Hec 101 V

HEC101V Assignment 1 44496133
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HEC101V EXAM PREP
REVISION
ACTIVITY QUESTIONS FROM STUDY GUIDE RELATING TO EXAM GUIDELINES GIVEN IN TUT
Purpose of the module
Definition of Health, Health Education & Health Promotion
Factors affecting health
Criteria for determining appropriate learning experiences
Chronic illnesses
Child abuse
HIV/AIDS
PURPOSE OF THE MODULE
HInAptOc VaHB / PreMaHiPd FofRiC /
Clesedehab TREd-mts / Aca IDPm-EInT-Dhriffst

i) This century has recognised that today childrens health is highly influenced by health
behaviours, values, attitudes of peers, teachers and others in the community.
ii) Previously maintenance of health, health instruction, & prevention of disease were the function
of family, religious institutions & community, but due to rapid changes in lifestyle,
environmental & societal evolution, & deterioration of beliefs & habits, a transfer of
responsibility has occurred to educational institutions where the most time is spent by child.
iii) The general aims are to create awareness, invoke disease prevention measures, educate,
inform & teach children about how to deal efficiently with the many health-related issues
faced by them and their families in todays society.
DEFINITION of HEALTH, HEALTH EDUCATION & HEALTH PROMOTION

HEALTH StaCMPSoW - NoMADiInf / MaPHD CaMOOH / EnHEnS2- CAMSAAH
(5)
i) Health is a state of complete mental, physical, & social well-being,- &not merely absence of
disease & infirmity.
ii) Making positive health decisions to care for & maintain ones own & also that of others health .
iii) Ensure a healthy environment & society 2live in wich creates conditions 2allow all members
of society the attainment of health.
QUESTION 2 (Read textbk pgs18-20) 1. Analyse the implications of whos definitions of health.
2.How do yu think that the wellness continuum differs from the definition of health given
by the World Health Organization?
1WHO(SN) WeCD- WUsPHI PASSicSyD -deFH
2WHO-ConsFInGH-MaPHD WImpOOH PromESO ConEnSuGH / WeC- Dont FacCont2HIC
i) WHO (describes health as a state of social, mental, physical wellbeing, & not just a state of
absence of disease or infirmity); whereas the wellness-continuum defines wellbeing using
the physical health as an indicator - presence or absence of signs of sickness, symptoms
or disability, as a deciding factor of health.
ii) WHO considers factors that influence good health like making positive healthy decisions which
also impact own & others health, & promoting environments & society overall which would be
conducive to enhancing & sustaining good health, whereas Wellness continuum does not take
factors contributing 2health into consideration, e.g. making positive health decisions.
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iii) 3WHOD: SsHeNI PAsHNoVIs SHeDo-DOOPWel AlPHInAAD2><0 The WHO definition stresses
health, & not illness. Definition states physical aspect of health should not b viewed in
isolation since health doesnt depend only on physical well-being, although a persons
physical health, can influence all aspects of development 2greater or lesser degree0.
iv) 4WeC: DesHExOC-ROpHD / StOHConFlOC 4VaReas Timp2b StaCMPSEE HAT Wellness
continuum describes health as existing on a continuum ranging frm optimal health to death.
Our state of health continually fluctuates along this wellness continuum 4various reasons
thus its impossible 2b in a state of complete mental, physical, social, economic, &
environmental health all the time.
HEALTH EDUCATION (textbook pg 3-4)

NOTES: Health Ed is usually defined as:- de deliberat structurng of plannd learning oportunities
about health wich r aimed @voluntary changes in health-relatd behaviors 2giv individuals
oportunity of achieving more favourable position on de health continuum (Reddy & Tobias, 1994: 20).
- Health education includes all of the following (Hubley 1994):
" being motivated to adopt health-promoting behaviours
" helping individuals to make and implement informed health decisions
" changing behaviour voluntarily to improve health
- However, health education will not be successful if only knowledge of health issues is given to
another person (the information-giving model of health education) without understanding the
political, social and economic situation in which a person lives.
- Crewe (1992:16) cites the following example: Most mothers will know instinctively when their
children r malnourished. All the info available about malnutrition & good feeding will be of no
use if de mother cant afford de food, sugar or even matches 2light de fire 2sterilise the water.
- The school teacher has an important role to play in providing knowledge as well as developing
healthy attitudes and behaviours for learners at an impressionable time of their lives.
ACA dHRIffts - IMPSoSeH+FAD+SAAP CHipP-saFaE / InHiMPEAD Control SprEDHIV /
EffHE CHASE POK + DevHABe-DITLL
i) The aim of Health education is to create awareness & address the many health-related issues
faced by students and their families today; which include issues regarding mental, physical,
sexual, social health, & family/ domestic health, abuse prevention, substance abuse,
consumer health, &, injury prevention, personal safety & first-aid. environmental health
ii) Health education includes health instruction, maintenance of health, & prevention education
about disease, as well as to control the spread of epidemic diseases like HIV AIDS.
iii) Effective health education creates health awareness in students and encourages practice of the
knowledge, & to develop healthy attitudes and behaviours during an impressionable time in
learners lives 2improv future health, Future benefit would reduce cost 2society 2provide care
for illnesses that can be prevented through early education, & behaviour modification.
HEALTH PROMOTION (textbook pg 21-22)

NOTES: Health promotion has a broader approach & involves more than just health education
It may b defined as: - ...any combination of health ed with related organisational, political &
economic interventions designed 2facilitate behavioral & environmental adaptatns dat wil
improv or protect health in individuals, groups or communities (Reddy & Tobias, 1994:20).
- In 1986, the Ottawa Charter of the WHO described health promotion as: the process of enabling
people to increase control over and improve their health.
- Health promotion helps or empowers people to increase control over and improve their health at
an individual level and also tries to influence communities and decision makers to make
changes in the policies that affect other peoples health (Hubley, 1994; WHO, 1984).
- The draft Health Promotion policy of RSA Department of Health, described health promotion as

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...helping people to gain & maintain good health throug promoting a combination of education &
environmental supports which influence peoples actions & living conditions (1999:4)
Go4HE-HePDiP &MaPID-RePECH / HePElPHeHab + PHeBe-InSoHiPST-DiPAc / ECoMuMamPIn
E:empicoiihl Co:PDev Mu: HeGMaGH- CoProEES-WIPALiC
Can you briefly summarize, what prevention through promotion means?
i) The goal 4health education is health promotion & disease prevention, & getting learners to
make positive informed decisions regarding personal, environmental, & community health
ii) Health Promotion aims to eliminate poor health habits & promote health behaviours that
increase status of health, including primary, secondary & tertiary disease preventn activities.
iii) Health promotion includes all of the ff:
o Education: (empower peopl 2increas control over & improv individual health level)
o Community participation & development
o Multi-disciplinary teamwork: (helping people to gain/ maintain good health thru combined
promotn of educatn & enviromental suport wich influenc peopls actions living conditns)
o Mass media campaigns
o Provision of basic services (sanitation, water and the like)
o Intersectoral collaboration: (organisational, political & economic interventions /Prevention
of specific diseases)
FACTORS AFFECTING HEALTH: Early; Heredity; Environmental
NOTES: Main differences between children and adults are :

- Children are dependent upon others for sustenance &protection while growing,
- Developing children require adequate nutrition, protection from the environment & an
emotionally nurturing family setting, to grow optimally
- Early years of life are critical for growth and development since neurological (brain and nervous
system) and muscular growth and development occur most rapidly during this period and
these factors will determine childs future intellectual and physical skills
- The state of a persons health is influenced & determined by a variety of factors which interact
with each, hence ones health status is subject to fluctuation.
SOME EARLIEST INFLUENCES ARE:PRE:ginmadspar/ PERI:loobirih/ POST:loo-idCNS-met-dip
prenatal factors (development of foetus affected from conception to birth) including genetic
conditions, infections in pregnancy, poor nutrition of pregnant mum, certain medications
taken during pregnancy, alcohol consumption, drug abuse/ smoking while pregnant,
prematurity of baby, age of mum (very young or over 40 yrs) as well as radioactive exposure.
perinatal factors (around time of birth) include problems such as lack of oxygen to baby during
birth process, birth injuries, rhesus incompatibility or haemorrhage.
postnatal factors (after birth) which could include lack of oxygen, infection damage to CNS
(central nervous system), metabolic disturbances, injury, or poisoning.
HEREDITY: 6=Potd +Abbdiiddph +Phys +Normdom +Multi +Import
Heredity determines ones maximum potential which is received as a child through a set of
genes from each parent at the time of conception,
Some genes may be abnormal, thus resulting in birth defects & genetic diseases / disorders
which may result in intellectual impairment &/or physical handicap (eg Downs syndrome,
Porphyria or haemophilia).
Genes also determine physical attributes, e.g. eye & hair colour, body shape
The normal gene for a specific body attribute usually dominates de abnormal gene.
Multi-factorial inheritance is when a person may inherit the genetic predisposition for a

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particular disease which only surfaces if specific environmental influences occur eg.
asthma, cleft-lip and cleft-palate, club foot, diabetes, & spina bifida.
Its therefore important 4effective health education 2begin at an early age since many major
killer diseases have a genetic component & r also suspectd of being multi-factorial in origin.
ENVIRONMENT (textbk (ch 13) for other environmental influences on health!) SWELWo
NOTES: The National Childrens Rights Committee (NCRC) stated that:...for the majority of
S.Africans who live in depressed rural areas or in overcrowded townships informal setlemnts,
the environment is one which is unsafe & unhealthy, is devoid of basic amenities & recreational
facilities; where open spaces are filled with litter rather than trees & parks. In SA today many of
the environmental health issues revolve around poverty. Disadvantaged people living in poverty
are most vulnerable to disease & are least able to access available health resources.
NEGATIV: Most important enviromental factors 2contribute to disease, disability &death in SA:
Inadequate & absence of sanitation: lack of drains, sewers, solid &liquid

waste disposal services: Lack of hygiene exposes people to contract
disease more easily
Lack of safe & sufficient water supplies: no access to clean drinking water, & to water within
walking distance: Water is necessary for drinking & to maintain hygiene.
Unclean water often contains water-borne disease, eg. cholera
no access to electricity & insufficient safe & clean fuels for domestic cooking & heating:
fumes of expensive & often unhealthy fuels used (coal, paraffin &wood)
cause pollution & health problems 4infants & children:
overcrowded & inadequate living conditions: homeless people or those living in squalor in
inadequate accommodation are usually inadequately equipped against unhealthy
weather conditions eg. Cold & Rain, & are susceptible to sickness & flooding.
poor control of workplace environments, in both formal & informal sectors, :leading to
chemical & biological contamination of land, water, air, & food
resources which result in unacceptable levels of pollution.
# Note: FOR POSITIVE EFFECTS: WRITE THE OPPOSITE OF ABOVE POINTS!!
LIFESTYLE & BEHAVIOUR (textbk pg 19) 4mor info on health risk factors & lifestyle!
NOTES: WHO (World Health Organization) stated that:...most of de worlds major health
problms & premature deaths are preventable through changes in human behaviour and at low
cost.
- Most major decisions especially Health decisions which people make are influenced by
important people in their social network, e.g. family members, religious leaders or friends.
- People highly valued in a community can thus either help or hinder personal health decisions.
Lifestyle and behaviour are influenced by the ff.:, PIBCI: idcahfa-msm-ppp- bics personal health knowledge
influence of the media and
beliefs about disease causation.
customs, cultural & religious beliefs,
In Africa, the cause of disease & aim of healing usually focuses on 3 aspects:
o Mystical, spiritual or magical aspects,
o physical & psychological phenomena.
o Believe imbalance of above to be cause of sickness and healing occurs by correction of
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these imbalances.
HEALTH CARE SYSTEMS
Accessibility of care health care; availability of primary health services; de existence of a
national health policy; & influence of traditional medicine affects a persons health to a
greater or lesser degree.
As a result of past inequalities in provision of health care systems, millions of disadvantaged
S. Africans (especialy childrn &those livng in rural areas) hav been without adequat health care.
DEVELOPMENT,
Poverty and low socio-economic status caused by single-parent families, teenage parents,
unemployment, lack of education, rapid urbanisation and similar factors may also affect the
health of the child.
The is a long term undertaken by the
The report back of the initial Birth to Twenty Study Research Project (BTT) findings stated that
one of the most important factors influencing a childs health is the level of education of the
childs mother; - each additional year of schooling for a woman is associated with a 5-10%
decrease in the under-five child mortality rate
The BTT study found the following to be true:
o women with higher levels of education make better use of antenatal & postnatal services;
o their children have higher rates of immunisation;
o their children are better nourished when compared to children of mothers with lower
education levels;
o educated women have fewer children.
o These findings correlate with research in other parts of the world which show that the
education of females is linked to a lower infant mortality rate, a lower birth rate and
improved child nutrition
# Thus, it shows many of the factors which damage peoples health are beyond their control.
You will probably be able to name other factors which affect the health of a child.
Make a mind map of all these factors in the space below.
Factors affecting the health of a child
CRITERIA FOR DETERMINING APPROPRIATE LEARNING EXPERIENCES

a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
Activities should be appropriate to age, culture & developmental level of the learner.
Activities should provide for a holistic approach.
Activities should provide opportunity for learners to make choices.
Activities should promote positive choices.
Activities should be flexible.
Activities should be action-orientated (i.e. are learners able to explore & interact).
There could be a variety of different activities.
A variety of different presentation methods could be used.
The learning experience should impart both knowledge & health-related skills & attitudes.
It should teach through two or more senses.
It should be economical in terms of time and cost.
l) The information should be presented in an anti-biased manner.
CHRONIC ILLNESSES
Are more difficult to pinpoint than communicable diseases.
Encompass a wide variety of disorders frm cancer, diabetes, heart disease to backache
tooth decay, but

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Major chronic diseases include asthma, cancer, diabetes, heart disease, hypertension,
stroke,
Some have genetic causes whilst some are result of a combination of risk factors over
time; & some may stem from infectious diseases & severity of symptom progression over
time.
Most believed to be outcome of unhealthy lifestyles & behaviours from childhood which
appear in adulthood
Also, increase in longevity has increased chances of experiencing symptoms of chronic
diseases
Hence chronic disease education & prevention must be taught from early in a childs life.
1. DISCUSS THE WAYS IN WHICH THE TEACHER CAN SUPPORT THE FAMIL OF A
CHILD WHO IS SUFFERING FROM A CHRONIC ILLNESS.
The teacher must be able to provide sympathetic and suitable support to both the learner
and his/her family:
Teacher should support both the child and parents with regards to learners needs for
medication during school hours, extra rest periods, specific toileting needs, absences
from school, extra help with school work, embarrassment about physical appearance etc.
Maintain confidential information written parental permission is required to divulge any
information to other staff.
Modify the school programme for learner with chronic illness such as additional resting
time or dietary adaptations.
Teacher should be aware of the effects of any medication which could cause changes in
learners behaviour such as hyperactivity/drowsiness.
Teacher should determine from the parents, the learners own understanding and knowledge
of his/her illness
Teacher must ensure that the school and classroom environment makes allowances for the
childs specific chronic illness such as: sufficient space for wheelchair users; level of
specific allergens (chalk dust, pet hair, pollen) should be eliminated if there are asthmatic
or allergic children in the class.
Teacher should be able to cope with any specific health emergencies related to a specific
chronic illness such as: asthma attack or hypoglycaemia due to low blood sugar levels in
a diabetic learner.
CHILD ABUSE
Question 1.
2. HOW WOULD YOU IDENTIFY AN ABUSED CHILD AT SCHOOL?
The teacher must be able to recognise all they physical and behavioural symptoms with indicate
abuse such as: AABCCDDHUW
Teacher attention seeking behaviour
Frequent late/absent from school
Major changes in behaviour such as: aggressive; anxious; withdrawn
Chronically tired falls asleep at school/lacking energy
Frequently complains of pain
Dresses inappropriately for weather conditions arriving to school in winter without
shoes/jersey
Arrives unclean/dirty to school
Frequently hungry
Unhappy seldom smiles/laughs

