Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Health Education (HEC101V) > Unit 3 > Flashcards

Unit 3 Flashcards

1
Q

REASONS FOR INCREASING INCIDENCES IN SA (3)

A
  1. Increased reporting of child abuse & neglect because more people are aware of problem
  2. Poor families forcing children into prostitution (survival sex)
  3. Belief that sex with virgin will cure or prevent AIDS
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

ROLE OF TEACHER (5)

A 
1 - IDENTIFICATION OF ABUSED CHILD
2 - IDENTIFICATION OF ABUSIVE ADULT
3 - WRITTEN RECORDS
4 - REPORTING ABUSE
5 - HELPING ABUSED OR NEGLECTED CHILDREN
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

ROLE OF TEACHER - IDENTIFICATION OF ABUSED CHILD (1)

A
  1. Teacher must be able to identify all physical & behavioural signs that indicate that a child has been abused
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

ROLE OF TEACHER - IDENTIFICATION OF ABUSIVE ADULT (1)

A
  1. Teacher must be able to identify any abusive characteristics that parents have that could indicate that they could abuse or have abused their children
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

ROLE OF TEACHER - WRITTEN RECORDS (1)

A
  1. Teacher must keep written records of all observations of suspected or actual abuse
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

ROLE OF TEACHER - REPORTING ABUSE (4)

A
  1. Create a written record of child’s version of an event
    a. Write in words of child
    b. Do it as soon as possible
  2. 1st report of sexual abuse is important evidence
    a. Statement of person who child 1st reported incident
    b. Should create written record
    i. Can be used later by authorities
  3. Teacher should report observations to principal, social worker, doctor, nurse or police -> properly investigate the matter.
  4. Never address caregivers about potential incident
    a. Anger them
    b. Cause more abuse
    c. End relationship between teacher and caregivers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

ROLE OF TEACHER - HELPING ABUSED OR NEGLECTED CHILDREN (6)

A
  1. To support child to feel good about themselves again & overcome their abuse the teacher should provide:
    a. Trust
    b. Predictable routines
    c. Consistent behaviours
    d. Safe boundaries
    e. Confidence
    f. Good communication skills
  2. Practical Ideas
    a. Provide snacks for hungry children
    b. Allow children who aren’t getting enough sleep to rest for more time if needed
    c. Allow learners to care for plants & animals to feel needed & develop caring attitude
    d. Design activities to develop learners’ skills to help and care for themselves
    e. Design activities that allow learners to express feelings in appropriate way
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

CHILD EDUCATION REGARDING SEXUAL ABUSE (5)

A
  1. Teach children that some parts of their body are private
    a. No one should touch them even with clothes on
    b. Except parents, teachers, health professionals who are helping them
    c. No one has right to tell them to touch their parts
  2. Teach children to identify different ways of touching someone
    a. Good touches (hugs, kisses, handshakes) – child feel good about himself
    b. Confusing touches – child feels uncomfortable
  3. Bad touches – hitting, tickling for long time, touching private areas
  4. Teach children to say “NO” to unwanted touches
    a. They can come from people they know
  5. Encourage children to trust you to share things that are upsetting them
    a. Discourage them from keeping secrets
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

EMOTIONAL EFFECTS OF HOSPITALISATION (5)

A
  1. Young children are the most likely to be hospitalised -> easily become ill
  2. Young children are the most likely to be stressed from hospitalisation -> unfamiliar environment & people
  3. Illness -> hospitalisation -> stress -> separated from family, experience pain, unpleasant side effects of medication & treatments.
  4. Stress effects child’s holistic development
  5. Child’s ability to cope with stressful situations is determined by ability to speak, intellectual competence & experience
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN (6)

A

1 - AGE
2 - PERCEPTION OF ILLNESS, MEDICAL PROCEDURES & HOSPITAL
3 - FEAR OF PAIN & DEATH
4 - BODILY INTRUSION & MUTILATION
5 - ALTERED MOTOR & SENSORY ACTIVITY & LOSS OF SELF-CONTROL
6 - SEPARATION FROM FAMILY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - AGE (2)

A
  1. Hospitalization has the biggest negative affect on really young children
    a. Between 7 months & 4 years
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - PERCEPTION OF ILLNESS, MEDICAL PROCEDURES & HOSPITAL (3)

A
  1. Not able to understand illness -> not intellectually mature
  2. Do not understand cause of illness, need for treatment & role of health professionals
  3. Understand with time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - FEAR OF PAIN & DEATH (3)

A
  1. Physical pain stresses children because it is not a good feeling
  2. It mostly affects very young children because they don’t understand pain
  3. Children develop fears that are based on their developmental stages
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - BODILY INTRUSION & MUTILATION (2)

A
  1. Children see things like surgery & injections as hostile/ threatening because still developing body image
  2. Threatens self-integrity & self-esteem
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - ALTERED MOTOR & SENSORY ACTIVITY & LOSS OF SELF-CONTROL (5)

A
  1. Hospitalization often prevents children from being able to move & explore environment
    a. Cannot stimulate senses
    b. Cannot interact with environment
    c. Forced to become dependent again
    d. Cannot care for self -> loses self-esteem
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

FACTORS OF HOSPITALIZATION THAT AFFECT CHILDREN - SEPARATION FROM FAMILY (1)

A
  1. Children feel angry when they are abandoned by family in unfamiliar place with unfamiliar people
17
Q

3 STAGES CHILD GOES THROUGH IN REACTION TO BEING ABANDONED – SEPERATION ANXIETY (3)

A

1 - PHASE OF PROTEST
2 - PHASE OF DESPAIR
3 - PHASE OF DENIAL

18
Q

PROTEST PHASE OF BEING ABANDONED – SEPERATION ANXIETY (3)

A
  1. At 1st child is very unhappy, confused, angry & frightened of unfamiliar environment
  2. Refuses any care from hospital
  3. With time realises family aren’t returning -> becomes less tense
19
Q

DESPAIR PHASE OF BEING ABANDONED – SEPERATION ANXIETY (5)

A
  1. Child cries continuously
    a. After becomes withdrawn & apathetic
  2. Feels parents have abandoned him and aren’t coming back
  3. When parents leave after visiting cries for them to not leave
  4. Doesn’t interact with hospital
20
Q

DENIAL PHASE OF BEING ABANDONED – SEPERATION ANXIETY (5)

A
  1. When separation is repeated, and happens for a long-time child adapts to unfamiliar environment & people
    a. Interacts with hospital
  2. When parents visit, child is not excited to see them
  3. When parents leave, child is not stressed
    a. Become more attached to hospital staff
21
Q

HOW TO HELP CHILD COPE WITH HOSPITALIZATION (5)

A
  1. Ensure child is familiar with environment & allow them to explore it
  2. Allow child to use & investigate medical equipment
  3. Answer children’s questions clearly and honestly
  4. Telling the children its ok to feel scared but also calm them down & remove misconceptions
  5. Explain treatment correctly but don’t focus on pain
  6. Encourage parents to stay with children in hospital & be there for them during medical procedures
22
Q

RESPONSIBILITIES OF TEACHER IN HOSPITAL ENVIRONMENT (5)

A
  1. Member of health team in hospital
    a. Have regular discussions with other members
    b. Contribute to help child recover
  2. Plan activities that allow child to play as it is an important part of his development
  3. Child can do activities in their bed or bedroom but it is better if possible to have them do activities in playroom as it lessens hospital stress
  4. Try to get child to do as many of the usual school activities as possible
  5. Plan activities to be designed as individual activities
23
Q

TEACHER’S JOB IN DEALING WITH HIV/AIDS (5)

A
  1. Keep sores or cuts on hands covered
  2. Do not share items that could become contaminated with blood
  3. Be careful when dealing with blood
  4. Disinfect blood spills with bleach
  5. Use gloves when cleaning blood contaminated materials
    a. Soak in bleach
    b. Wash in hot water & soap
  6. Put up notices warning everyone of any disease outbreaks because people with HIV could be more easily infected
  7. Do not discriminate against people who have HIV. They are not a threat to school if everyone takes the necessary precautions
  8. Keep information about HIV status of children confidential. No one needs to know. Not even the teacher
  9. Need written consent from parents before can share HIV status of children with anyone
24
Q

UNIVERSAL PRECAUTIONS FOR SCHOOLS WITH HIV/AIDS (4)

A
  1. All blood or any object covered in blood should be considered potentially infected
  2. Ensure that your hands are protected from direct contact with blood
  3. Use non-porous gloves when cleaning up blood spills
  4. Wash hands well after removing gloves or when coming into direct contact with blood accidentally
25
Q

CHRONIC ILLNESS CAUSES MANY PROBLEMS FOR FAMILY

A
  1. Caregivers react in shock, disbelief, denial or guilt
  2. Can become demanding, accusatory & aggressive
  3. When accept that person has illness can become overprotective or rejecting of child
    CHILDREN
  4. How well they cope with illness depends on age & level of competence, family attitudes & how often they are hospitalised
  5. Tell children as much as they can understand about illness but without creating unnecessary anxiety
    a. Will learn from experience barriers that illness develops
26
Q

CHRONIC ILLNESS - ROLE OF TEACHER (5)

A
  1. Help child and parents by
    a. ensuring child takes medication at school
    b. giving extra rest periods
    c. providing specific bathroom needs
    d. allowing child to be absent for longer periods of time
    e. providing child with extra help with school work
  2. Keep information about child’s illness confidential – need written permission from parents to share
  3. Find out from parents how much child knows about own condition – do not give info to child
  4. Adapt school programme to help child with needs
  5. Find out what precautions to take with child so can take them out on excursions
  6. Ensure classroom environment caters to learner’s illness
  7. Be aware of how medication can change child’s behaviour
  8. Be able to cope with emergency situations related to illness
  9. Treat children with illness the same as healthy children -> child’s attitude towards illness & self-image depends on how you treat child
27
Q

CHILD’S CONCEPT OF DEATH AT DIFFERENT DEVELOPMENTAL STAGES (4)

A

1 - 4 YEARS OLD
2 - 5-8 YEARS OLD
3 - 8-10 YEARS OLD
4 - 9-11 YEARS OLD

28
Q

CHILD’S CONCEPT OF DEATH AT 4 YEARS OLD (3)

A
  1. Interested in death
  2. Don’t have understanding of death – think it is the same as sleep & can return from death
  3. Feel responsible when someone close dies
29
Q

CHILD’S CONCEPT OF DEATH AT 5-8 YEARS OLD (3)

A
  1. Learn death is permanent but are not scared by it
  2. Do not think it affects them personally
  3. Fear being abandoned when people close to them die
30
Q

CHILD’S CONCEPT OF DEATH AT 8-10 YEARS OLD (2)

A
  1. Know all living things die & cannot undo death.

2. Become very interested in mystery of death

31
Q

CHILD’S CONCEPT OF DEATH AT 9-11 YEARS OLD (2)

A
  1. Accept death as part of life

2. Very interested in what happens after death

32
Q

COMING TO TERMS WITH DEATH - 3 PHASES (3)

A

1 - PROTEST PHASE
2 - DESPAIR & GRIEF PHASE
3 - ACCEPTANCE

33
Q

COMING TO TERMS WITH DEATH - PROTEST PHASE (5)

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

TEACHER

  1. Ensure child continues normal routine & give child extra reassurance
  2. Encourage family to include child in funeral preparations & to let child say goodbye to help child accept the death
    a. Respect that family’s decisions will be based on values & religion
  3. Child may want to keep active to stop thinking about the death. Ensure there are enough activities to keep him busy.
  4. Give opportunities for child share feelings but don’t force them to.
  5. Ensure child feels safe in school environment
34
Q

COMING TO TERMS WITH DEATH - DESPAIR & GRIEF PHASE (5)

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

TEACHER

  1. Provide child with emotional support
  2. Allow child to talk about dead person
  3. Accept their feelings & tell them it’s normal to have these feelings
  4. Provide them with children’s books that focus on the topic of death to have better understanding of feelings
35
Q

COMING TO TERMS WITH DEATH - ACCEPTANCE PHASE (5)

A
  1. Children accept that the person close to them has died
  2. Think about it more realistically
  3. Think about the future

TEACHER

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

Health Education (HEC101V) (15 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions