

*deciding on a career
*choosing a life partner, get married, have children
* body reaches physical peak around 25-30

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16
Q

middle adulthood age range

A

40-65

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17
Q

middle adulthood is characterised by

A

*stability in work and relationships
*further development of identity
*financial security
*physical signs of aging and menopause
*empty nest syndrome

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18
Q

late adulthood age range

A

65 - death

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19
Q

late adulthood is characterised by

A

*change in lifestyle (due to retirement and financial security)
*greater participation in voluntary work and leisure activities
*reflection on life and achievements
*grief associated with death of friends/spouse

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20
Q

what are perceptions

A

beliefs or opinions based on how things seem

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21
Q

factors influencing perceptions listed

A

*past experiences with people
*the way the media portrays people
*other people opinions
*their values and beliefs

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22
Q

common perceptions of youth listed

A

*positive body image
*negative image: (youth are frightening, lazy or selfish)
*positive social context: (Youth have many opportunities and are fortunate to live at this time and in this society)
*negative social context: (Youth are devalued, victimised or neglected)

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23
Q

why youth is perceived to be the best time of your life

A

youth have no rela worries or stressors and are free to pursue their dreams. (this may come from an adults position of regret, where adults wish they could go back and build a better life for themselves)

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24
Q

negative perceptions of adults are more common in the stages of

A

youth and early adulthood

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25
Q

perceptions of early adulthood listed

A

*peak physically
*contributing to society by being productively employed
*being responsible citizens

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26
Q

perceptions of middle adulthood

A

out of touch

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27
Q

perceptions of late adulthood listed

A

*wise
*experienced
*seen as a source of info and expertise

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28
Q

what is development

A

refers to the olderly, predictable and sequential changes that occur in individuals from conception to death (PIES)

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29
Q

what does PIES stand for

A

physical, itellectual, emotional and social development

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30
Q

development characteristics listed

A

*lifelong
*qualitative: the quality improves or becomes more complex

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31
Q

growth

A

organs and systems getting bigger in size

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32
Q

much growth occurs when…

A

during puberty

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33
Q

changes to body systems

A

tissues and systems will change in structure and function

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34
Q

examples of changes to body systems listed

A

*replacement of baby teeth with permanent teeth during childhood
*hardening of bones until early adulthood
*change in the way sex organs function during youth
*development of the immune system

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35
Q

motor skill development

A

the control of the muscles of the body

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36
Q

gross motor skill

A

movement that requires large muscle groups

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37
Q

examples of gross motor skills listed

A

*throwing
*walking
*kicking

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38
Q

fine motor skill

A

movement that requires control of small muscle groups

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39
Q

fine motor skills examples listed

A

*writing
*typing
*throwing darts
*using scissors

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40
Q

primary sex characteristics

A

parts of the body that are directly involved in reproduction

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41
Q

secondary sex characteristics

A

changes that occur to both males and females but aren’t directly related to reproduction organs

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42
Q

physical development

A

changes that occur to the body and its systems

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43
Q

aspects of physical development listed

A

*growth
*motor skill development, fine motor skills, gross motor skills
*changes to body systems

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44
Q

intellectual development

A

the increase in complexity of processes in the brain, such as thought, knowledge and memory

45
Q

aspects of intellectual development listed

A

*knowledge and memory
*language
*thought patterns and problem solving
*creativity
*attention

46
Q

emotional development

A

experiencing the full range of emotions and being able to appropriately express them

47
Q

aspects of emotional development listed

A

*developing self concept (how a person sees themself)
*experiencing the full range of emotions
*learning appropriate ways of expressing and commuincating emotions
*building resillience

48
Q

social development

A

increasing complexity of behaviour patterns used in relationships with other people

49
Q

aspects of development listed

A

*relationship skills (conflict resolution and open communication)
*behaviours (eg, being considerate)
*social roles (eg, son, daughter, employee, friend)
*communication skills (written and oral)

50
Q

what is a relationship

A

a connection between two or more people or groups of people

51
Q

types of relationships listed

A

*family
*friendships
*intimate
*online
*teacher/coaches/mentors
*professional

52
Q

family relationships

A

diverse and unique and usually provide love, security and support

53
Q

main parenting styles that impact H&W listed

A

*authoritarian
*authoritative
*permissive
*uninvolved

54
Q

authoritarian parent

A

rules set and children expected to follow without question or else they are punished.
(Often results in children with lower levels of emotional and mental h&w.)

55
Q

authoritative parent listed

A

*have rules but allow some exceptions
*use consequences rather than punishment
* include positive rewards.
(Children with these types of parents usually develop good decision making skills)

56
Q

permissive parent listed

A

*no discipline
*take on the role of a friend more than a parent.
*Rarely discourage bad behaviour.
( Children often have issues with authority and rules, causing difficulties at school. Often report sadness and poor mental health)

57
Q

uninvolved parent

A

no interest and do not meet child’s basic needs. (Often parents are affected by mental health or substance abuse problems. Children feel rejected and have poor self esteem.)

58
Q

friendship relationship characteristics listed

A

*often based on common interests
*long lasting or short
*usually offer support in difficult times
*rely on friends to help with decision making
*can be a good or bad influence

59
Q

online relationship characteristics listed

A

*can be negative
* healthy relationships formed
*can be effective way to stay in touch

60
Q

intimate relationship characteristics listed

A

*string emotions/physical attraction
*desire to spend a large amount of time with a person
*do become sexual after a period of time
*differ for everyone but depend on values and beliefs

61
Q

relationships with teachers/coaches/mentors characteristics listed

A

*important people in a young persons support network
*provide positive role models

62
Q

professional relationships characteristics listed

A

*spend a lot of time in work environment
*need to be supportive and open
*good communication, trust and respect

63
Q

aspects of a healthy relationship listed

A

*respect
*equality
*safety
*empathy
*honesty
*trust
*loyalty

64
Q

communication

A

is important to share interests, aspirations and concerns or worries. Helps to support each other in the relationship.

65
Q

verbal communication

A

clearly conveying a message through talking and careful listening

66
Q

non-verbal communication

A

Use of body language through expression and tone of voice

67
Q

unhealthy relationship

A

person is prevented from challenging themselves and is unable to be their best self

68
Q

aspects of unhealthy relationships listed

A

*being put down by others
*not feeling appreciated
*low self-esteem
*being harassed
*feeling sad
*constantly dissapointed

69
Q

types of abuse in relationships listed

A

*physical abuse
*sexual abuse
*emotional abuse

70
Q

physical abuse consists of

A

hitting, biting, kicking and punching

71
Q

sexual abuse

A

is unwanted touching, unwanted sexual activity

72
Q

emotional abuse consists of

A

repeated insults, put downs, lack of affection, financial abuse and social isolation

73
Q

impact of healthy relationships on physical h&w

A

may play sport or be in a team with family members or friends (good for CV health), no physical injuries from abuse or violence

74
Q

impact of healthy relationships on emotional h&w

A

people are able to recognize and manage emotions easily.

75
Q

impact of healthy relationships on mental h&w

A

stress levels remain low, anxiety can be reduced by sharing thoughts and being cared for by others

76
Q

impact of healthy relationships on spiritual h&w

A

sense of belonging and connectedness is fostered through a healthy relationship, including others and making people feel comfortable

77
Q

impact of healthy relationships on social h&w

A

offer support to each other and interact in a positive way

78
Q

impacts of healthy relationships on physical development

A

positive relationships with coaches and friends will help gross and fine motor skill development

79
Q

impacts of healthy relationships on intellectual development

A

(positive relationships with friends and teachers might men they) encourage each other to do homework and want to come to class and be involved in learning increasing problem solving skills

80
Q

impacts of healthy relationships on emotional development

A

supportive relationships emotions can be expressed without fear or rejection

81
Q

impacts of healthy relationships on social development

A

friendship groups may work together and encourage each other with homework, increasing problem solving skills

82
Q

what is a relationship

A

a connection between two or more people or groups of people

83
Q

characteristics of healthy and respectful relationships listed

A

*respect
*trust
*honesty
*loyalty
*empathy
*safety
*equality

84
Q

respect

A

a pattern of behaviour whereby people have consideration for other peoples needs, thoughts and rights

85
Q

trust

A

you think others are reliable and dependable and you feel comfortable and safe with them, both physically and emotionally

86
Q

honesty

A

involves telling the truth and not keeping secrets

87
Q

loyalty

A

people stick by each other and provide support and consistency through challenging times

88
Q

empathy

A

the capacity to understand or feel what another person is experiencing by placing yourself in their position

89
Q

safety

A

emotional safety means trusting other people with your feelings and knowing they have their best interests in mind

90
Q

equality

A

those involved in the relationship are valued and are able to give and take

91
Q

the importance of communication

A

clear communication allows people to share their interests, aspirations, concerns or worries

92
Q

characteristics of good communicators listed

A

*eye contact
*ask relevant questions
*speak at an appropriate volume
*maintain an appropriate distance whilst talking
*show interest
*use of appropriate body language

93
Q

unhealthy relationships characteristics listed

A

*feeling uncomfortable around a person
*being put down by others
*not feeling appreciated, valued or cared for
*feeling scared, vulnerable or disappointed
*being embarrassed, bullied or harassed

94
Q

types of abuse in relationships listed

A

*physical abuse
*sexual abuse
*emotional abuse

95
Q

physical abuse

A

includes hitting, kicking, punching, biting, etc

96
Q

sexual abuse

A

includes unwanted touching, unwanted sexual activity, restricting access to birth control and unwanted violent sexual activity

97
Q

emotional abuse

A

consists of repeated insults, lack of affection, financial abuse and social isolation

98
Q

physical h&w in healthy and respectful relationships

A

people don’t suffer from physical injuries as a result of abuse or violence therefore improving the efficient functioning of the body

99
Q

mental h&w in healthy and respectful relationships

A

stress levels remain low, therefore mental h&w is optimised

100
Q

emotional h&w in healthy and respectful relationships

A

people are more easily able to recognise and manage their emotions

101
Q

social h&w in healthy and respectful relationships

A

people interacting in a positive way and supporting each other helps to form strong relationships with others

102
Q

spiritual h&w in healthy and respectful relationships

A

Fosters a strong feeling of connectedness and increases a sense of belonging

103
Q

physical development in healthy and respectful relationships

A

with friends and sport coaches encourage participation in sport which helps to promote the development of fine and gross motor skills

104
Q

physical development in unhealthy and respectful relationships

A

uses put downs continuously, players don’t want to go to training and their motor skills wont continue to develop

105
Q

social development in healthy and respectful relationships

A

helps to enhance communication skills, conflict resolution skills and an understanding of values and beliefs

106
Q

emotional development in healthy and respectful relationships

A

people can be honest with each other and emotions can be expressed without the fear of rejection or ridicule

107
Q

intellectual development in healthy and respectful relationships

A

helps improve mental processes such as building knowledge and problem solving abilities, imaginative skills and language skills

108
Q

intellectual development in healthy and respectful friendship groups

A

might encourage and support teamwork and encourage homework completion which increases learning and problem solving skills

Health and human unit 2 (3 decks)

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