Health & Human Development Exam Revision Booklet Unit 2 2024 PDF

NAME\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **[Health & Human Development Exam Revision booklet Unit 2 2024]** +-----------------------------------+-----------------------------------+ | | **Definition** | +=======...

NAME\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **[Health & Human Development Exam Revision booklet Unit 2 2024]** +-----------------------------------+-----------------------------------+ | | **Definition** | +===================================+===================================+ | | Physical development changes to | | | the body and its systems. These | | | can be changes in size ( i.e | | | growth complexity (e.g the | | | increase in complexity of the | | | nervous system and motor skills | | | (e.g learning to walk) | +-----------------------------------+-----------------------------------+ | | The increase in complexity of | | | processes in the brain such as | | | thought, knowledge and memory. | +-----------------------------------+-----------------------------------+ | | The ability to recognise, | | | understand and effectively manage | | | and express emotions as well as | | | the ability to display resilience | +-----------------------------------+-----------------------------------+ | | Refers to the increasing | | | complexity of behaviour patterns | | | used in relationships with other | | | people. | +-----------------------------------+-----------------------------------+ | | relating to the state of a | | | person's physical, social, | | | emotional, mental and spiritual | | | | | | existence and is characterised by | | | an equilibrium in which the | | | individual feels happy, healthy, | | | capable and engaged | +-----------------------------------+-----------------------------------+ | | relates to the functioning of the | | | body and its systems; it includes | | | the physical | | | | | | capacity to perform daily | | | activities or tasks | +-----------------------------------+-----------------------------------+ | | Healthy body weight, freedom from | | | disease, illness or injury, | | | adequate energy levels, well | | | functioning body systems and | | | organs, and a strong immune | | | system. | +-----------------------------------+-----------------------------------+ | | the ability to form meaningful | | | and satisfying relationships with | | | others and the | | | | | | ability to manage or adapt | | | appropriately to different social | | | situations | +-----------------------------------+-----------------------------------+ | | Productive relationships with | | | people, ability to manage or | | | adapt appropriately to different | | | social situations, effective | | | communication with others, | | | supportive and well functioning | | | family. | +-----------------------------------+-----------------------------------+ | | relates to the state of a | | | person's mind or brain and | | | relates to the ability to think | | | | | | and process information. Optimal | | | mental health and wellbeing | | | enables an individual to | | | positively form opinions, make | | | decisions and use logic. | +-----------------------------------+-----------------------------------+ | | Low levels of stress, positive | | | self esteem, process information | | | to solve problems, use logic and | | | reasoning to form opinions and | | | make decisions. | +-----------------------------------+-----------------------------------+ | | the ability to recognise, | | | understand and effectively manage | | | and express | | | | | | emotions as well as the ability | | | to display resilience | +-----------------------------------+-----------------------------------+ | Examples of Emotional Health and | Recognise and understand a range | | Wellbeing | of emotions, Effectively respond | | | to and manage a range of | | | emotions, have a high level of | | | resilience. | +-----------------------------------+-----------------------------------+ | | relates to ideas, beliefs, values | | | and ethics that arise in the | | | minds and conscience of human | | | beings. It includes the concepts | | | of hope, peace, a guiding sense | | | of meaning or value, and | | | | | | reflection on a person's place in | | | the world. | +-----------------------------------+-----------------------------------+ | Examples of Spiritual Health and | Positive meaning and purpose in | | Wellbeing | life, Develop personal values and | | | beliefs, Peace and harmony, | | | develop personal values and | | | beliefs. | +-----------------------------------+-----------------------------------+ +-----------------+-----------------+-----------------+-----------------+ | **Prenatal / | **When the | **When the | **2 Unique key | | Lifespan | stage begins** | stage ends** | features** | | stage** | | | | +=================+=================+=================+=================+ | Germinal | Week 2 | Week 4 | - - | +-----------------+-----------------+-----------------+-----------------+ | Embryonic | Week 4 | Week 10 | - - | +-----------------+-----------------+-----------------+-----------------+ | Foetal | Fertilisation | Birth | Major organs | | | | | begin to | | | | | mature, | +-----------------+-----------------+-----------------+-----------------+ | Infancy | Birth | 2 yrs | Period of rapid | | | | | growth, | | | | | increase | | | | | independence | +-----------------+-----------------+-----------------+-----------------+ | Early childhood | 2 yrs | 6 yrs | Learn social | | | | | skills, toilet | | | | | trained | +-----------------+-----------------+-----------------+-----------------+ | Late childhood | 6 yrs | 12 yrs | Long term | | | | | memory begins, | | | | | social skill | | | | | development | +-----------------+-----------------+-----------------+-----------------+ | Youth | 12 yrs | 18 yrs | Period of rapid | | | | | growth, | | | | | increase | | | | | independence | +-----------------+-----------------+-----------------+-----------------+ | Early adulthood | 18 yrs | 40 yrs | Body reaches | | | | | its physical | | | | | peak 25-30yrs, | | | | | steady decline | | | | | in body systems | +-----------------+-----------------+-----------------+-----------------+ | Middle | 40 yrs | 65 yrs | Women | | adulthood | | | experience the | | | | | menopause, | | | | | physical signs | | | | | of ageing( | | | | | wrinkles, grey | | | | | hair and | | | | | slowing of | | | | | motor skills) | +-----------------+-----------------+-----------------+-----------------+ | Late adulthood | 65 yrs | Death | Living | | | | | arrangements | | | | | change (move in | | | | | with family or | | | | | move into aged | | | | | care) , | +-----------------+-----------------+-----------------+-----------------+ 3\. Describe the process of fertilisation. - 4\. Briefly explain what is meant by 'teratogen' and provide two examples. - - +-----------------------------------+-----------------------------------+ | ***Healthy + Respectful | ***Unhealthy + disrespectful | | relationships*** | relationship*** | +===================================+===================================+ | **Respect - Show consideration | **Feeling uncomfortable around a | | for others feelings, needs, | person or a group of people** | | thoughts + rights** | | | | **Being put down by others** | | **Treat each other in a | | | thoughtful way** | **Not feeling appreciated, valued | | | or cared for** | | **Trust - In others that you feel | | | safe around them** | **Relationship is unequal** | | | | | **Honesty - telling the truth, | **Low self esteem + lack of | | not keeping secrets, not to lie, | confidence around others** | | cheat or steal.** | | | | | | **Empathy - capacity to | | | understand of feel what other | | | people are experiencing by | | | placing yourself in their | | | position.** | | +-----------------------------------+-----------------------------------+ -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- 8\. What are the two patterns of physical development that occur during infancy? +-----------------------------------+-----------------------------------+ | *Pattern 1 - **Cephalocaudal | *Pattern 2 - **Proximodistal | | development*** | development*** | +===================================+===================================+ | - | - - | +-----------------------------------+-----------------------------------+ 9\. What are some of the challenges parents face and what are some of the RESPONSIBILITIES they face? +-----------------------------------+-----------------------------------+ | *Challenges* | *RESPONSIBILITIES* | +===================================+===================================+ | - - - - - - - | **Remember kids are always | | | watching (Modelling your | | | behaviour) -** Kids will follow | | | your behaviour into their | | | adulthood. They watch how parents | | | treat others and how they deal | | | with situations - discuss | | | compared to violence. | | | | | | **Empathy** - Parents need to be | | | able to interpret their | | | children\'s feelings and actions. | | | For example: a baby cries - | | | hungry, nappy change, pain or | | | attention seeking. | | | | | | **Support and Guide, Not Push and | | | Demand** - Do not push or bribe | | | or demand or threaten kids with | | | punishment to get them to do | | | something like homework or | | | practice, you need to support and | | | gently nudge them if needed | | | | | | **Patience** - Patience is virtue | | | when raising children. Raising | | | children is something that | | | requires your attention all day | | | long. If you act with patience | | | when it comes to your child | | | you\'ll find they become more at | | | ease being themselves in your | | | company. Together your | | | relationship will grow in a round | | | and stable environment. | +-----------------------------------+-----------------------------------+ 10\. What are some examples of parenting styles? Describe each style and provide some examples for each. +-----------------------+-----------------------+-----------------------+ | Type of parenting | Description | Impact of an example | | | | on health and | | | | wellbeing | +=======================+=======================+=======================+ | Authoritarian | Parent - Hostile | Children from these | | | towards their child, | types of families | | | harsh and rigid in | often direct anger at | | | their discipline, | their parents for the | | | verbal abuse or | punishments they | | | smacking. | inflict, resulting in | | | | lower levels of | | | Child - Fearful of | emotional health and | | | their home | wellbeing and | | | environment, | development. | | | mistrustful of | | | | others, social | They also tend to | | | competence and self | have poor | | | esteem (low), mental | self-esteem, lowering | | | health issues. | their levels of | | | | mental health and | | | | wellbeing. | +-----------------------+-----------------------+-----------------------+ | Uninvolved | Parent - Allows | feel rejected and | | | children to learn | consequently have low | | | from their mistakes, | levels of happiness | | | neglectful focus on | and poor self-esteem. | | | their own issues. | This reduces both | | | | emotional and mental | | | Child - Hard to form | health and wellbeing. | | | and sustain | | | | relationships with | may miss out on | | | others, poorer school | school, impacting | | | achievements , higher | negatively on their | | | rates of problem | intellectual and | | | behaviour, feel | social development. | | | neglected, poor self | | | | esteem. | | +-----------------------+-----------------------+-----------------------+ | Authoritative | Parents - Listen to | develop good | | | their kids point of | decision-making | | | view and take it into | skills as they have | | | account, allow their | had many | | | child freedom but set | opportunities to | | | consistent rules and | develop | | | boundaries, give | intellectually and | | | reasons for rules, | use their | | | structures and secure | problem-solving | | | environment for their | skills. | | | child. | | | | | mental health and | | | Child - Good | wellbeing is promoted | | | decisions matter | through good levels | | | | of self-esteem. | +-----------------------+-----------------------+-----------------------+ 11\. What are examples of primary and secondary sex characteristics for both males and females? +-----------------------------------+-----------------------------------+ | *Primary Sex Characteristics* | *Secondary Sex Characteristics* | +===================================+===================================+ | **Women:** | **Women:** | | | | | - | - | | | | | **Men:** | **Men:** | | | | | **Penis enlarges** | **Skin becomes oily** | | | | | - | - | +-----------------------------------+-----------------------------------+ 12\. What are some emotional development changes that take place during youth? 13\. How can emotional development changes impact on social health and wellbeing of youth? **Impact on social health and well-being**: Emotional development helps youth build better relationships, communicate well, and handle conflicts. It can boost self-esteem and reduce stress, leading to healthier social connections. However, difficulty managing emotions can cause social problems. 14\. For the following generations, outline briefly characteristics of each. Generation 1: Boomers Generation 2: GenZ ------------------------------------ -------------------------------------- They are competitive and confident They are creative but very sensitive 15\. Explain the importance of consuming iodine during pregnancy. Iodine is particularly important during pre-conception and the first 16 weeks of pregnancy to ensure the healthy development of the baby's brain and nervous system. If iodine is deficient during pregnancy, the consequences can be serious and include stunted growth and intellectual disability. 16\. List two foods women should avoid during pregnancy and which they should consume more of. +-----------------------------------+-----------------------------------+ | Foods to avoid consuming | Foods to consume more of | +===================================+===================================+ | - | - | | | | | | | | | | | - | - | +-----------------------------------+-----------------------------------+ 17\. What is the intergenerational concept of health and wellbeing and how can it impact the health status of children and adolescents? **Intergenerational** the health and wellbeing of one generation affects the health and wellbeing of the next Risk factors such as low birth weight or stress experienced in early life can have effects that accumulate over time to create adult chronic disease. **Medicare:** +-----------------------+-----------------------+-----------------------+ | ***Description/Key | ***What it covers*** | ***How is it | | Features/Pros and | | funded?*** | | Cons*** | | | +=======================+=======================+=======================+ | **Medicare is | **Most surgical and | **Medicare is funded | | Australia's universal | other therapeutic | through three sources | | health insurance | procedures performed | of income: general | | scheme. Established | by general | taxation --- income | | in 1984, Medicare | practitioners are | collected through | | gives all | also covered. | general income tax of | | Australians, | Although most basic | all Australians; the | | permanent residents | dental services are | Medicare levy; and | | and people from | usually not covered | the Medicare levy | | countries with a | by Medicare, some | surcharge.** | | reciprocal | dental procedures can | | | agreement.** | be covered, | | | | including:** | | | [Pros | | | | include:] | - - | | | | | | | Reduced cost for | | | | essential medical | | | | services including | | | | free treatment and | | | | accommodation in a | | | | public hospital | | | | | | | | Choice of doctor for | | | | out-of-hospital | | | | services | | | | | | | | Cons include: | | | | | | | | - - - | | | +-----------------------+-----------------------+-----------------------+ **PBS:** +-----------------------+-----------------------+-----------------------+ | ***Description/Key | ***What it covers*** | ***Impact on H+W*** | | Features/Pros and | | | | Cons*** | | | +=======================+=======================+=======================+ | The aim of PBS is to | | | | provide essential | | | | medicines to people | | | | who need them, | | | | regardless of their | | | | ability to pay. | | | | | | | | Individuals and | | | | families are further | | | | protected from large | | | | overall expenses for | | | | PBS listed medicines | | | | through pBS safety | | | | net. Once they/or | | | | their immediate | | | | family have spent | | | | \$1497.30 within a | | | | calendar year on PBS | | | | listed medicine. The | | | | patient pays only a | | | | concessional | | | | co-payment rate of | | | | \$6.60 rather than | | | | the normal \$41.30 | | | +-----------------------+-----------------------+-----------------------+ +-----------------------------------+-----------------------------------+ | ***Patient Rights*** | ***Patient Responsibilities*** | +===================================+===================================+ | **Access - Healthcare services | **Provide - Information about | | and treatment that meets my | their past and present illness. | | needs** | Hospitalisation, medication and | | | other matters relating to their | | **Safety - Receive safe and high | health history.** | | quality healthcare that meets | | | national standards** | **Ask - Questions when they do | | | not understand explanations given | | **Respect - Be treated as an | about the risks and benefits of | | individual, and with dignity and | the proposed health care, | | respect** | treatments or procedures.** | | | | | **Partnership - Ask questions and | **Ask - Questions about the cost | | be involved in open and honest | of the treatment.** | | communication** | | | | **Follow - The instructions and | | **Information - Clear information | medical orders of thier doctors, | | about my condition, the possible | nurses an medi** | | benefits and risks of different | | | tests and treatments** | | +-----------------------------------+-----------------------------------+ 20\. What is the name of the organisation which handles complaints and what is the process to make a complaint? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ -