Exam preparation suggested response
Examination preparation suggested responses
Chapter 1: Introducing health and human development
A Students receive 1 mark for each definition of the components of health:
▪ Physical health refers to how efficiently and/or effectively the body and its systems are able to function.
▪ Social health refers to how effectively people are able to interact with others in their society and/or environment.
▪ Emotional health refers to how well a person can function where their thoughts, feelings and behaviours are concerned, not only relevant to themselves but to the world around them.
B Students receive 1 mark for each of the correctly identified examples of health and/or development.
Possible examples of health include:
▪ Social health – Interaction with workmates and clients.
▪ Physical health – Regular exercising when walking the dog.
▪ Emotional health – Distress at future loss of recreational facility.
Possible examples of development include:
▪ Social development – Increase in ability to interact with a wide and continuously changing group of people at her work at the hospital.
▪ Physical development – Increase in development of gross motor skills through participation in physical activity.
▪ Intellectual development – Increase in knowledge gained from museum and zoo visits.
▪ Emotional development – Increase in attainment of self-esteem through achievements at work and positive interactions with her niece and nephew.
C Students receive 2 marks for each of their examples from each of the environmental categories: 1 mark will be allocated for a correct example and 1 mark for their description of its impact.
Possible examples include:
▪ Social environment – Reciprocal interactions with other family members may have a positive impact on Sarah’s social health.
▪ Physical environment – Availability of public transport in her area allows Sarah to conveniently enjoy outings, which may impact positively on her intellectual development.
▪ Political environment – Local government is decreasing the recreational facilities available in Sarah’s area, which may impact negatively on her physical health.
▪ Economic environment – An adequate level of income from Sarah’s employment allows for her to participate in leisure activities, which may impact positively on her social health.
D Students receive 1 mark for each suggestion of a way of improving Sarah’s health.
Possible answers include:
▪ Establish more regular eating patterns where possible – Don’t skip meals.
▪ Contact local council to discuss the effect of decreasing the recreational facilities in her area.
▪ When eating take-away food items, choose items that are low-fat and that contain a range of vegetables and wholegrain cereals.
Examination preparation suggested responses
Chapter 2: Understanding youth
A Students receive 2 marks for an explanation of a difficulty in defining adolescence.
Each of the following responses is suitable for full marks:
▪ There is individual variation in the rate and timing of adolescence.
▪ Adolescence is greatly culturally and socially defined.
▪ The beginning, and particularly the ending, of adolescence in relation to the gaining of independence is influenced by many external factors such as current job markets and the costs of housing.
B i Students receive 2 marks for a definition of youth. The following response is suitable for full marks:
▪ The term youth refers to the period of transition from childhood to adulthood and covers the age range of 12–24 years. It is a period of great and rapid emotional, physical and intellectual change.
ii Students receive 2 marks for a justification of the use of the term youth. The following response is suitable for full marks:
▪ Not all young people experience the transition from childhood to adulthood in the same way or over the same time span. Adolescence is not universally defined and the social and cultural changes that indicate the end of adolescence are highly variable, therefore, the term youth encompasses a wider range of experiences over a wider age span to accommodate for the differences that occur.
C Students receive 2 marks for one example of how culture can impact on youth. Each of the following responses is suitable for full marks:
▪ In Australia many youth experience a clash of two or more cultures. The cultures may be based on ethnicity, as Australia is highly multicultural, but may also relate to cultural differences due to geographical location and socioeconomic status.
▪ Culture influences an individual’s understanding of their gender role and sexuality, which play a major role in the attainment of a personal identity.
▪ Cultural differences can include variations in the ideas, beliefs and customs of different groups of people and can cause variation in the perception of an appropriate time for gaining independence.
▪ Culture can provide youth with a sense of belonging, which can assist in optimising their social and emotional health.
D Students receive 1 mark for each example of up to two rights and two responsibilities provided, and a further 1 mark for their justification of why each is important. The following are suitable examples of rights and responsibilities:
Rights:
▪ The right to express an opinion.
▪ The right to be protected from all forms of abuse.
▪ The right to privacy.
▪ The right to associate with whom they choose.
▪ The right to be protected from discrimination.
▪ The right to basic living conditions.
Responsibilities:
▪ The responsibility to uphold to policies regarding appropriate behaviour. For example, expectations required by their school, employer, laws and legislation that applies to society in general
▪ The responsibility to care for people and objects within the communities they associate. For example, within their home, school, place of employment.
▪ The responsibility to exercise some control over their own safety. For example, minimising negative risk-taking behaviour.
▪ The responsibility to set goals and try to achieve them.
▪ The responsibility to respect the opinions and thoughts of others.
▪ The responsibility to not discriminate against others.
Examination preparation suggested responses
Chapter 3: The developing adult
A Students receive 1 mark for each correctly identified characteristic. Possible answers for primary characteristics include:
▪ Enlargement of testes.
▪ Development of the seminal vesicles.
▪ Prostate gland produces seminal fluid.
Possible answers for secondary characteristics include:
▪ Increase in height.
▪ Increase in muscle mass.
▪ Enlargement of the larynx.
▪ Deepening of the voice.
▪ Facial hair.
▪ Pubic and underarm hair.
▪ Production of sperm.
B Students receive 1 mark for each correctly identified hormone. Possible answers include:
▪ Follicle stimulating hormone.
▪ Luteinising hormone.
▪ Testosterone.
C Students receive 1 mark for each of the environmental factors identified and 1 mark for the explanation of possible influences on any of the types of development. Possible answers include:
▪ Nutritional intake – Can influence physical development and the attainment of genetic potential for height and muscle mass.
▪ Physical activity level – Can influence emotional development by increasing self-esteem attainment.
▪ Culture and family – Can influence social development and the increase in understanding of socially acceptable behaviour amongst different groups of people within the community.
▪ Schooling and education – Can influence intellectual development and the attainment of an increase in knowledge and the ability to think abstractly.
D Students receive 2 marks for each example explained. Possible answers for differences between social development include:
▪ Mateo is increasing his learning of socially acceptable behaviour through his participation in team sports.
▪ Joshua has less developed social skills when communicating with the opposite sex.
Possible answers for differences between emotional development include:
▪ Mateo may have a more developed level of self-esteem due to his participation in team activities and work-related responsibilities.
▪ Joshua may have less control over his emotions, leading to inappropriate behaviour in class.
E Students receive 1 mark for a developmental task correctly identified for each boy. Possible answers include:
Mateo:
▪ Achieving emotional independence from parents.
▪ Preparing for an economic career.
▪ Acquiring a set of values and an ethical system as a guide to behaviour.
Joshua:
▪ Desiring and achieving socially responsible behaviour.
▪ Accepting one’s physique.
▪ Achieving new and more mature relations with others, both males and females in their age group.
Examination preparation suggested responses
Chapter 4: The health of youth
Students receive 1 mark for a correct response, as outlined below.
A The most common cause of injury-related mortality and morbidity are transport accidents/crashes.
B i Students receive 1 mark for each of up to two examples. Possible answers include:
▪ Exceeding the speed limit.
▪ Driving whilst under the influence of alcohol or illegal substances.
▪ Using a mobile phone whilst driving.
ii Students receive 1 mark for each or up to two explanations of why youth take the above risks. Possible answers include:
▪ Impairment of judgement due to use of substance such as alcohol.
▪ Lack of education on the affect on health of the risk-taking behaviour.
▪ Peer pressure.
C Students receive 1 mark for identifying a healthy risk-taking behaviour and 2 marks for an explanation of how it could optimise health and/or development. Possible examples may include:
▪ Applying for a new job.
▪ Moving out of home.
▪ Trying something new.
▪ Forming an intimate relationship.
Explanations of optimising health and development may relate to: self-esteem (emotional health and development); new skills and abilities (intellectual development); motor skill use (physical health and development); interaction with others (social health and development).
Such as through:
▪ The gaining of independence.
▪ Increasing problem solving skills.
▪ Learning new things, skills and abilities.
▪ Increasing friendship groups.
▪ Financial rewards.
D Students receive 2 marks for each protective factor identified and explained. Possible answers can relate to:
▪ Sense of purpose in life.
▪ Having strong relationships.
▪ Feeling connected to other groups within the community (e.g. school, family, youth groups).
▪ Having goals and aspirations.
▪ Having good physical and mental health and wellbeing.
▪ Having access to resources to support decision making.
E i Students receive 1 mark for each health status difference they correctly identify. Possible answers include:
Males:
▪ Higher overall rates of mortality.
▪ Higher rates of suicide.
▪ Higher rates of substance abuse.
Females:
▪ Higher rates of depressive disorders.
Low socioeconomic groups:
▪ Higher mortality rates.
▪ Higher hospitalisation rates.
▪ More likely to be an unhealthy weight.
Indigenous youth:
▪ Higher rates of injury and poisonings.
▪ Higher rates of suicide and self-harm.
▪ More likely to be an unhealthy weight.
▪ Higher rates of STIs.
NESB:
▪ Poor mental health.
Rural and remote:
▪ Higher mortality rates.
▪ Higher hospitalisation rates.
▪ Higher rates of accidents and injuries.
▪ Higher rates of suicide.
▪ Females are more likely to be overweight or obese, males are less likely to be obese.
ii Students receive 2 marks for each factor identified and discussed as contributing to the difference in health status in relation to one of the population groups in part i.
Possible answers can relate to:
▪ Limited access to health services.
▪ Substance abuse.
▪ Physical inactivity.
▪ High rates of unemployment.
▪ Lower incomes.
▪ Lower rates of attendance at school.
▪ More likely to exhibit risk-taking behaviour.
Examination preparation suggested responses
Chapter 5: Challenges for youth
A i Students receive 1 mark for each of up to three challenges identified. Answers for this could include:
▪ Interpersonal relationships – With family members, peers, teachers.
▪ Drug use – Tobacco use, alcohol, illicit drugs.
▪ Risk taking behaviours.
▪ Increasing independence.
▪ Sexual health issues.
▪ Road safety.
One of the many issues that Joseph is facing would be drug use, including smoking, drinking alcohol and experimenting with drug use. He is also in constant conflict with his parents and teachers, impacting on his social relationships and he is considering moving out of home so will be facing issues of increasing independence.
ii Students are awarded 4 marks for this questions based on the description given of how the selected challenge impacts on health and development. Students must identify which challenge they have selected.
Answers to the remaining the questions will vary based on the challenge selected. Any of the challenges identified in part i are suitable. The following is an example of a suitable response for 4 marks.
▪ Challenge selected – Alcohol consumption:
Drinking alcohol can be a risk-taking behaviour and could have short and long-term affects to Joseph’s physical health. Youth who consume alcohol place themselves at greater risk of injury (from falls, assaults, road crashes and violence) and unprotected sex. Joseph places himself in danger by drinking with his peers and then allowing his mates to drive him around, even though he knows they have been drinking. The affects to his health from binge drinking can also cause issues such as bowel, central nervous system and psychological problems, and in the long-term can cause major organ damage. Alcohol consumption can also lead to depression as well as family and relationship problems, both of which can impact on social and emotional health and development.
B Students are awarded 1 mark for each source outlined. There is a wide range of sources of information for youth in relation to the challenges they face. Sources include:
▪ Talking about their problems and issues with a school counsellor, school nurse or health teacher who could then give them correct information and provide support.
▪ Visiting a local doctor. Doctors are an important health resource and by law they cannot discuss a consultation without a person’s permission unless they are concerned that they may hurt themselves or others.
▪ A local healthcare centre or youth centre is a place where reliable and relevant information is provided, allowing an opportunity to seek help and support.
▪ There are a number of youth-focused internet sites providing information about health and youth-related issues that young people can access confidentially.
▪ Kids Help Line.
C Students are awarded 1 mark for identifying a protective factor and 2 marks for their explanation about how the factor is able to protect health and development. The following is an example of a suitable response for 3 marks.
Schools are a positive protective factor for a number of issues, including alcohol consumption. Many schools provide education on alcohol and binge drinking, teaching young people about the causes and effects to their health of short- and long-term alcohol consumption, providing knowledge, experience and decision making skills. There are also a number of people within the school environment that could speak with Joseph and offer him their support or put him in touch with community healthcare that provides for the health issues he is facing.
Other protective factors for youth include:
▪ Being involved: at home, at school and in the community.
▪ Strong relationships.
▪ Confidence.
▪ Knowledge and skills to cope with challenges.
▪ Having good role models.
▪ Social skills.
▪ A sense of belonging.
▪ Rewards for involvement.
▪ Being able to feel needed.
▪ Positive values and morals.
School, community, friends and family are considered supportive environments for youth and there are important protective factors within each one.
D Students are awarded 2 marks for identifying and outlining a relevant community action and 2 marks for justifying why it has the potential to assist youth. The following is an example of a detailed response for 4 marks.
The National Alcohol Strategy 2006–2009 is a current community action strategy and was developed as a response to the patterns of high levels of alcohol consumption in Australia. This initiative is focused on developing and implementing strategies with the aim of addressing the impacts of alcohol. Youth will benefit from the actions and policy changes of the initiative, which is responding to alcohol harm in Australia and seeking to develop drinking cultures that support alcohol reduction. Drinking cultures can be started during youth and this is a time when many young people experiment with alcohol, often over consuming. Youth who consume alcohol place themselves at greater risk of injury, so any change to drinking habits or patterns, change in policy and health promotion initiatives could have a positive impact on youth and reduce injury and risk-taking behaviours. This strategy is seeking to change behaviours early on and by targeting youth, drinking behaviours should change, which would reduce the impacts of long-term and binge drinking on individuals. Research is showing that youth are consuming alcohol at a risky or high-risk level.
Other answers could include discussion of the following:
▪ Interpersonal relationships – Stronger Families and Communities Strategy 2004–2009.
▪ Community Safety – Future Directions: An Action Agenda for Young Victorians.
▪ Living Independently – The Supported Accommodation Assistance Program.
▪ Sun Safety – National Skin Awareness Campaign.
▪ Mental Health – beyondblue: the National Depression Initiative.
▪ Sexual and Reproductive Health – National STI Strategy 2005–2008.
Examination preparation suggested responses
Chapter 6: Australian families
A Students are awarded 1 mark for each of up to two trends identified. The following are examples of appropriate trends:
▪ In the years between 1992 and 2003 there has been a decrease in the percentage of intact families, with children aged 0–17 years.
▪ In the years between 1992 and 2003 there has been an increase in the percentage of lone-parent families, with children aged 0–17 years.
▪ In the years between 1992 and 2003 there has been a slight increase in the percentage of blended and step families, with children aged 0–17 years.
▪ Lone-mother families are more common than lone-father single-parent families.
B Students are awarded 1 mark for identifying three differences between each of the three different family types selected. The following are examples of correct responses:
▪ Intact – A couple family with at least one child who is the natural or foster child of both members of the couple, and no child who is the stepchild of either member of the couple.
▪ Lone – One parent with at least one child (regardless of age) who usually resides in the same household.
▪ Blended – A couple family containing two or more children (aged 0–17 years), of whom at least one is the natural or adopted child of both members of the couple, and at least one is the stepchild of either member of the couple.
▪ Step – A couple family containing one or more children (aged 0–17 years), at least one of whom is the stepchild of either member of the couple and none of whom is the natural or foster child of both members of the couple.
C i Students are awarded 1 mark for identifying a change that has occurred in relation to couple families without children between 1992 and 2003.
▪ Fewer Australians are marrying and those who do are doing so at a later age.
▪ There are a greater number of couples living in de facto relationships.
▪ An increase in the number of couple-only families, which may include couples who have not yet had children, couples who will never have children and couples whose children have left home.
▪ Decrease in the number of couple families with children.
ii Students are awarded 1 mark for identifying and 1 mark for explaining each of up to two possible reasons for the change identified in part i.
▪ Possible reasons for an increase in couple-only families may be because couples may be deciding to delay having children while they get some money behind them, continue their education, travel or pursue a career.
▪ More couples are deciding to live together prior to marriage than in the past, which will contribute to an increase in the number of couple-only families.
▪ There has also been a significant increase in the number of couples who counted themselves as being in a same-sex de facto relationship.
▪ More couples have decided not to have children.
▪ As many couples are marrying later, remaining childless could be due to reduced fertility.
▪ There have been changes in education patterns: generally people are staying at school longer and more people are continuing on to tertiary education, which has contributed to changes in families as couples are marrying later and having children later.
▪ Changing attitudes towards family, which has contributed to more de facto relationships, more couples deciding to remain childless, more women in the workforce and an increase in the number of same-sex couples who identify themselves as being in a same-sex de facto relationship.
▪ An aging population has contributed to an increase in couple-only families.
Examination preparation suggested responses
Chapter 7: Influences on young Australians
A Students are awarded 2 marks for each of up to two examples they explain. Examples may include:
Through teaching children:
▪ How to make friends – Kindergarten and/or school can optimise social health.
▪ About the importance of physical activity – Kindergarten and/or school can optimise physical health.
▪ About the importance of healthy food – Kindergarten and/or school can optimise physical health.
▪ To speak to an adult if they are sad or afraid and to share their feelings – Kindergarten and/or school can optimise emotional health.
Also:
▪ By giving students the opportunity for physical activity and teaching them how to play sport safety – Kindergarten and/or school can optimise physical health.
▪ By having a healthy canteen and encouraging students to bring healthy foods from homes – Kindergarten and/or school can assist to optimise physical health.
▪ Through providing an environment that is safe (physical, social and emotional) for children to learn in can optimise the physical, social and emotional health of children.
B Students are awarded 2 marks for explaining (using an example) each of up to four examples of how kindergarten or school will influence development. For full marks students should include an example for each component of development.
The role of kindergarten in promoting development:
|Physical development |Social development |Emotional development |Intellectual development |
|Promotes gross motor skills |Promotes appropriate behaviours |Through praise and success |Through structured activities |
|through climbing, dancing and |and manners through routine and |children develop a high |and play children can continue |
|jumping activities. |teaching children how to take |self-esteem. |to develop language skills. |
|Promotes fine motor skills |turns. |Environments that encourage | |
|through playing with blocks, |Children will act out social |imagination and creativity allow| |
|puzzles and arts and craft |roles through play in the home |children to continue to develop | |
|activities. |corner, cubby house and sandpit.|their identity. | |
The role of school in promoting development:
|Physical development |Social development |Emotional development |Intellectual development |
|Gross motor skills such as |Through improved language skills|Children learn to regulate their|Through structured activities |
|running, throwing and catching |children are |emotions, assisting them to |and play children can continue |
|are refined and allow children |better able to communicate |behave appropriately in response|to develop language skills and |
|to participate in team sports. |with other children and form new|to their feelings. |increase vocabulary. |
|Fine motor skills such as being |friendships. |Children learn to empathise with|Through a range of learning |
|able to hold and control a pen |Children begin to establish |others. |experiences children learn new |
|allow writing to |social roles within a group. |Through success children can |skills and gain an understanding|
|be improved. | |develop high |of new concepts. |
| | |self-esteem. |Improved literacy skills allows |
| | | |children to better express |
| | | |themselves both written and |
| | | |orally. |
C i Students are awarded 1 mark for each of up to three examples of physical needs they are able to outline and 1 mark for each of up to three examples of social and/or emotional needs they are able to outline. The following are examples of suitable responses.
▪ Physical – Tahnee’s physical needs include the need for adequate, safe and nutritious food, adequate physical activity, adequate shelter that provides protection from the elements, and safety.
▪ Social and emotional – A sense of belonging, an opportunity to develop her own identity, support in building a positive self-esteem, assistance in building the skills for resilience and opportunities to give and receive affection are all examples of the social and emotional needs of Tahnee that can be provided by families.
ii Students will be awarded 2 marks for each of up to three examples of the roles of family in meeting physical, social/or and emotional needs. The following are all suitable responses for 2 marks.
The role of family in meeting the physical needs of Tahnee:
▪ Food – It is through her family that she will be exposed to her first foods. It is important that her family tries to encourage Tahnee to eat a healthy and varied diet and supply a range of nutritious foods.
▪ Activity – In the early years, her family will have the biggest influence on the amount of activity Tahnee participates in, and her family needs to set a good example by being good role models and by involving activity on family outings.
▪ Shelter – The purpose of shelter is to provide physical protection against the elements and danger as well as providing a place for rest. Tahnee’s family are responsible for ensuring she has access to adequate shelter.
▪ Safety – Tahnee’s family are responsible for ensuring her safety (physical, social and emotional safety). Her physical environment must be safe, as injury is the leading cause of childhood mortality and most injuries occur in the home and most are preventable. Her family must provide adequate supervision and also protect Tahnee from physical and emotional abuse.
The role of the family in meeting the social and emotional needs of Tahnee:
▪ Belonging – Her family is the first and most significant social group that Tahnee will belong to. Her parents have an important role in helping her to feel that she is loved and belongs as it gives her the ability to make attachments, trust others and be able to form relationships within her life.
▪ Self-esteem – Her family has a very important role in optimising the self-esteem of Tahnee; they can do this through love, praise, support and encouragement.
▪ Resilience – Her family has a very important role in developing resilience in Tahnee by helping her to build the inner strength she will need to cope with the ‘ups and downs’ in life.
▪ Affection – Her family has a very important role in providing affection for Tahnee and they can show affection through giving hugs and kisses and being gentle and kind. Being shown affection will assist Tahnee to be able to give and accept affection as she grows older.
Examination preparation suggested responses
Chapter 8: Addressing the health concerns of young Australians
A Students are awarded 1 mark for each of up to two trends that they can identify. The following are examples of suitable responses.
▪ A greater number of male children die from injuries than females.
▪ The number of injury-related deaths has been declining over the past 20 years.
B i Students are awarded 1 mark for each of up to two responses. The following are examples of correct responses.
▪ Drowning.
▪ Transport-related injuries (especially as pedestrians and cyclists).
▪ Interpersonal violence.
ii Students are awarded 1 mark for identifying and 1 mark for explaining each of up to two risk factors:
▪ Their height – Makes them difficult for drivers to see.
▪ Natural curiosity – Makes them want to touch and taste things that may cause harm.
▪ Child’s physical development improves, allowing them to be more mobile as they will be exposed to a new range of hazards.
▪ Lack of understanding of cause and effects – Means they do not understand the risks of their actions.
C Students are awarded 1 mark for identifying and 1 mark for explaining each of up to two reasons. Suitable responses may include:
▪ More hazards for children in rural and remote areas, such as dams that may lead to drowning and farm equipment that may cause injury.
▪ Higher rates of alcohol misuse among Indigenous populations, leading to an increase in violence and injuries.
▪ Less access to health promotion messages and resources, leading to less information and skills for parents that are aimed at reducing injuries.
D Students are awarded 1 mark for identifying a strategy, 1 for outlining it and 1 for discussing how it can reduce injuries. The following are suitable for full marks:
Kidsafe initiatives such as:
▪ Pool fences saves lives – This initiative involved a television campaign, an information kit for local councils to educate parents and reduce incidence of drowning and water safety programs that are run by Kidsafe every summer to teach children to swim and reduce drowning.
▪ Fit a helmet. Save a life – As part of this campaign, Kidsafe assisted state and territory governments to introduce legislation requiring the wearing of bicycle helmets. They have also assisted local road authorities to promote helmet laws and reduce the number of cycling-related injuries to children.
▪ Hot water burns like fire – Kidsafe, as part of this initiative, developed an educational campaign warning of the dangers of hot water in the bathroom. They also advocated changes in legislation to reduce the maximum temperature of water in the bathroom to 50ºC. Finally, Kidsafe negotiated with manufacturers and energy suppliers to change the style of advertising to change the focus on very hot water to reduce the number of burns among children.
▪ The Early Childhood Injury Prevention Program – The early childhood injury prevention program was established to provide child safety information to parents during maternal and child health visits. This information is usually passed on in the form of information brochures, with an aim to reduce injuries.
Examination preparation suggested responses
Chapter 9: Influences on Australian adults
A i Students are awarded up to 2 marks for explaining each of up to two examples of how reduced fertility rates can impact on parents emotional and social health and/or development. The following are examples of suitable responses:
▪ If the reduction in fertility is not the choice of the parents, it can lead to feelings of stress and sadness and have a negative impact on emotional health.
▪ Having fewer children may mean parents have more money and time to spend with the child(ren) they have, which may reduce stress and have a positive impact on emotional health.
▪ Having fewer children may mean the parents have more ‘quality’ time together, which may improve their relationship and social and emotional health.
▪ Not having children or having fewer children reduces the opportunity for parents to experience the emotions such as pride, achievement and joy that they may gain from raising children, which may be important for their emotional development, especially if the reduced fertility is not by choice.
ii Students are awarded 1 mark for each reason and 1 mark for each explanation of how each impacts on a couples’ decisions to remain childless. Students could mention both positive and negative impacts. Answers could include:
▪ Career aspirations – Couples may put off having children in order to advance their career; more typical of females (the traditional home carers) who choose to not have an ‘interrupted’ career for maternity and motherhood.
▪ Financial insecurity or low socioeconomic status – Couple’s may decide that it will put too much pressure on them financially, or that they simply can’t afford to have children, so therefore remain childless. Also, couples may decide that they cannot afford to live on one income while one parent is staying home looking after the child(ren).
▪ Simply do not want children.
▪ Age – Some couples may decide that they are too young to have children, whilst some others decide that they are too old to be parents.
▪ Responsibility and commitment – Some couples decide that having children is too much responsibility and may not want to give up their lifestyle to have a child dependant on them.
iii Students are awarded 2 marks for discussing one implication of having only one adult employed. Responses may refer to the one still working and the other who is unemployed. Suitable responses may include:
▪ Not only are there financial implications for the family, now being reduced to living off one income, which can lead to levels of stress and partners feeling unequal, both partners can have their health and development impacted by this decision, and reduction of resources.
▪ The negative affects of being unemployed are widely recognised. Whilst being unemployed can have a negative effect on a person’s health, particularly social and emotional, as it often affects their self-esteem and is a cause of stress. However, being at home to raise a family is common and the benefits for a person’s health and development are similar to those of paid employment – a feeling of satisfaction and usefulness, social connectedness to the child and parenting groups, opportunities and challenge.
▪ Employment, for many, is a satisfying experience providing opportunities for the development of social interaction and friendships, as well as emotional development if an adult is experiencing career success or work satisfaction by achieving their personal goals or receiving workplace recognition.
B Students are awarded 2 marks for each of their discussion points. It is expected that students should be able to present two points. Suitable responses can be drawn from the following information:
ABS predictions suggest with the low fertility rates, combined with the increasing aged population and deaths, by mid 2030s our natural population will fall below zero. As a society, if our rates keep decreasing, we will be facing issues including an increased aging population. People will have to work until they are older to maintain workforces and taxes may need to increase due to a smaller population whose healthcare needs are greater and need to be funded.
▪ Aging population.
▪ Burden on healthcare system.
C Students are awarded 1 mark for identifying and 1 mark for explaining one way that family can provide for optimal health for adults. Responses can be drawn from the following:
One way a family positively impacts adult health is through providing a feeling of belonging.
Families have a very important role in supporting the optimal health of adults, particularly through meeting the social and emotional needs of adults for belonging, identity, self-esteem, resilience, affection and security. Adults need social interaction, connectedness and affection to be emotional and socially happy. If an adult has a strong sense of belonging and acceptance within their family, then it is likely that they will also feel physically and emotionally secure. Families provide opportunities for relationships to be formed and this sense of closeness and the importance of the family as providing support is a major contributor to adult health and development.
Other answers to this question include the following:
▪ Belonging.
▪ Identity.
▪ Self-esteem.
▪ Resilience.
▪ Security.
▪ Food intake.
▪ Exercise.
▪ Independent living.
▪ Adequate healthcare.
Examination preparation suggested responses
Chapter 10: Addressing health concerns of Australian adults
A Students are awarded 1 mark for each of up to two population groups identified:
▪ Indigenous Australian.
▪ Adults of a low socioeconomic status.
▪ Adults living in rural and remote areas.
▪ Students may identify gender as an issue, but the other population groups listed are more accurate in relation to the question posed.
B Students are awarded 1 mark for identifying each factor and 1 mark for their explanation of behavioural, social and emotional factors that contribute to this disadvantage. Students need to have identified which group they are writing their response to.
▪ An example response for – Indigenous Australians:
Compared to other Australians, Indigenous Australians remain disadvantaged across a range of determinants that affect health. These include behavioural factors such as higher rates of smoking, increased levels of alcohol and substance abuse, leading to higher rates of illness. Physical, social, political and environmental factors include reduced access to high quality food supplies and health services, poorer housing facilities and lower levels of employment and education. The negative impact of employment on a person’s social and emotional health is widely recognised and Indigenous Australians experience high levels of unemployment. These factors can all be attributed to their disadvantaged health status.
C Students are awarded 1 mark for identifying a preventive healthcare program and 2 marks for their explanation of how it can optimise health and development.
▪ Example answer:
Eat Well Australia (EWA) is a national public health nutrition strategy developed in 1999–2000, which includes a 10-year action plan focusing on the Australian population and also Indigenous Australians. There are many Indigenous Australians who do not have access to fresh and nutritious foods. Eating a varied and healthy diet and keeping physically active can assist social, intellectual, physical and emotional health and helps to maintain independence in the later years of adulthood. There is a key focus within this program to reduce the impacts of poor nutrition and its effects on the health and development of Indigenous Australians. Some of the actions within the framework to achieve this include:
– Developing nutrition policy and resources.
– Promoting the consumption of fruits and vegetables as well as the importance of maintaining a healthy weight range and improving nutrition.
– A national food and nutrition monitoring system.
– Investing in public health and nutrition research.
Examination preparation suggested responses
Chapter 11: Healthcare in Australia
A Students are awarded 1 mark for providing one example of biomedical healthcare and 1 mark for one example of preventative healthcare discussed in the case study. Suitable answers include:
▪ Biomedical – Blood test, X-ray, GP visit.
▪ Preventative – Improvements to diet, rest (primary), blood test and X-ray (secondary).
B Students are awarded up to 2 marks for explaining what Medicare is.
▪ Example response for full marks:
Medicare is the Australian Government’s national funded health scheme that subsidises the cost of medical services so that all Australians have access to free or low-cost medical, optometry and hospital care. Its aim is to provide access to healthcare at little or no cost to all Australians in need of treatment, regardless of age or income.
Students are awarded 1 mark for each of up to two services covered by Medicare that they can correctly identify. The following are suitable responses: GP visit, blood test and X-ray.
C Students are awarded 1 mark for any complementary or alternative health service they correctly identify. The following are suitable examples: acupuncture, traditional herbal medicine, naturopathy, aromatherapy, Bowen therapy, herbal medicine, homeopathy, hypnosis, kinesiology, meditation, remedial massage, reflexology, reiki, tai chi, traditional Chinese medicine and yoga.
Students are awarded 2 marks for their discussion on what the service is and 2 marks for identifying how it can improve health.
▪ Example of a response for full marks:
Massage therapy – Manipulation of the soft tissue including muscles, connective tissue, tendons, ligaments and joints. It works to improve the circulation of blood through the body and to speed the removal of metabolic waste products from muscles. Kneading increases the flexibility of muscles, ligaments and other soft tissues. Massage can improve health as it reduces muscular tension, increases feelings of wellbeing, improves tissue elasticity and flexibility, increases the range of motion in joints, relieves muscle aches and stiffness, improves recovery from exercise, and improves circulation, immune function and energy.
Students are awarded 2 marks for correctly explaining how the service would be funded.
▪ Example response for full marks:
Cohen would need to cover the cost for the service himself, unless he has private health insurance, which may provide a rebate for services such as acupuncture, naturopathy and osteopathy. Students may only discuss Medicare rebates in relation to acupuncture.
Chapter 1: Introducing health and human development
Activity sheet 1 – Crossword
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Across
2 An example of an influence on emotional development and health (4, 10 letters)
10 How effectively an individual interacts with others (6, 6 letters)
11 Expansion of vocabulary is an example of this (12, 11 letters)
13 Used to illustrate a person’s level of health (6, 9 letters)
14 The expectations of gender (6, 5 letters)
Down
1 A process by which a person learns acceptable patterns of behaviour (13 letters)
2 An influence on social development and health (5 letters)
3 Chart used to monitor growth (10 letters)
4 Related to emotional development (4, 6 letters)
5 Gradual changes in physical, social, emotional and intellectual states and abilities (11 letters)
6 Large muscle development (5, 5 letters)
7 Harmful substances found in the physical environment (10 letters)
8 The government controls this as part of the political environment (7 letters)
9 A pattern of development (13 letters)
12 Period of time from conception to death (8 letters)
14 Increase in cell number, size and complexity (6 letters)
Answers
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Chapter 1: Introducing health and human development
Activity sheet 2 – Media analysis
Sex, drugs, rock ’n’ roll. Whatever
Rather than educating children, television soaps may be making matters worse, writes Brad Newsome / Courtesy of Fairfax.
It’s fast times at TV High. There’s a pregnant teen in Neighbours unsure who the father is, a bulimic girl in Home and Away, a pot-smoking kid in The O.C., turkey slaps being given in Big Brother and many other examples of teenagers – or at least their scriptwriters – pushing the boundaries.
The federal Attorney-General, Philip Ruddock, put Big Brother on the agenda at this week’s meeting with his state and territory counterparts. He wants new restrictions on the show after the ‘turkey slap’ incident in which one [male] housemate rubbed his groin in the face of a female contestant.
But do such storylines merely entertain or do they have a dangerous impact on their young audiences? Do they encourage copycat behaviour or do they help children take the steps they need to get help?
Angela Conway, the Australian Family Association’s Victorian vice-president, says that the teenage TV milieu is ‘hyper-focused on sex’ and fears that it is giving children ‘a skewed view of reality’.
‘They’re seeing a fairly hefty diet of sexual involvement and there’s evidence to suggest that it’s ageing young people,’ she says, supporting a view from people working with young adolescents that the consequences of children getting involved in sexual activities go beyond just sexually transmitted infections and unplanned pregnancy. ‘Risk factors for drug abuse and relationship difficulties are linked to early sexual involvement,’ she says.
Conway says teenage soap operas need to lose their ‘overemphasis on dysfunction’ and portray marriage as a viable, stable relationship.
She says that if programmers want to get into difficult issues like sexual involvement, infections, unplanned pregnancy and then eating disorders and adolescent self-harm, they should create a more normal environment so a teenager can see it’s not normal.
While ‘a well-informed playing-out of issues can be helpful’, Conway says, some programs are pitched at wide audiences, ‘so you’ve got very young children watching shows like Home and Away and, unfortunately, The O.C. You don’t want 11- and 12-year-olds being interested in how you throw up to keep your weight down or how to go about cutting yourself’.
Some may view today’s children and teenagers as much more discerning and media-savvy than those of previous generations, she says, but they still need protection.
‘People assume that adolescents have adult capacities – they don’t. Their brains are still developing and they have poor impulse control and other developmental needs.’
Conway says Big Brother in particular portrays sex as a ‘point-scoring thing’. ‘I think young people are being sold short big time in these programs. With Big Brother they’re being sold a very ugly caricature of their lives.’
Conway says she resents the culture in which ‘girls carry grog and knives’ for boys and ‘are supposed to put up with turkey slapping and deliver oral sex’ when required.
Some of her concerns are shared by child psychotherapist Frances Thomson Salo. She says while examinations in soaps of delicate issues, such as teenage homosexuality, can be helpful in letting children in such situations know they are not alone, the bawdy behaviour of the Big Brother housemates poses problems. ‘The message we want to try to get across to kids is that relationships should be based on reciprocity and responsibility. I think we have to look at what is happening in the culture that these shows are so popular and we are not helping [teenagers] to find guidelines for their own sexuality.’
According to Thomson Salo, children in a supportive and loving family environment are less likely to be influenced by the behaviour of Big Brother housemates, but younger children and those developmentally delayed or struggling with personal or family issues could ape their behaviour.
Rick Pellezzeri, the executive producer of Neighbours, says his team is aware that children watch the show and that they take their responsibilities, and any complaints from the public, seriously. ‘We make a family show. We have a G classification and within that classification we have responsibilities. One of those is that parents should feel safe in letting children watch without supervision. But we have a responsibility to tell good, interesting stories relevant to Australians living in the suburbs in 2006,’ he says.
Pellezzeri says the depiction of issues can seem a bit unrealistic sometimes because ‘we’re making drama, we’re not making documentaries’. Even so, he says, it can be of benefit to viewers; one sent in a letter of thanks for a breast cancer storyline. After seeing a character examine her breasts, she did the same and found a cancerous lump.
Pellezzeri says his scriptwriters take professional advice for medical stories and if they have concerns about a storyline on any issue, they take it to the network’s in-house censor. ‘You can watch the news and see dead bodies in the street and that’s fine, that’s a decision that’s been made, but [children who watch the news] have to deal with material that’s far harsher than anything we could put on TV.’
As for sex, ‘We never show them sleeping together, so if you’re a six-year-old kid you wouldn’t know what’s going on,’ he says, pointing out that teenagers are having a lot more sex in the real world. There are things, however, that Neighbours will never touch. ‘Suicide is one of the biggest issues [facing young people] and I don’t think we’d do that because it’s too complex and too difficult for us,’ Pellezzeri says.
The most controversial storyline in an Australian soap is on Home and Away, where Mattie Hunter (Indiana Evans) is in hospital with bulimia.
A Channel Seven spokeswoman said: ‘In the Matilda “self-hatred” storyline, the Home and Away writing department and medical adviser worked with some eating disorders experts and made some adjustments to scripts based on their recommendations. Our writers and producers are always speaking to experts in a particular field and those that have experienced an issue. Naturally, each actor also adds input to the character, performance and the storyline. Indiana did her own research into the Matilda storyline. She was conscious of making her performance as real as possible.’
Sarah Walker, a project assistant with the Victorian Centre for Excellence in Eating Disorders, who also works on the eating disorder wards at the Royal Melbourne Hospital, says that while the storyline could encourage people to seek help, she still has reservations about it. She is concerned that the story will be wrapped up too quickly and neatly and perpetuate the stereotype in which ‘eating disorders are seen as trifling and self-inflicted’.
Walker, who was hospitalised with an eating disorder seven years ago but has recovered, says that people often have eating disorders for five to seven years before seeking help, and that they can continue to struggle for 10 years afterwards. She says it is essential that Home and Away handles the story well because its audience is the highest-risk demographic for eating disorders.
Professor Ian Lang, head of the school of film and television at the Victorian College of the Arts, says program makers have a strong sense of responsibility and that parents who are concerned about their children’s viewing should take more responsibility.
‘I’d be more worried about an eight-year-old seeing the bombing of Beirut that’s going on at the moment than Neighbours.’
Source: The Age Newspaper, 29 July 2006
Questions
1. Identify the forms of media, according to the article above, that children and adolescents come into contact with?
2. Describe other forms of media that a child or adolescent may be influenced by.
3. What are some of the health issues that are being portrayed on television, according to this article?
4. What are the concerns identified in the article regarding the portrayal of health issues by this form of media?
5. Describe the possible affects on the health of adolescents and children of these portrayals.
6. Why are there particular concerns regarding young children being exposed to the issues being portrayed on television?
7. Identify where adolescents and children can go to get help with issues they may be facing.
1. What other factors in the social environment may influence the health and development of individuals.
Chapter 2: Understanding youth
Activity sheet 1: Research task
1 Visit legalaid..au and upload the document ‘Am I Old Enough?’ by clicking on the link ‘Publications’.
2 Create an information brochure suitable for youth on their rights and responsibilities.
In your brochure include the following information:
▪ an explanation of a youth’s rights
▪ an explanation of discrimination
▪ an explanation of a youth’s responsibilities
▪ a summary of general examples of rights and responsibilities
▪ details of rights and responsibilities for a specific topic; choose from the list below:
- school
- work
- being independent
- being a consumer
- relationships
- family problems
- health problems
- legal issues
▪ a list of helpful websites that a young person can go to for extra information or help.
(Note: Make sure your brochure is colourful and appealing to young people.)
Chapter 2: Understanding youth
Activity sheet 2: Self-reflection task
Gaining independence and responsibilities
As an individual moves through adolescence they gain greater independence. With the gaining of independence there is an increase in responsibilities. Meeting responsibilities requires decision making skills and making choices based on values and beliefs.
Reflect on your own values, beliefs and experiences to answer the following questions.
1 Identify the five things you believe you value the most (some examples include: freedom, honesty, money, health, success).
2 Identify the experiences you have had that have helped you form the values you identified in question 1.
3 List the responsibilities that you currently have in the areas of your life (where relevant) below:
a At home.
b At school.
c At work.
d In community groups (for example, sporting team, religious group, etc.).
4 Of the responsibilities you have identified in question 3:
a Explain how your values have influenced you meeting them.
b Indicate the things you find difficult or easy about meeting them.
5 What changes in your life are you expecting to experience in the next 5 to 10 years?
6 How do these changes relate to your gaining independence?
7 How do these changes relate to your values?
8 For the changes you have listed, identify the responsibilities that you believe will be attached to them.
9 What difficulties may you experience in relation to the increase in responsibilities you will experience?
10 What aspects of these responsibilities are you looking forward to?
Chapter 3: The developing adult
Activity sheet 1: Physical development during adolescence
Instructions: Unscramble each of the clue words that relate to physical development during adolescence. Copy the letters in the numbered cells to other cells with the same number.
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Answers
Rapid growth
Endocrine system
Oestrogen
Puberty
LH and FSH
Testosterone
Gonads
Menarche
Growth spurt
Hardening of bones
Thyroxine
Reproductive system
Ovaries and testes
Pubic hair
Menstrual cycle
Ovulation
Physical maturation
Physical development during adolescence results in a child developing the characteristics that make them capable of reproduction
Chapter 3: The developing adult
Activity sheet 2: The endocrine system and hormone release during adolescence
Complete the following table.
|Hormone |Function |Gland releasing the |Site in the body the |
| | |hormone |hormone |
| | | |acts on |
|Growth hormone (GH) | | | |
|Thyroid stimulating hormone | | | |
|(TSH) | | | |
|Thyroxine | | | |
|ACTH | | | |
|Follicle stimulating hormone | | | |
|(FSH) | | | |
|Luteinising hormone (LH) | | | |
|Testosterone | | | |
|Oestrogen | | | |
|Progesterone | | | |
Chapter 4: The health of youth
Activity sheet 1: Revision table
Complete the table below for each of the sub-population groups of youth indicated.
|Sub-population group |Health status difference |Risk-taking behaviour |Impact on development |Possible protective factors |
|Males and females | | | | |
|Low socioeconomic groups | | | | |
|Indigenous | | | | |
|Non-English speaking | | | | |
|background (NESB) | | | | |
|Rural and remote residents | | | | |
Chapter 4: The health of youth
Activity sheet 2: Media analysis
Alienated indigenous youth turn to alcohol
By Russell Skelton / Courtesy of Fairfax
The confrontation between the elders and the petrol sniffers took place under a ferocious Western Desert sun. Fifty children had been herded onto the school basketball court for an hour-long unrelenting public humiliation.
Those watching the events, including staff from the primary school, thought the shaming was a bad idea, especially in the school grounds.
But the elders were determined to force the youth of Papunya into giving up the habit of their all too brief lifetimes. They also believed they had no choice. Desperate sniffers had been regularly stealing petrol from the fuel tanks of construction workers, who were now threatening to leave the remote settlement for good.
‘The tirade went on and on for over an hour,’ recalls one teacher who watched the confrontation unfold. ‘You could see the kids were getting visibly upset. Some were crying, some were shaking with rage. And then a few started shouting defiantly back.’
In the middle of it all, a boy ran from the school, climbed the nearby water tower, the tallest construction in the town, and stood there threatening to jump. Although he was eventually talked down, one thing was now dreadfully apparent to those witnessing events: traditional ways were of no practical use in solving non-cultural problems.
Papunya’s young are deeply alienated, so much so that they are turning away from the Dreamtime stories of their fathers and opting for a diet of alcohol, sniffing, junk food and ghetto rap to cope with the boredom and isolation. Sexual abuse and under-age sex are significant unstated and largely unaddressed problems.
Michael Nelson Jagamara, a distinguished Western Desert painter who designed the forecourt at Parliament House and one of the elders doing the shaming that day in the Luritja language, despairs about the destructive impact of sniffing. ‘The kids are just not interested in learning the stories – petrol does that to them. We tried to teach a group of kids about painting, but only five turned up,’ he says.
‘We had another meeting about sniffing recently and it was decided to get the new opal (odourless) fuel for Papunya, but we don’t know when it is coming. The risk for us is that if kids don’t want to learn about the Dreaming it could be lost, it won’t be passed on.
‘We got it from our fathers, so who is going to pass it on to them? Petrol does that, it closes the mind.’
Pastor Murphy Roberts, a Lutheran, has lived at Papunya since the early 1970s when art teacher Geoffrey Bardon taught people who had wandered in from the desert how to paint Dreaming images on canvas and bits of scrap board, and in so doing launched the world recognised Western Desert painting movement.
Pastor Roberts spends ‘days and nights’ dealing with sniffing-related problems, but says the situation is getting worse. ‘We don’t know what to do. It’s a problem that just won’t go away.’
When Pastor Roberts spoke to The Sunday Age it was late at night over a charcoal fire and under a jewelled sky. He had been administering pastoral care to a family consumed by the ravages of substances abuse. He was exhausted and sick with worry.
Since the water tower incident in February, the situation in Papunya has worsened. Out of an estimated population of 350 – including 150 children – there are 80 known petrol sniffers.
In the past five weeks there have been four attempted suicides. A healthcare worker familiar with the community says: ‘There have been attempted hangings, in very public places. The situation is dreadful, but it is as much a cry for help as anything else. These kids are bored rigid; they have nothing to do.’
In a recent incident, police allege a 23-year-old deliberately set fire to his wife during a bitter drunken argument. The man hurled the plastic container he was sniffing from at his wife as she was lighting a cigarette. She suffered severe burns to 10% of her body, including her head, neck and chest. Daniel Pollard has been charged with aggravated assault and committing a dangerous act.
The Sunday Age has been told by welfare workers visiting Papunya that it is not uncommon for young mothers to rub their breasts with petrol to pacify babies. A teacher who was offered a baby to nurse was shocked to find that it ‘reeked’ of petrol fumes.
At night children roam the streets, cloistered under blankets, cans in hand. They huddle around tiny roadside charcoal fires to fend off the desert cold. When the first streaks of light signal another day, they saunter home to sleep away the daylight hours in dilapidated houses crammed with family and mangy dogs.
A recent audit of Papunya’s 60 houses found that 10 were uninhabitable. Blocked toilets meant that raw sewage was flowing into the garden where children played. Despite an annual allocation of around $3000 a house for repairs from the Northern Territory Government, Papunya council last year dismissed a full-time housing maintenance officer on the grounds that there was no money to pay his wages. He had been employed for less than eight weeks.
Decisions such as that – many of them inspired by Papunya’s unofficial potentate, the white store manager and former executive Steve Hanley – have hastened the community’s slide from a thriving art centre with a population of 1400 to a dysfunctional outpost.
Last year Mr Hanley, who had just completed a four-year term as CEO, engineered the removal of World Vision from Papunya, including its two workers providing anti-sniffing and healthcare programs. Most Papunya men don’t live much beyond 50 and death rates for 35-year-olds are 11 times higher than for people living in Melbourne or Sydney. Elderly Aborigines, who came in from the desert where they survived on natural foods hunted and gathered, are watching their children die of heart disease, diabetes, hepatitis and kidney failure.
Ironically, many of the petrol sniffers have better health than non-sniffers. Because they sniff, their appetite is suppressed and they don’t consume so much junk food. ‘There are less of them (sniffers) suffering from heart disease, sugar diabetes, high blood pressure and obesity,’ according to a healthcare professional who recently visited.
But sniffing takes it toll in other ways. A youth worker, who asked not to be identified, said he remembers one ‘brilliant young girl’ who was extraordinarily athletic with lightning fast reflexes. ‘One day she suddenly disappeared, she stopped turning up to school. The next time I saw her she was emaciated and her eyes had lost their intelligent glow.’
For their part, the children themselves appear to hold a deeply cynical view of the small taskforce of teachers, medical staff, accountants and government department employees and officials that comes and goes. They refer to the doctors as ‘seagulls’ because they fly in and out. Teachers are called ‘white goods’ because they never last more than two years before they burn out.
Despite the odds and an environment that works against them, Papunya’s young can and do display remarkable promise, especially on the football field and with the painted word. ‘When they have something concrete to do, they go for it. They love footy; I have seen a team of sniffers playing the most chaotic but brilliant footy,’ recalls the youth worker. ‘They will drive 200 kilometres to Kintore for a match, play the most extraordinary football you are ever likely to see, and win.’
Western Desert painting burst onto the scene soon after Geoffrey Bardon encouraged a group of school gardeners and maintenance workers to paint the Honey Ant Dreaming story on the school wall. It was the main mythology of central Australia; it was also a milestone in Australian art history.
In his books, Mr Bardon recalls the men coming to the school to sit before the mural and chant the Honey Ant songs. One of those painters is Long Jack Phillipus Tjakamarra, who was tossing off a $20 000 canvas in one day in exchange for a four-wheel-drive. Mr Tjakamarra is a big crusty man with smiling eyes, and his works can be found in galleries all over the world. ‘You know,’ he says, ‘it was terrible that they painted over that mural. It should never have happened. It was the greatest work of art ever.’
Asked if Papunya’s art movement has been decimated, he shoots back: ‘No, all the best painters come from Papunya.’
After a short pause he adds: ‘The petrol, it is bad. Terrible.’
Source: The Age Newspaper, 15 May 2005
Questions
1 Define harmful risk-taking behaviour and healthy risk-taking behaviour.
2 Identify examples of harmful risk-taking behaviour and healthy risk-taking behaviour evident in the article.
3 List the factors that the youth are exposing themselves to that may put them at risk for poor health in later life.
4 Define the term protective factor.
5 Describe the protective factors that are evident in the article.
6 Describe the effect that ‘sniffing’ is having on the health and development of the youth of Papunya.
7 Identify steps that could be taken to decrease substance abuse in Papunya.
8 Identify the limitations that the community of Papunya may experience in implementing protective factors for the youth of the community.
Chapter 5: Challenges for youth
Activity sheet 1: Understanding homelessness
‘Reach Out!’ is a web-based organisation focusing on the health and wellbeing of young people. The aim of the service is ‘to improve young people’s mental health and wellbeing by providing support information and referrals’.
Log on to the Reach Out website at .au. Click on the ‘Sorting Stuff Out’ link. Find ‘managing independence’ and click on the ‘homelessness’ fact sheet.
1 Answer the following questions using the information found in the fact sheet.
a What are the four main levels of homelessness?
b How many people, and to whom, does this issue affect?
c What reasons are identified for homelessness?
d Of these issues, highlight those you believe relate to young people.
e What support organisations or services are available for individuals who are homeless?
f How does homelessness impact the health and development of youth?
2 In your workbook, write an article for a local health centre that highlights the challenges of homelessness for youth, and include a ‘where to find help/support’ section. Make sure you link the issues of homelessness to the health and development of youth.
3 Visit .au and play their interactive game ‘Where’s your head at?’. Keep a record in your workbook about the skills you achieve throughout the game.
Look back over your list of these skills. Do you believe that these skills are important for young people to have to help them face the challenges of youth? Identify which skills could have a positive impact on the challenges faced by youth in this chapter.
Chapter 5: Challenges for youth
Activity sheet 2: Accessing health services
1 Using the words listed in the box below, place each word into the sentence where it belongs. Words listed may be used more than once.
access, accessible, bullying, cautious, communication, community safety,
confidence, confidentiality, describe, drug use, embarrassed, express,
homelessness, independent living, information, interpersonal relationships,
language, Medicare, mental health, parents, privacy, reliable, schools, services,
sexual and reproductive health, skills, sources, violence, vulnerable
a __________ __________ are social associations, connections or a bond between two or more people.
b Issues of concern to youth include: ____________________, ____________________, ____________________, ____________________, ____________________, ____________________, ____________________, ____________________.
c Issues identified as barriers for youth in accessing health resources have been identified as cost, ____________________, compassion, convenience, ____________________ and developmental issues.
d Youth may not know what ____________________ are available to them.
e They may not know how to use the ____________________ or bulk billing services.
f Youth may fear the loss of their ____________________ or have concerns about their ____________________ finding out.
g Many do not know or understand what their rights are with respect to ____________________.
h Some may not speak the ____________________ that the service is provided in or may not be able to ____________________ or ____________________ their symptoms or needs.
i Individuals may not have the ____________________ and ____________________ to access health services themselves or alone.
j Some individuals may feel too ____________________ and ____________________ to seek help, especially if their health issue is related to sexual or reproductive health. Many are ____________________ of sharing their personal information with strangers.
k There is a wide range of ____________________ of information available in relation to the challenges they face and it is important that young people ____________________ services to look after their health.
l ____________________ are a place where young people can get ____________________ and ____________________ health information.
2 Develop a media campaign (could be radio, print media, television or pod cast) that addresses one of the barriers identified as stopping youth accessing health services. You will need to identify the barriers and provide information or strategies to overcome this as a problem or concern for youth. Try and include a catchy jingle or logo as part of your campaign.
(Hint: Look at the road safety campaigns in Chapter 5 of your textbook to help you get started.)
Answers (to question 1)
a. interpersonal relationships
b. bullying, community safety, violence, homelessness, independent living, drug use, mental health, sexual and reproductive health
c. confidentiality, communication
d. services
e. Medicare
f. privacy, parents
g. confidentiality
h. language, describe, express
i. skills, confidence
j. embarrassed, vulnerable, cautious
k. sources, access
l. schools, accessible, reliable
Chapter 6: Australian families
Activity sheet 1: Media analysis
National survey reveals 70% of parents are under significant community pressure to get ‘their parenting right’
A study released today by the Australian Childhood Foundation, The Changing Face of Parenting in Australia, revealed that 70% of Australian parents feel they are under significant community pressure to get ‘their parenting right’ in today’s rapidly changing society.
Joe Tucci, co-author and CEO of the Australian Childhood Foundation said: ‘the findings highlight that parents are feeling the weight of community expectations and attitudes. One in four parents reported they risk being negatively judged if they admit to having a problem with their parenting and this pressure stops them from asking for help in times of difficulty.’
‘For the sake of all children, we need to promote the message that the community values the role of parenting,’ said Joe Tucci.
The parents surveyed nationally recognise the makings of a good parent which include ensuring children feel loved (99%), spending quality time with them (98%) and setting a good example (98%). However, parents experience internal pressures (balancing work and family, costs of raising children) and external threats (world events, technology and media) as major challenges in their parenting.
‘Two-thirds of parents continue to rely heavily on the way they were parented to deal with their children. However, there is emerging recognition that this often leaves them ill-equipped to deal with the changing face of family and community life in a contemporary world.
‘In the face of the enormous challenges for parents today, it is important that we both work to promote the community attitudes that are more supportive of parents and provide them with credible and easy to access information and support,’ said Joe Tucci.
The report will be released today in Perth as part of the launch of the Every Child Is Important program. The program to be launched by Senator Kay Patterson, Minister for Family and Community Services, is an innovative public education initiative developed by the Australian Childhood Foundation and funded by the Australian Government Department of Family and Community.
The report The Changing Face of Parenting in Australia was produced by the Australian Childhood Foundation in partnership with the National Research Centre for the Prevention of Child Abuse at Monash University and Quantum Market Research.
Source: Australian Childhood Foundation, media release, 26 April 2005
Questions
1 What percentage of parents feel under pressure to get parenting right?
2 According to the parents surveyed, what are the qualities of a good parent?
3 Identify the internal and external challenges to effective parenting.
4 Two thirds of parents continue to rely heavily on the way they were parented to deal with their children. However, there is emerging recognition that this often leaves them ill-equipped to deal with the changing face of family and community life in a contemporary world.
Identify the changes to family today that leaves them ill-equipped if they rely on the way they were parented to parent their own children.
5 Outline the three main stages of families and identify two key roles within each stage.
6 Justify the relevance of these traditional stages for families of today.
7 Mr Joe Tucci from the Australian Childhood Foundation said that ‘in the face of the enormous challenges for parents today, it is important that we work to promote the community attitudes that are more supportive of parents and provide them with credible and easy to access information and support’.
Suggest steps your community can take to be more supportive of parents and suggest ideas of how your community could ensure parents are provided with credible and easy to access information.
Chapter 6: Australian families
Activity sheet 2: Fill the gap
Using the words listed in the box below, place each word into the sentence where it belongs. Words listed may be used more than once.
blended, brother, de facto, grandparents, intact, marriage, one-parent, step, sister
1 The median age for first ______________ for females and for males is getting older and this is due partly to an increase in ______________ relationships.
2 A family consisting of a lone parent with at least one dependent or non-dependent child (regardless of age) who is also usually resident in the household, and that may also include any number of other dependent children, non-dependent children and other related individuals is known as a ______________ family.
3 A family comprising of two parents and two or more children (aged 0–17 years), of whom at least one is the natural or adopted child of both members of the couple, and at least one is the stepchild of either member of the couple, is known as a ______________ family.
4 A couple with at least one child who is the natural or foster child of both members of the couple, and no child who is the stepchild of either member of the couple, is known as an ______________ family
5 A couple family containing one or more children (aged 0–17 years), at least one of whom is the stepchild of either member of the couple, and none of whom is the natural or foster child of both members of the couple, is known as a ______________ family.
6 Other family type is used to describe other families of related individuals who live in the same house that do not form a couple or parent–child relationship with any other person in the household, for example, a household containing ______________ and ______________ only or a family where the ______________ cares for the children.
7 Recent data from the Australian Institute of Family Studies suggests that there has been an increase in the number of ______________ families, and a decrease in the number of ______________ families, however, it is important to note that more than 7 out of 10 children live in ______________ families.
8 Early Australian television showed many American programs, most of which portrayed an idealised, traditional ______________ family.
9 Indigenous children are more likely than non-Indigenous children to live in a ______________ family.
Chapter 7: Influences on young Australians
Activity sheet 1: Meeting the nutritional needs of children
Childhood is a time of slow and steady growth and intense physical, social, emotional and intellectual development.
A balanced diet is important for optimal development.
1 Identify four nutrients that are important for the healthy development of children and explain the function of each.
2 Identify and explain three factors that provide obstacles to providing children with a balanced diet.
3 Suggest three helpful hints for parents to assist them in providing a balanced diet for their child.
4 Identify three healthy lunch box snacks for school-aged children and explain why each is an appropriate snack.
5 Prepare an ideal menu for a five-year-old child’s daily food intake, based on the Australian Dietary Guidelines for Children and Adolescents.
Chapter 7: Influences on young Australians
Activity sheet 2: The role of play
Play has an important influence in the development of a child. Children of all ages need time in their day for play, and play should be active, pleasurable, spontaneous and voluntary. While some television programs and computer games can be educational, extended hours of sitting in front of a television, computer or video game is no substitute for play. Board games, dolls, dress-ups, art and craft, and outdoor games such as playing with a ball and bat are ideal play for children.
During play such as board games, reading, playing shops, arts and crafts, dress-ups, outdoor play, climbing on playground equipment, visiting a new place or trying something new, children are able to use their imagination, release emotions, express their feelings, learn to share, learn team work, practice taking turns, and learn to cooperate. They are able to be creative, think, begin to understand the concept of time, shapes, colours, quantity and money, and learn new words and information. Play helps to encourage problem solving skills and helps to build a child’s understanding of the world, as well as develop coordination and motor skills, and build fitness.
Complete the following table to demonstrate how play can assist development.
|Type of play |How it can optimise development |Safety considerations |
| |Physical |Social |Emotional |Intellectual | |
|Climbing on play |Builds gross motor skills |Learn skills required to |Builds self-esteem |Encourages children to |Ensure children have hat|
|equipment |and coordination |play with others – taking | |think and problem solve |and sunscreen and that |
| | |turns | | |equipment is safe |
|Playing board | | | | | |
|games | | | | | |
|Role play (e.g. | | | | | |
|playing shops, | | | | | |
|doctors or school)| | | | | |
|Art and craft | | | | | |
|Other (specify) | | | | | |
Chapter 8: Addressing the health concerns of young Australians
Activity sheet 1: Fill the gap
Using the words listed in the box below, place each word into the sentence where it belongs. Words listed may be used more than once.
asthma, communicable diseases, higher, immunised, injury,
lower, mental health, obesity, poisoning
1 Death rates among children have fallen in recent decades, in particular deaths from ______________ ______________and ______________.
2 Over the past 20 years, while there have been some significant improvements in the health of Australian children, there has also been an increase in some health concerns such as diabetes, ______________, ______________ and ______________ ______________.
3 The leading cause of childhood deaths among those aged 0–14 is ______________ and ______________.
4 The level of ill health is ______________ among Indigenous children.
5 Mortality rates are ______________ among Indigenous children.
6 Infant mortality rates are ______________ among children in rural and remote areas.
7 The risk of injury is ______________ among children in urban areas compared to those in the most remote areas.
8 ______________ contributes to ______________ rates of school absenteeism, tiredness, poor concentration and reduced motivation in children.
9 ______________ ______________ are caused by a bacteria or a virus and the National Health and Medical Research Council recommends children should be _____________ against many of them.
10 ______________ in children can have serious consequences such as high blood pressure, muscular skeletal discomfort, Type 2 diabetes and shortness of breath.
11 There are many Kidsafe initiatives that have been implemented to address ______________ among children.
12 The ‘Go for 2&5’® and ‘Get Moving’ campaigns are part of the governments Building a Healthy Active Australia package, aimed at increasing fruit and vegetable consumption and activity levels and reduce the incidence of ______________.
Chapter 8: Addressing the health concerns of young Australians
Activity sheet 2 – Data analysis
Summary from: The State of Victoria’s children report 2006
• Victoria has experienced falling birth rates in recent decades and the birth rate is projected to fall further.
• In Victoria, the health of children has improved over the past 50 years.
• Death rates among children continue to fall for most causes.
• In Victoria, the infant mortality rate in 2004 was 3.3 per 1000 live births (the Australian rate in the same year was 4.7 per 1000 live births).
• Unfortunately, the prevalence of obesity among Victorian children is increasing.
• Male children are more likely to be injured and hospitalised for injuries than female children.
• Children aged 0–4 years are most at risk of serious injuries. Of all children requiring treatment in the emergency department of hospitals, children aged 0–4 years contribute 28.9%, followed by 10–14 year olds (26.2%) and 5–9 year olds (22.8%).
Percentage of Victorian children by family type
|Family type |Percentage of children |
|Intact |75 |
|Step |3.5 |
|Blended |3.4 |
|Lone parent |17.9 |
Project population of Victoria (2001–2031) by five-year age
[pic]
SIDS, neonatal and postnatal infantas, Victoria, 1985–2004
[pic]
Oral health status: children in rural and metropolitan areas
| |Rural (%) |Metropolitan (%) |Victoria (%) |
|Child has (ever) had toothache |31.2 |23.1 |25.4 |
|Child has (ever) had a filling |25.2 |18.0 |20.0 |
|Child has (ever) had a tooth extracted |11.4 |6.5 |7.9 |
|Child has (ever) had any dental treatment in hospital under|7.2 |3.1 |4.2 |
|general anaesthetic | | | |
Source for all stats: Department of Human Services, ‘The State of Victoria’s children report 2006 – every child every chance’, Victorian Government Department of Human Services, 2006
Questions
You will need to refer to information from chapters 6, 7 and 8 in your textbook to assist you in answering these questions.
1 How does the birth rate and the death rate of Victorian children compare to the national rate?
2 Consider the data in Figure 8.1 on the previous page.
a Which family type is the most common for Victorian children?
b Discuss how the data in Figure 8.1 compares to that of all Australian children.
3 Consider the data in Figure 8.2.
a Identify two trends in the data.
b Outline two possible reasons for these trends.
4 Consider the data in Figure 8.3.
a Identify two trends from the data.
b Outline two reasons for the trends.
c Explain how the data in Figure 8.3 compares to that of all Australian children.
5 Consider the data in Figure 8.4.
a Identify two trends from the data.
b Outline two reasons for the trends.
6 Explain how the incidence of obesity among Victorian children compares to that of all Australian children.
7 Discuss how the incidence of injuries among Victorian children compares to that of all Australian children.
Chapter 9: Influences on Australian adults
Activity sheet 1 – Data analysis
Total fertility rates ABS
[pic]
Questions
1 What is the graph showing as the current trend in fertility rates?
2 Explain a possible reason for this trend.
3 How would you describe the trend from 1998 to 2003? Explain your answer.
4 What is ‘the replacement level’?
5 At what year did total fertility go below the replacement level?
6 What is the fertility rate for 2003?
7 Identify and explain two of the main reasons for Australia’s fertility rate.
8 What are some implications for Australian society and citizens if the fertility level goes below the replacement level?
9 What could be done as a nation to improve our fertility rates? Come up with a strategy that could be put in place.
Chapter 9: Influences on Australian adults
Activity sheet 2 – Crossword
[pic]
Across
5 The social group in which children are normally raised; the body considered to be responsible for the health and development of children (8 letters [plural])
6 The feeling of having enough money to meet one’s needs (9, 8 letters)
9 When more than one factor is connected, often referred to as __________ (18 letters)
11 The feeling and showing of emotions of love, support and care towards a person (9 letters)
13 This is positively developed through encouragement, compliments and positive communications (4, 6 letters)
Down
1 A feeling of personal safety and protection (8, 8 letters)
2 The image and self-perceptions people have of themselves and includes how they choose to present themselves to others (8 letters)
3 A sense of feeling a part of something, a feeling of connectedness to other people or being involved in a community (9 letters)
4 A family should provide plenty of these to support the needs of adults and family members (13 letters)
7 The first thing that a person owns (4 letters)
8 A strong sense of security within a family is important for this component of health (9 letters)
10 A person’s ability to cope positively to stress, challenging circumstances, and problems when they arise (10 letters)
12 The result of a number of factors; can be positive or negative (6 letters)
Answers
[pic]
Chapter 10: Addressing health concerns of Australian adults
Activity sheet 1 – Movie analysis: Iris
Iris (87 minutes)
A true story based on John Bayley’s novels about his wife and celebrated English author Dame Iris Murdoch.
1 In the space below, create a timeline of the movie, showing Iris’ journey and highlighting major events and the changes she experiences during her life.
2 Write down the signs and symptoms of Alzheimer’s as they occur during the movie.
3 Name all of the characters who took on a caregiver’s role for Iris.
4 Discuss how Iris’ condition impacted on these relationships.
5 Provide two examples of the role of Iris’ husband, John, in providing optimal care of the health and development of Iris.
6 Discuss the impacts of looking after Iris on the health of her husband John.
7 Were there any community agencies identified or used in the movie to support Alzheimer’s? If so, list them.
8 Using your knowledge of Alzheimer’s disease, do you believe the movie accurately portrays Alzheimer’s or are there inaccuracies of the disease presented? Explain your answer.
9 Discuss the benefits of putting Iris into a nursing home. Remember to think about the people caring for Iris, not just Iris herself, and talk about social, emotional and physical needs.
10 Discuss the negatives for putting Iris into a nursing home.
11 Do you believe John made the best decision by caring for Iris at home? Justify your answer.
12 How did this movie make you feel? Explain why.
13 John makes the statement ‘there isn’t any help for her’ (Iris). Research a community agency that could have helped and supported Iris. What support does this organisation offer for both the sufferer and the care giver(s)?
Interesting point: Iris is a celebrated and award-winning movie – Judi Dench was nominated for an Academy Awards ‘Best Actress’ for her role in this movie; Kate Winslet was nominated for ‘Best Supporting Actress’; and Jim Broadbent received the Academy Award for ‘Best Supporting Actor’!
Chapter 11: Healthcare in Australia
Activity sheet 1 – Crossword
[pic]
Across
2 Approach to health that involves taking action to avoid illness occurring or returning and to detect illness at the earliest time possible (12 letters)
6 The Australian Government’s national funded health scheme (8 letters)
7 Dentists, dietitians, nurses, occupational therapists, optometrists, pharmacists, physiotherapists, podiatrist and psychologists are examples of this type of health professional (6 letters)
9 The state government is responsible for public __________ (9 letters)
10 Health services that work together with, and complement, conventional healthcare service (13 letters)
12 When the medical practitioner accepts the schedule fee as full payment for the service (4, 7 letters)
13 TGA stands for the __________ Goods Administration and is responsible for the regulation of medicines in Australia (11 letters)
Down
1 Approach to healthcare that involves the diagnosis and treatment of the physical or biological aspects of disease and illness (10 letters)
3 __________ health services are those that provide a substitute for conventional healthcare services (11 letters)
4 Making an identical copy of a gene, cell, tissue or organism (7 letters)
5 In Victoria, it is the role of this commissioner to receive and resolve complaints about health service providers and to protect the privacy of and right of access to an individual’s health information (6, 8 letters)
8 Based on the philosophy of the ‘healing power of nature’ (11 letters)
11 A Japanese technique based on the belief that an unseen ‘life force energy’ flows through our body and is connected to health (5 letters)
Answers
[pic]
Chapter 11: Healthcare in Australia
Activity sheet 2 – Media analysis
Faith, hope and charity delivered to parents
By Kate Jones and Michelle Pountney / Courtesy of the Herald and Weekly Times.
Meet Australia’s most prolific egg donor.
Over the past 12 years, Faith Haugh has helped 10 infertile Victorian couples fulfil their dream of parenthood.
Her egg donations have resulted in 17 children, including two sets of twins.
It has also earned her a nomination for next year’s Australian of the Year award.
What’s more, the Altona supermum has inspired her own family to help childless couples.
Ms Haugh’s daughter, Ashlyn, 17, also plans to donate her eggs when she turns 18 next year.
And this year her partner, Glenn Watson, began donating his sperm. Mr Watson’s sperm donation brought joy to a gay couple who recently welcomed their first child into the world.
Ms Haugh, 36, hopes to keep donating her eggs for as long as she is fertile.
‘It makes me feel really proud and it’s so rewarding,’ she said.
‘Six weeks of minimal time for me means a lifetime of difference for these people.’
She is proud of her daughter’s plans to become an egg donor, but stresses it is totally Ashlyn’s decision.
‘It’s a good thing but it’s totally up to her,’ she said.
Ms Haugh has met about half of her biological children. She sees some of them a few times a year and sends some of them Christmas and birthday presents.
‘The only thing I want to know is the sex of the child and if everyone’s healthy,’ she said.
Egg donations are scarce in Victoria.
Ms Haugh became a donor 12 years ago after reading a newspaper advertisement from a couple who had had a stillborn child.
Most childless couples wait up to four years before a suitable donor is found.
Fertility laws have been in the spotlight this week following the birth of a surrogate baby to Victorian senator Stephen Conroy and his wife, Paula Benson.
The couple announced the birth of their daughter, Isabella, after they had reproductive treatment in New South Wales. Surrogacy is effectively illegal in Victoria.
Ms Haugh said she was not opposed to surrogacy, but would not be able to give birth and hand the baby to somebody else.
‘I volunteered once to be a surrogate but in the end I couldn’t go through with it,’ she said.
Fertility doctors have called for the laws to be scrapped and one expert, Dr John McBain from Melbourne IVF, wants surrogate mothers to be compensated for the inconvenience and any discomfort they suffer.
Ms Haugh said she did not support the proposal.
‘A surrogate’s medical expenses should be paid for, but other than that I don’t think they should be paid,’ she said.
Source: The Herald-Sun, 10 November 2006
Questions
1 Ms Haugh donates her eggs to infertile couples. The egg can be used to create a baby in a number of ways.
• Sometimes the female of the couple will carry the embryo after having it implanted via IVF.
• In some cases the sperm of the male partner of the couple will be used, in other cases a donor sperm may be used.
• In other cases a surrogate mother may be used, with either the sperm from the male partner or a donor.
Discuss your opinion in relation to egg donation, identifying any limitations or conditions you would place on its use.
2 Ms Haugh is proud of her daughter’s choice to donate her eggs when she is 18. Do you share her opinion? Why or why not?
3 What is surrogacy?
4 Discuss some possible positive and negative consequences of surrogacy and egg donation.
5 Do you feel that egg/sperm donors and/or surrogate mothers should be paid for their service? Why or why not?
6 Discuss your opinion of surrogacy, identifying any limitations or conditions you would place on its use.
Chapter quiz
Chapter 1: Introducing health and human development
Name: _________________________
Fill the gap
Complete these sentences by filling in the missing words.
2. Growth is quantitative in nature and refers to the increase in cell ______________, number and complexity.
3. ______________ is a term used to describe changes in our physical, social ______________ and ______________ states and abilities.
4. Physical development involves changes in physical abilities called motor development. These include _________ _________ skills and _________ _________ skills.
5. The general pattern of development is predictable and follows the ______________ and ______________ patterns of development.
6. The three dimensions of health include ______________ health, ______________ health and ______________ health.
7. Environmental influences refer to the physical, social, ______________ and political environments.
_____ / 12 marks
Match the list
Draw a line between the words and the examples of major events or developmental milestones that occur within them.
|Lifespan stage |Major events/developmental milestones |
|Prenatal |Support themselves financially |
|Infancy |Family changes may include children moving out of home |
|Childhood |Stage from late childhood to full maturity |
|Adolescence |Initially needs to adapt body functions to the external environment, for example, developing|
| |temperature control |
|Youth |Growth slows down and is at a steady rate |
|Early adulthood |Possible loss of spouse and changes to family, for example, arrival of grandchildren |
|Middle adulthood |Most rapid rate of growth for the lifespan – one cell becomes 200 billion cells |
|Later adulthood |The ability to think abstractly and consider the thoughts and opinions of others |
_____ / 8 marks
Total: _____ / 20 marks
Answers
Fill in the gap
8. Growth is quantitative in nature and refers to the increase in cell size number and complexity.
8. Development is a term used to describe changes in our physical, social, intellectual and emotional states and abilities.
9. Physical development involves changes in physical abilities called motor development. These include gross motor skills and fine motor skills.
10. The general pattern of development is predictable and follows the cephalocaudal and proximodistal patterns of development.
11. The three dimensions of health include physical health, social health and emotional health.
12. Environmental influences refer to the physical, social, economic and political environments.
Match the lists
|Lifespan stage |Major events/developmental milestones |
|Prenatal |Most rapid rate of growth for the lifespan – one cell becomes 200 billion cells |
|Infancy |Initially needs to adapt body functions to the external environment, for example, developing|
| |temperature control |
|Childhood |Growth slows down and is at a steady rate |
|Adolescence |The ability to think abstractly and consider the thoughts and opinions of others |
|Youth |Stage from late childhood to full maturity |
|Early adulthood |Support themselves financially |
|Middle adulthood |Family changes may include children moving out of home |
|Later adulthood |Possible loss of spouse and changes to family, for example, arrival of grandchildren |
Chapter quiz
Chapter 2: Understanding youth
Name: _________________________
True or false
Indicate whether the following statements are true or false.
13. Adolescence is seen as a period of time in life where an individual moves through a process that involves a transition from being independent to dependent. [T / F]
14. The term media refers to a means of communicating information. [T / F]
15. Historically, adolescence was considered to be a biological event concerning only the occurrence of physical changes. [T / F]
16. In Australia adolescence is mostly defined as the time in the lifespan from 10 to 19 years of age. [T / F]
17. Defining adolescence is difficult because it begins and ends at different ages for different individuals. [T / F]
18. The period of time between puberty and adult responsibility is progressively lengthening over time. [T / F]
19. Rite of passage is a ceremony or ritual that marks an individual’s transition from one status to another. Most rites of passage focus on the transition to childhood status.
[T / F]
20. A right is a condition in life that everyone is entitled to. [T / F]
21. An example of a discrimination of a young person’s rights is not being given enough pocket money by their parents. [T / F]
22. A community is a group of people with the same culture. [T / F]
_____ / 10 marks
Fill in the gap
9. Different c______________ groups vary in their ideas, beliefs and customs, therefore not all cultures approach the transition from childhood to adulthood in the same way.
10. Adolescence is a time of learning and the exploration of r______________ and r______________.
11. An adolescent’s life can change through transitional experiences such as the shift from education to e______________, enabling them to become more i______________.
12. Media portrayals of youth can seem to emphasise the problems that can be an aspect of adolescence. Examples of media include n______________, t______________ and other forms of publishing.
13. Human rights refer to the f______________ treatment of individuals and are put in place to ensure that people are treated with dignity and r______________.
_____ / 9 marks
_____ / 19 marks
Answers
True or False
14. False – Adolescence is seen as a period of time in life where an individual moves through a process that involves a transition from being dependent to independent.
23. True
24. True
25. False – In Australia adolescence is mostly defined as the time in the lifespan from 12 to 18 years of age.
26. True
27. True
28. False – Rite of passage is a ceremony or ritual that marks an individual’s transition from one status to another. Most rites of passage focus on the transition to adult status.
29. True
30. False – Not being given enough pocket money is not an example of discrimination. Some examples of discrimination include not feeling safe, being abused, harassed or bullied.
31. False – A community is a group of people with some type of shared component, which may include geographic location, cultural background, interests, etc.
Fill in the gap
15. Different cultural groups vary in their ideas, beliefs and customs, therefore not all cultures approach the transition from childhood to adulthood in the same way.
16. Adolescence is a time of learning and the exploration of rights and responsibilities.
17. An adolescent’s life can change through transitional experiences such as the shift from education to employment, enabling them to become more independent.
18. Media portrayals of youth can seem to emphasise the problems that can be an aspect of adolescence. Examples of media include newspapers, television and other forms of publishing.
19. Human rights refer to the fair treatment of individuals and are put in place to ensure that people are treated with dignity and respect.
Chapter quiz
Chapter 3: The developing adult
Name: _________________________
Multiple-choice questions
Circle the correct answer.
32. The hormones involved in the regulation of the menstrual cycle include:
a. TSH, FSH, LH, ACTH
LH, FSH, oestrogen, progesterone
LH, oestrogen, progesterone, testosterone
GH, LH, oestrogen, progesterone
33. Puberty refers to:
When social maturity results in the individual being capable of reproducing.
When physical maturity results in the individual being capable of reproducing.
When reproduction occurs.
When menstruation occurs.
34. An example of an adolescent developmental task is:
Accepting one’s social skills.
Accepting one’s intelligence.
Accepting one’s physique.
Accepting one’s sporting skills.
35. Growth hormone causes the following:
A decrease in the size and consistency of cells.
An increase in the size and consistency of cells.
A decrease in the size and number of cells.
An increase in the size and number of cells.
36. Menarche refers to:
Last menstruation.
Second menstruation.
First menstruation.
Monthly menstruation.
37. The average level of daily activity recommended for adolescents is:
60 minutes of moderate to vigorous activity per day.
60 minutes of sedentary to light activity per day.
30 minutes of moderate to vigorous activity per day.
30 minutes of sedentary to light activity per day.
38. The following are possible short-term consequences of unhealthy eating:
Difficulties with energy levels, mood changes, problem skin.
Mood changes, clear skin, excessive energy.
Problem skin, heart disease, anaemia.
Difficulties with energy levels, clear skin, heart disease.
39. Inherited influences are:
The only influence on the physical development of an individual.
The secondary influence on the timing and rate of physical development.
The primary influence on the timing and rate of physical development.
Not known for their impact on physical development.
40. BMI determines:
Whether a person’s heart rate is healthy.
Whether a person’s height is healthy.
Whether a person’s metabolic rate is healthy.
Whether a person’s weight is healthy.
41. During adolescence the following become increasingly important as role models:
Peers.
Teachers.
Younger brothers and sisters.
Actors in TV shows.
42. Identity relates to a person’s:
Sense of wellbeing.
Sense of who they are.
Sense of maturity.
Sense of puberty.
43. An adolescent’s progression through developmental tasks in establishing a personal identity will be primarily determined by:
Factors such as the achievement of their parents and friends.
Factors such as work and education commitments and desire for goal achievement.
Factors such as the participation in extracurricular activities at school.
Factors such as the inherited characteristics.
44. Genotype refers to:
The genetic code for the characteristics that have the potential to be expressed.
The physical expression of the genetically inherited material.
The recessive gene for a trait.
The basic unit of inheritance contained within the DNA.
45. Possible long-term consequences of unhealthy eating can be:
Serious illness such as Type 2 diabetes and asthma.
Serious illness such as Type 2 diabetes and osteoporosis.
Serious illness such as headaches and obesity.
Serious illness such as constipation and asthma.
46. An adolescent requires an adequate intake of iron for:
The formation of haemoglobin in red blood cells.
The transportation of oxygen around the body.
To prevent anaemia.
All of the above.
47. During adolescence calcium is used by the body for:
The growth of muscle mass, bones and teeth.
The growth of organs, muscle mass and bones.
The ossification of bones.
The ossification of organs.
48. An example of a secondary sexual characteristic for females is:
Widening of hips.
Breast enlargement.
Pubic hair.
All of the above.
49. A food model that makes recommendations regarding food intake that can be used by an adolescent is:
The Australian Guidelines to Recommended Eating.
The Australian Guide to Healthy Eating.
The Australian Eating Guide for Adolescents.
The Australian Healthy Eating Model.
50. An emotional development challenge during adolescence is:
Managing others to be friends.
Managing happiness.
Managing changing relationships.
Managing career changes.
51. During adolescence a person’s intellectual development can include things such as:
The ability to reason effectively.
The knowledge of a vocabulary of 20 000 words.
The ability to think concretely only.
The knowledge of problems.
_____ / 20 marks
Answers
1 B
2 B
3 C
4 D
5 C
6 A
7 A
8 C
9 D
10 A
11 B
12 B
13 A
14 B
15 D
16 C
17 D
18 B
19 C
20 A
Chapter quiz
Chapter 4: The health of youth
Name: _________________________
Match the list
Match the following health status difference with the most likely contributing factor. (Some factors may relate to more than one difference and therefore may appear more than once.)
|Health status differences |Factors contributing to differences |
|Higher rates of poor mental health |Poor access to fresh and healthy foods |
|Higher rates of suicide |Use less preventive behaviour |
|Higher rates of depressive disorders |Risk-taking behaviour |
|Higher hospitalisation rates |Lower incomes |
|More likely to be an unhealthy weight |Risk-taking behaviour |
|Higher rates of STIs |Substance abuse |
|Higher rates of accidents and injuries |Alcohol misuse |
|Higher rates of overweight and obesity |Limited access to health services |
|Higher mortality rates |Physical inactivity |
|Higher rates of injuries from road crashes |High rates of unemployment |
_____ / 10 marks
Fill the gap
Complete these sentences by filling in the missing words.
52. Mortality refers to d______________ caused by a disease, illness or other environmental factor and morbidity refers to the prevalence and incidence of disease and illness.
53. Mortality rates for I______________ youth are nearly three times higher than non-Indigenous youth.
54. M______________ youth are more likely to participate in unhealthy r______-t________ behaviour such as substance abuse and dangerous d______________.
55. Examples of main health concerns for youth include m______________ disorders, o______________, substance use and i______________ and accidents.
56. Many youth expose themselves to risk factors such as t______________ smoking, a______________ consumption, physical inactivity and poor diet.
_____ / 10 marks
Total: _____ / 20 marks
Answers
Match the list
|Health status differences |Factors contributing to differences |
|Higher rates of poor mental health |High rates of unemployment |
|Higher rates of suicide |Substance abuse |
|Higher rates of depressive disorders |Lower incomes |
|Higher hospitalisation rates |Risk-taking behaviour |
|More likely to be an unhealthy weight |Poor access to fresh and healthy foods |
|Higher rates of STIs |Use less preventive behaviour |
|Higher rates of accidents and injuries |Alcohol misuse |
|Higher rates of overweight and obesity |Physical inactivity |
|Higher mortality rates |Limited access to health services |
|Higher rates of injuries from road crashes |Risk-taking behaviour |
Fill the gap
20. Mortality refers to death caused by a disease, illness or other environmental factor and morbidity refers to the prevalence and incidence of disease and illness.
21. Death rates for Indigenous youth are nearly three times higher than non-Indigenous youth.
22. Male youth are more likely to participate in unhealthy risk-taking behaviour such as substance abuse and dangerous driving.
23. Examples of main health concerns for youth include mental disorders, obesity, substance use and injury and accidents.
24. Many youth expose themselves to risk factors such as tobacco smoking, alcohol consumption, physical inactivity and poor diet.
Chapter quiz
Chapter 5: Challenges for youth
Name: _________________________
True or false
Indicate whether the following statements are true or false.
57. Australia has the highest rate of skin cancer. [T / F]
58. The leading challenging issues for youth include: heart disease, homelessness, road safety and dental caries. [T / F]
59. There are a number of barriers identified that can have a negative impact on youth accessing health services. [T / F]
60. A policy is a specific statement of principles that imply clear commitment. [T / F]
61. A policy can also be a definite method or course of action that will support a belief identified. [T / F]
62. Negative relationships can help youth feel secure, trusting and ready to interact with the world. [T / F]
63. Sending an SMS or MSN message that includes an insult is not a form of bullying, as you don’t say it to the person face to face. [T / F]
64. Most youth suffer serious consequences to their health and development as a result of the challenges they face.
65. Marijuana is the most common drug regularly used among youth.
66. Mental illness in youth and related substance abuse disorders are the biggest non-fatal health issue for Australian youth.
_____ / 10 marks
Short answer
1 a Identify one factor that has been identified as a barrier to youth accessing health services.
b Explain how this factor can inhibit a young person seeking health services.
(1 + 2 = 3 marks)
2 Highlight two involvements of community action.
(2 marks)
3 a What is a policy?
b Outline one example of a policy or legalisation that is relevant to the challenges of youth.
(1 + 2 = 3 marks)
4 Explain how a person’s values can have a positive impact on their health.
(2 marks)
_____ / 10 marks
Total: _____ / 17 marks
Answers
True or false
25. True
67. False – Dental caries is not listed as a challenging issue for youth (it is an issue for children) and hearth disease is an issue for adults.
68. True
69. True
70. True
71. False – Positive relationships provide these feelings.
72. False – These are examples of cyberbullying. Saying mean comments to or about a person is considered bullying and is a serious issue.
73. False – Most youth make a healthy transition to adulthood.
74. False – Tobacco and alcohol use is higher.
75. True
Short Answer
1 a The following answers could be suggested: cost; confidentiality; convenience; compassion; communication; developmental issues
b Students must explain why the factor they have listed above is a barrier. The following is an example of a suitable answer for the factor (confidentiality):
Many young people are not aware of their rights and the responsibilities in regard to health professionals. Doctors are an important health resource and by law they cannot discuss a consultation without a person’s permission unless they are concerned that they may hurt themselves or others. But for many young people the fear of their family doctor telling their parents about their child’s visit puts them off seeking consultation and professional healthcare. This is especially true for the issues of sexual and reproductive health.
2 Community action involves enabling individual and groups within the community to develop support systems and skills that enable them to make positive decisions regarding their health. Answers could include the following:
• educating and informing local policymakers and the community on the issue
• creating opportunities for youth, families and communities to be involved
• monitoring local government activities and advocating for increased responsiveness
• seeking solutions to problems that are not exclusively the government’s responsibility
• providing programs and support services to individuals, families and communities
• developing and maintaining alliances with other state-wide groups to advocate on behalf of the value of the community
• lobbying state and federal legislatures for policy reforms on behalf of youth and funding for needed programs and services
• developing strategies and policies to enable an active response to issues.
3 a A policy is a statement of principles or guiding actions that support community needs and beliefs.
b Answers could include the following:
• A Fairer Victoria – the Government Social Policy Action Plan: a strategy aimed at reducing disadvantage and creating opportunities.
• Safer Communities Policy 2003: developing and implementing strategies that ‘contribute to the community’s overall sense of safety, place and wellbeing’.
• Supported Assistance Act 1994: provides strategic direction and funding for the provision of housing assistance across Australia from 2003–2008.
• City of Whittlesea Shade Policy: recommends the provision of an increased level of shade at Council owned and operated facilities.
• Liquor Control Reform (Underage Drinking and Enhanced Enforcement) Act 2004: to protect the reputation of Victoria’s responsible liquor and hospitality industry and tackle underage drinking in a number of ways.
• Arrive Alive Road Safety Strategy: graduated licensing system to improve the safety of young drivers.
4 If a person values their health, they are less likely to put their health at risk, through risk-taking behaviours and activities, and may only take positive risk-taking behaviours rather than negative ones. If a person values their health, they may be less likely to smoke tobacco, binge drink or experiment with illicit drugs if they are aware of the effects these behaviours will have on their health, both short-term and long-term. For many young people it may not be that they do not have strong values, or value their health, but as youth is a time of creating your own values and personal identity, many youth experiment with different activities, behaviours, beliefs and attitudes. A person’s values will also assist them when making decisions and when responding to peer-group pressure.
Chapter quiz
Chapter 6: Australian families
Name: _________________________
Multiple choice
Circle the correct answer.
76. According to the Australian Institute of Family Studies definition, which of the following is not considered a family:
A 30-year-old woman who lives with her two cats.
A grandmother who lives with and takes care of her two teenage grandchildren.
A lone father and two children.
An adult man and adult women who live together but are not married.
77. The Simpsons (Marge and Homer, and their three kids Bart, Lisa and Maggie) are an example of which family type:
Blended.
Step.
Intact.
Couple.
78. The Brady Bunch (Mike and Carol Brady are married and each have three children from a previous marriage) are an example of which family type:
Lone parent.
Blended.
Step.
Intact.
_____ / 3 marks
Short answer
26. The word family means different things to different people. Use the Australian Institute of Family Studies definition to define family.
(2 marks)
79. Over the past 40 years there have been a number of changes to what is viewed as typical Australian families.
Identify three changes in families over the past 40 years.
Outline two reasons that may have contributed to the changes identified in 2a.
(3 + 4 = 7 marks)
80. Children are raised in a number of different family types.
Outline two differences that those who live in lone-parent families and step families or blended families will experience compared to children living in intact families.
Explain two impacts (positive and/or negative) that each of these difference can make on the lives of family members.
(4 + 4= 8 marks)
_____ / 20 marks
Total: _____ / 23 marks
Answers
Multiple choice
81. a
27. c
82. c
Short answer
1 ‘Two or more persons, one of whom is aged 15 years and over, who are related by blood, marriage (registered or de facto), adoption, step or fostering; and who are usually resident in the same household.’
2 a A greater variety of family types than ever before; fewer Australians are marrying; those who marry do so at a later age; an decrease in the number of intact families; an increase in the number of one-parent families; an increase in the number of couple-only families; a decrease in the number of couple families with children; a decrease in the number of children in families.
b Changing attitudes towards family; increase in choice; women remain in education much longer than previous generations; most couples decide to live together out of a formal marriage; aging population; couples delaying having children could be due to wanting to wait while they get some money behind them; to continue their education or to travel or to pursue a career.
3 a Lone-parent families:
The lone parent may feel more stressed; single parents are more likely to involve children in the running of the house; single parents often discuss things and make decisions with children that couples would otherwise discuss together; children may spend time in the homes of both parents.
Step and blended families:
Children will have an additional parent to bond with; family will be larger than it was before and may include new siblings; there may be more money to go around due to combined incomes.
b Lone-parent families:
Lone parents may have limited time to themselves; children who are given more responsibility at home and treated as an adult may have trouble adjusting at school and clash with figures of authority; children may feel torn between parents; children may be given too much responsibility and lack time to spend with friends; children may often have a strong bond with the parent they live with; children are often more mature or independent based on extra responsibilities they have been given.
Step and blended families:
Disciplining someone else’s children can bring challenges; adjusting to change can be stressful; children may miss the one-on-one interaction with their parent(s); children may resent the step-parent; if the non-resident parent remarries, a child may be jealous of their new family; the new family may involve moving, causing more adjustment. Children have extra adults to care for them; there may be more financial security and higher standard or living due to combined incomes; children may have new brothers and sisters; adults may be happier in their new relationship.
Chapter quiz
Chapter 7: Influences on young Australians
Name: _________________________
True or false
Indicate whether the following statements are true or false.
83. The period from birth to 12 years is characterised by periods of both slow and steady and rapid growth patterns. [T / F]
84. Development in the first five years is faster than at any other stage in life. [T / F]
85. Calcium is an important nutrient that provides children with the energy they need for growth and physical activity. [T / F]
86. Resilience is the lifelong process where children learn the appropriate behaviours, values and skills to enable them to interact with others in society. [T / F]
87. Young babies do not have a sense of self-esteem because they do not have a sense of self. [T / F]
____ / 5 marks
Multiple choice
Circle the correct answer.
28. A feeling of connectedness to a social group is the definition for:
Socialisation.
Self-esteem.
Belonging.
Identity.
88. Which of the following is not a mineral important for the development of children:
Iron.
Calcium.
Carbohydrate.
Phosphorous.
89. How many serves of breads and cereals does the National Health and Medical Research Council suggest children aged 4–7 years consume each day?
7–9.
5–7.
3–5.
2–3.
90. The physical activity recommendations for children aged 5–12 years suggest children should do how many minutes of physical activity each day?
80.
30.
45.
60.
91. The ability to work positively through and deal with issues, trauma and challenges is the definition for:
Resilience.
Socialisation.
Self-esteem.
Identity.
_____ / 5 marks
Short answer
29. Define development.
(2 marks)
92. Explain how kindergarten/childcare and school can optimise the development of children.
Kindergarten and/or childcare.
School.
(4 + 4= 8 marks)
_____ / 10 marks
Total: _____ / 20 marks
Answers
True or false
30. True
31. True
32. False – Calcium is important for the growth and ossification of bones and teeth.
33. False – It is the ability to work positively through and deal with issues, trauma and challenges.
34. True
Multiple choice
35. c
93. c
94. b
95. d
96. a
Short answer
1 Development is a series of orderly and predictable changes from birth to death.
2 a Kindergarten and/or childcare:
• Promotes gross motor skills through climbing, dancing and jumping activities.
• Promotes fine motor skills through playing with blocks, puzzles and arts and craft activities.
• Promotes appropriate behaviours and manners through routine and teaching children how to take turns.
• Children will act out social roles through play in home corner, cubby house and sandpit helping their social development.
• Through praise and success children develop a high self-esteem.
• Environments that encourage imagination and creativity allow children to continue to develop their identity.
• Through structured activities and play children can continue to develop language skills.
b School:
• Development of literacy and numeracy.
• Creativity, social and moral education.
• Gross motor skills such as running, throwing and catching are refined and allow children to participate in team sports.
• Fine motor skills such being able to hold and control a pen allow writing to be improved.
• Through improved language skills children are better able to communicate with other children and form new friendships.
• Children begin to establish social roles within a group.
• Through structured activities and play children can continue to develop language skills and increase vocabulary.
• Through a range of learning experiences children learn new skills and gain an understanding of new concepts.
• Improved literacy skills allows children to better express themselves both written and orally.
Chapter quiz
Chapter 8: Addressing the health concerns of young Australians
Name: _________________________
True or false
Indicate whether the following statements are true or false.
97. Diabetes, asthma and mental health problems are becoming more prevalent among children. [T / F]
98. Many children die from SIDS each year. [T / F]
99. Respiratory conditions are the leading cause of hospitalisation among children age 0–9 years. [T / F]
100. Infectious and parasitic diseases are common among Australian children. [T / F]
101. Respiratory disease is less common among Indigenous children than other Australian children. [T / F]
_____ / 5 marks
Multiple choice
Circle the correct answer.
36. Which of the following is the most suitable definition of the perinatal period:
The period in time from birth until 12 weeks of age.
The period of time from the 20th week of gestation until 28 days after birth.
The period of time form conception until birth.
The period of time from conception until 28 days after birth.
102. Which of the following is the most suitable definition of infant mortality rates:
Deaths of live born children before five years of age.
Deaths of live born children before two years of age.
Deaths of live born children before 12 months of age.
Deaths of live born children before six months of age.
103. Which of the following is the leading cause of death in children:
Injury and poisoning.
SIDS.
Cancer.
Respiratory conditions including asthma.
104. Which of the following is the most common chronic condition among children under 14 years:
Asthma.
Diabetes.
High blood pressure.
Mental illness.
105. Which of the following is not an example of a communicable disease:
Whooping cough.
Influenza.
Asthma.
Tuberculosis.
_____ / 5 marks
Short answer
37. Explain what communicable diseases are.
(2 marks)
106. Explain what a vaccine is.
(2 marks)
107. Name and briefly outline a strategy that has been implemented to increase the immunisation rates of Australian children.
(3 marks)
108. Name a strategy, service or agency that plays a role in promoting the overall health and development of children rather than target a specific illness and explain how that strategy, service or agency is able to assist families to optimise the health and development of their children.
(3 marks)
_____ / 10 marks
_____ / 20 marks
Answers
True or false
38. True
109. False – It does contribute to about 9% of infant deaths but the actual number of deaths is quite low.
110. True
111. False
112. False
Multiple Choice
39. b
113. c
114. a
115. a
116. c
Short answer
40. Communicable diseases are infectious diseases that are passed from one person to another via direct or indirect contact with an infected person, animal or environment. They are caused by a virus, bacteria or organism and include symptoms such as illness, fever or rash.
117. A vaccine contains either an altered version of the virus or bacteria or contains only a component of the virus or bacteria. It is given either by injection or as an oral dose to produce immunity.
118. Answers could include the following:
• The Australian Childhood Immunisation Register was developed as a response to the declining rate of childhood immunisation and increase in preventable childhood diseases. It records details of vaccines given to children (0–7 years) to help parents ensure that their children are fully immunised.
OR:
• The Immunise Australia Program was implemented to address the decline in childhood immunisation coverage and the increase in vaccine preventable diseases. The program aimed to achieve 90% immunisation coverage for children at two years of age for the diseases in the schedule and to achieve nearly 100% coverage by school age. As part of the Immunise Australia Program the government introduced the Maternity Immunisation Allowance, which is a one-off payment to parents whose children were up-to-date with their immunisations at 18 months of age.
119. Answers could include any one of the following:
• The Maternal and Child Health Service offers a series of one-on-one consultations for the mother and child. These are scheduled at ages of the child and offer an opportunity for parents to get advice on a range of issues such as: maternal health; family planning; parenting; breastfeeding; nutrition; child health; child development; child safety; and immunisation. During these sessions the nurse will also assess the child’s health and development through screening tests for vision and hearing, growth monitoring and other developmental tests.
• Parentline offers a free and confidential telephone counselling service that offers information and a referral service for Victorian families with children age 0–18 years.
• The Raising Children Network is an Australian parenting website that has been developed to assist parents with children of all ages and answer many of the questions that parent have.
OR:
• The Department of Human Services, via the Office for Children, is responsible for assisting families to optimise the health and development of children. They provide this assistance through the early childhood services (maternal and child health, and children’s services such as kindergarten and childcare) and family services (Parentline). They are also responsible for child protection and keeping children safe from harm.
• ‘Go for 2&5®’ campaign will help Australian parents to encourage their children to increase their daily consumption of fruit and vegetables. The campaign comprises national mass media advertising in 2005, including: national television advertising; magazine placements; radio for non-English speaking audiences; Aboriginal and Torres Strait Islander press; online advertising; and advertising in shopping centres. The campaign also includes national public relations activities to support the media advertising. Support materials include a consumer booklet, poster and recipe cards.
• ‘Get Moving’ aims to increase physical activity and is based around the messages in the physical activity recommendations and aims to increase the amount of activity undertaken by children and adolescents. It also aims to encourage parents and carers to be positive role models by getting more active. The campaign includes: television commercials targeting children; radio advertisements targeting adolescents; and magazine advertisements targeting children, parents and carers.
Chapter quiz
Chapter 9: Influences on Australian adults
Name: _________________________
True or false
Indicate whether the following statements are true or false.
120. Financial security can have a positive impact on a person’s health. [T / F]
121. Australia has seen a steady incline in fertility rates. [T / F]
122. Adulthood is the shortest stage of the lifespan. [T / F]
123. Changes in late adulthood include the body going into a maintenance phase, replacing and repairing cells. [T / F]
124. Having children can have both a positive and negative impact on adult health. [T / F]
______ / 5 marks
Multiple choice
Circle the correct answer.
41. Optimal health is described as:
The best possible state of an individual’s health, decided by their doctor.
The best possible state of an individual’s health for their age and relies on the interrelation of the components of health being at their best state.
The components of health being at their best state.
The best possible state of an individual’s health compared to others in the same age group.
None of the above.
125. Families play a role in the optimal health of adults, particularly through meeting the social and emotional needs of adults for:
Self-esteem.
Identity.
Resilience.
Belonging.
All of the above.
126. Other factors contributing to optimal health include:
Food intake.
Adequate healthcare.
Relationships.
Independent living.
All of the above.
127. First signs of aging include:
Greying of hair and wrinkles.
Vision impairment and hearing loss.
Height reduction and high blood pressure.
All of the above.
None of the above.
128. Employment can have a positive impact on adult health and development. Positive impacts include:
Less leisure time.
Long working hours.
Provides challenge and mental stimulation.
All of the above.
None of the above.
_____ / 5 marks
Short answer
42. Provide two reasons to explain why people may not be having children.
(2 marks)
129. Having children can have a positive influence on adult health. Explain two of these benefits.
(2 marks)
130. The negative effects of unemployment, especially long-term unemployment, are widely recognised. What effect can this have on a person’s health and/or development, particularly social and emotional?
(1 mark)
131. There are physiological changes experienced with aging. Identify one change experienced by women only and one change experienced by both men and women.
(2 marks)
132. The World Health Organization defines health in terms of physical, social and emotional health. Identify and explain an adult behaviour that is beneficial to their health and development for each of the components of health.
(3 marks)
_____ / 10 marks
Total: _____ / 20 marks
Answers
True or false
43. True
44. False – Australia has seen a steady decline in fertility rates.
45. False – Adulthood is the longest stage of the lifespan.
46. False – The maintenance phase is a change in early adulthood, not late adulthood.
47. True
Multiple choice
48. B
133. E
134. E
135. E – None of these are correct. The question asked for first signs of aging.
136. C
Short answer
49. Answers could include:
• Infertility or inability to conceive.
• Career aspirations.
• Financial insecurity or socioeconomic status.
• Simply do not want children.
• Age.
• Responsibility and commitment.
• May not have found a suitable partner.
137. Answers could include the following:
• Increasing adult self-esteem and the feeling of being useful and needed.
• Happiness and joy.
• Feelings of achievement and pride watching their children grow.
• Personal and family continuity.
• Affection, unconditional love and companionship for adults.
• A strengthened sense of personal identity as a parent, and personal maturity.
• Meeting new people through child play networks, schools and extracurricular activities of children.
• New and challenging experiences, like establishing parenting skills.
138. Students would need to highlight a negative impact on work on adult social and emotional health and/or development. The following dot points are some examples of answers students may give:
• Unemployment, especially long-term, can have a negative impact on adult health.
• Self-esteem can be affected if the work undertaken is not rewarding or provides no challenge.
• May involve long working hours, impacting on work and family balance depending on the type of work being done.
• Work can be a major contributor to a person’s stress and anxiety levels, especially if the person is underperforming in the job or not feeling job security.
• Leisure time or out-of-office time often spent working at home or thinking about work issues.
• People focus all their energy on work, resulting in fatigue, exhaustion or stress-related conditions.
• Some jobs require workers to travel, spending time away from their family and friends in places where they may have no social networks.
139. Answers could include the following:
• Slow decrease in basal metabolic rate.
• Greying of hair, due to loss if hair pigmentation.
• Increase of wrinkles as skin begins to loose its elasticity.
• Vision decreases or vision impairment.
• Hearing loss.
• Sense of taste begins to incline.
• Joints stiffen.
• Reduction in height.
• Decline in the speed of reflexes.
• Women – menopause: reduced oestrogen levels; cessation of menstruation; reduction in the ability to store calcium; change in fat distribution.
140. The following are examples of suitable answers:
• Physical health – refers to how efficiently and/or effectively the body and its systems are able to function. It includes factors such as level of fitness, appropriate body weight for height as well as the functioning of the body’s organs and systems. Healthy eating and appropriate levels of physical activity are important for good physical health.
• Social health – refers to how effectively people are able to interact with others in their society and/or environment. Being accepted by others and interacting well within different groups of people, including family and peers, is very important for good social health.
• Emotional health – refers to how well a person can function where their thoughts, feelings and behaviours are concerned, not only relevant to themselves but to the world around them. A feeling of belonging is important for good emotional health, as is maintaining a high level of self-esteem.
Chapter quiz
Chapter 10: Addressing health concerns of Australian adults
Name: _________________________
True or false
Indicate whether the following statements are true or false.
141. The health status of adults in Australia is considered to be good. [T / F]
142. The National Health Priority Areas are: asthma; cardiovascular health; cancer control; diabetes mellitus; injury prevention and control; mental health; and arthritis and other musculoskeletal conditions. [T / F]
143. All Australian adults experience the same or similar levels of health and there are no identified differences in the health status of Australian adults. [T / F]
144. Diabetes is a chronic disease that can lead to a number of health conditions and is reported as an underlying cause of many deaths. [T / F]
145. Mental health is the leading cause of the non-fatal burden of disease and injury in Australia. [T / F]
_____ / 5 marks
Multiple choice
Circle the correct answer.
50. Socioeconomic factors include:
Income.
Level of education and housing.
Employment status and occupation.
All of the above.
None of the above.
146. Causes of adult injury include:
Burns, scalds and cuts.
Car accidents.
Self harming.
All of the above.
None of the above.
147. Services offered by community health centres include:
Counselling and support services.
Soup kitchen.
Laundry facilities.
All of the above.
None of the above.
148. Which statement about breast cancer is incorrect:
Breast cancer is the most common cause of cancer in females and is the most common cause of cancer-related deaths in Australian women.
Men cannot develop breast cancer.
Known risk factors are gender, age and genetics.
All of the above.
None of the above.
149. Eat Well Australia (EWA) is a national public health nutrition strategy with the goal of improving the health of all Australians through improving nutrition and reducing the burden of diet-related disease. Which of the following statements is not an action of the EWA strategy:
A national food and nutrition monitoring policy.
Investing in public health nutrition research.
Promoting the consumption of fruits and vegetables as well as the importance of maintaining a healthy weight range and improving nutrition.
All of the above.
None of the above.
_____ / 5 marks
Short answers
1 a What is Australia’s leading cause of mortality among 45 to 64 year olds?
b Outline a risk factor that may increase or contribute to the number of adults who suffer from the condition identified in question 1a.
(1+ 2 = 3 marks)
2 It has been stated: ‘Women get sick and men die.’ Explain this statement.
(2 marks)
3 a Name a community agency that is working to assist in promoting the health of Australian adults and identify the health issue it is focused on improving.
b Describe how this community agency promotes and supports adult health?
(2 + 3 = 5 marks)
_____ / 10 marks
Total: _____ / 20 marks
Answers
True or false
51. True
52. True
53. False – There are differences and factors among adult subpopulation groups, causing significant differences in their health status. Some groups experience reduced health status as a result of their gender, culture, socioeconomic status or geographic location.
54. True
55. True
Multiple choice
56. D
57. D
58. A
59. B – While it is not common, men also develop breast cancer.
60. D
Short answer
1 a Cancer is Australia’s leading cause of death among 45 to 64 year olds and contributes significantly to morbidity and disability rates.
b Answers could include the following for cancer:
• Age – The older we get the more likely we are to suffer from cancer.
• Diet – A diet low in saturated fats and high in dietary fibre has been linked with the prevention of some cancers.
• Genetics/gender – Women are more likely to suffer from breast cancer, and prostate cancer affects one in 11 Australian males.
• Lifestyle – Rates of skin cancer dramatically increase with the amount of time spent outdoors in the sun.
2 The poor health status of men is influenced by the fact that men are more likely to avoid medical treatment or seek treatment for a condition at a later stage compared to women. This lack of health awareness and commitment to health disadvantages men greatly and contributes to the differences seen between male and female health status. Also, compared to women, men are more likely to be overweight or smoke and engage in more hazardous occupations and behaviours. Men tend to experience higher rates of life threatening conditions, like alcohol abuse, while women have an increased prevalence of less threatening conditions such as Alzheimer’s and arthritis.
3 a Answers include the following:
• BreastScreen – breast cancer.
• beyondblue – mental health.
• Diabetes Australia – diabetes.
• Alzheimer’s Australia – Alzheimer’s and dementia.
• Arthritis Victoria – arthritis.
• Cancer Council – cancer.
b Answers should include more than one identified way that the agency promotes health. The following is an answer for beyondblue:
• beyondblue is a national, independent organisation working to increase community awareness and understanding of mental illness in the community. They provide education, information, research, programs, resources, advocacy and support for people with mental illness, their families, carers and the broader community.
Chapter quiz
Chapter 11: Healthcare in Australia
Name: _________________________
True or false
Indicate whether the following statements are true or false.
150. Medicare does not cover eye tests by an optometrist. [T / F]
151. The biomedical approach to health involves taking action to avoid illness occurring or returning and to detect illness at the earliest time possible. [T / F]
152. The Commonwealth Government runs the public hospital system. [T / F]
153. Ambulance services are covered by Medicare. [T / F]
154. Under the 30% rebate scheme the government rewards people with private health insurance by paying 30% of their private health insurance premium, regardless of income. [T / F]
155. Many doctors now practice or study complementary medicine and complementary and alternative therapies are beginning to be incorporated into the mainstream healthcare system. [T / F]
_____ / 6 marks
Short answer
61. Identify two responsibilities of the Commonwealth, state/territory and local governments in the provision of healthcare and two roles of the non-government sector.
Commonwealth:
State/territory:
Local:
Non-government sector:
(8 marks)
156. Gene technology has the potential to improve health but raises many ethical questions. Explain the following uses of gene technology: genetic testing; gene therapy; and cloning. Explain how each could influence health.
(6 marks)
_____ / 14 marks
Total: _____ / 20 marks
Answers
True or false
62. False – Medicare does pay for eye tests performed by an optometrist.
157. False – It is the preventative approach that involves taking action to avoid illness occurring or returning and to detect illness at the earliest time possible.
158. False – The state/territory governments run public hospitals.
159. False – Medicare does not cover ambulance services.
160. True
161. True
Short answer
1 The Commonwealth Government:
• The management of Medicare through the Health Services Commission.
• The regulation of private health insurance.
• Financial support to government and non-government health organisations.
• Financial support to state governments for the provision of a public hospital system.
• The health needs of veterans.
• The development and regulation of health policy and legislation.
• The management of national health programs.
• Conducting research into public health issues.
• The management of a quarantine service.
• Control of pharmaceuticals.
• Meeting Australia’s international responsibilities in healthcare via AusAID.
• Establishing and maintaining food regulations through Food Standards Australia and New Zealand.
The state governments (via their departments of health):
• The provision of a public hospital system.
• Registering private hospitals, medical practitioners and other health professionals.
• The provision of infant health centres.
• Healthcare programs, such as services in the areas of children, adolescents and family; prenatal and postnatal health; school health; mental health; dental health; and rehabilitation.
• Preventative and early detection programs such as breast cancer screening.
• Provision of information and education programs promoting health through government agencies such as VicHealth.
• Recording of health-related information, identifying issues and notifying doctors of epidemics.
• Investigation and control over pollution.
• Conducting research into public health issues.
Local governments:
• The organisation of healthcare programs such as immunisation.
• Provision of community services such as local nurses and health centres.
• Maintaining a sanitary environment through the collection and disposal of garbage and sewerage, control over the infestation of vermin and rodents, and the maintenance of public pools, parks and other public spaces.
• Providing a safe water supply.
• Upholding public safety by ensuring roads and public areas are well maintained.
• Overseeing the planning of land use.
• Development of recreational and cultural facilities.
• Ensuring the cleanliness of food storage and preparation in shops and restaurants.
• Operating home care services.
The non-government sector:
• Provides health services, including those provided by private hospitals, dentists, private medical practitioners, other healthcare professionals such as physiotherapists, pharmacies and diagnostic laboratories (pathology and imaging).
• Non-government agencies, such as the Cancer Council and National Heart Foundation, play important roles in healthcare such as:
o research
o education
o counselling
o supporting legislation
o developing and implementing health promotion campaigns.
2 Gene technology:
Genetic testing – Involves the analysis of DNA and is used to determine genetic make-up and susceptibility to inherited illness. Examples include: pre-implantation genetic diagnosis; predictive tests; carrier tests; diagnostic tests; predisposition testing; population screening; and prenatal diagnosis.
Gene therapy – Involves inserting DNA into a cell to compensate for a disease. Identifying the genes associated with common diseases might assist in the development of new treatments.
Cloning – A clone is an identical copy of a gene, cell, tissue or organism. Cloning can be used for research but it could be used in reproduction (to produce a new individual) or therapeutic cloning (to produce cells or tissue for treating conditions).
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