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Rapid weight loss/weight gain
3. DISCUSS THE SIGNS AND SYMPTOMS OF THE FOLLOWING:
a) Physical abuse
Repeated/unexplained injuries eg: burns/fractures/bruises
Wears clothing to hide injuries eg: inappropriate for weather conditions
Frequently late/absent
Unusually fearful of adults; especially parents
Appears malnourished or dehydrated
Avoids logical explanations for injuries
Withdrawn/anxious/uncommunicative or outspoken & disruptive
Lacks affection, both giving & seeking
b) Physical neglect
Arrives to school unclean/bad odour from dirty clothing/hair
Is in need of medical/dental care
Frequently hungry begs/steals food whilst at school
Inappropriate clothing or footwear - often sized too small/large
Dresses inappropriately for weather conditions arrives without jersey during
winter
Chronically tired falls asleep at school / lacks energy to play with others
Loner difficulty getting along with other children
c) Emotional abuse
Generally unhappy seldom smiles/laughs
Aggressive & disruptive OR shy & withdrawn
Reacts without emotion to actions
Delayed growth and/or emotional &intellectual development
d) Emotional neglect
Poor academic performance
Withdrawn, inattentive and apathetic
Frequently absent/late
Use any means to gain teachers attention & approval
Seldom participates in extra-curricular activities
Engages in delinquent behaviours eg: stealing; vandalism; sexual misconduct;
abuse of drugs/alcohol
e) Sexual abuse
Underclothing torn, stained or bloody
Complains of pain/itching in genital area
Venereal disease
4. DISCUSS THE ROLE OF THE TEACHER WHEN CONFRONTED BY AN ABUSED
CHILD.
Identification of the abused child = teacher must be able to recognise all the
physical and behavioural symptoms which indicate abuse.
Identification of the abusive parent = teacher must be on the lookout for
behavioural characteristics of a parent which could indicate that their child was at risk
of abuse.
Written records = teacher should keep written records of all observations regarding
suspected and/or suspected abuse.
Reporting of child abuse = teacher must report suspicions to the principal as well
as to the social worker, medical doctor/nurse or police officer so that a proper

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investigation can be undertaken. Teacher must NEVER confront the parents herself as
this could anger them, possibly increase the abuse and destroy the parent-teacher
relationship.
Helping abused/neglected children = critical things which a teacher should
provide to support and help and abused child so that the child develops a sense of
well-being to progress beyond abuse such as: *trust *predictable routines *consistent
behaviour *safe boundaries *confidence and *good communication skills (pp.30-31
TL501)
HIV/AIDS
Question 1 : NATIONAL POLICY ON HIV/AIDS
*Non-discrimination and equality with regard to learners, students and educators with HIV/AIDS
*HIV/AIDS Testing and the admission or learners to a school and students to an institution, or the
appointment of educators
*Attendance at schools and institutions by learners or students with HIV/AIDS
*Disclosure of HIV/AIDS-related information and confidentiality
*A safe school and institution environment
*Prevention of HIV transmission during play and sport
*Education on HIV/AIDS
*Duties and responsibilities of learners, students, educators and parents
*Refusal to study with or teach a learner or student with HIV/AIDS, or to work with or be taught by
an educator with HIV/AIDS
*School and institutional implementation plans
*Health and advisory committee
*Implementation of this National Policy on HIV/AIDS
*Regular review
*Application
*Interpretation
*Where this policy may be obtained
5. DISCUSS THE ROLE OF THE TEACHER IN THE CARE AND SUPPORT OF
LEARNERS WHO ARE INFECTED OR AFFECTED BY HIV/AIDS.
The teacher should consider EVERYONE as potentially HIV-infected & take ff. precautions:
Keep all sores/cuts on our hands covered with a waterproof plaster.
Do not share items which may become contaminated with blood such as: toothbrushes
Take universal precautions when treating any bleeding wound or dealing with any bloodcontaminated body fluids or articles
Disinfect all spills of blodd or blood-stained body fluids with 1:10 solution
Always handle blood-contaminated clothes/cloths with gloves and soak these items in the
bleach solution before washing it with hot water & soap.
Always put up a notice, warning parents and staff about any chickenpox or other
communicable disease outbreak in the school, as persons with a low immunity are
particulary sensitive to some infections.
Teacher should not discriminate against any person because of his/her HIV status.
1. The stress of modern living has resulted in an increase in child abuse.
CRITICALLY ANALYSE THIS STATEMENT.
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COMMON SOURCES OF STRESS

a) THE STRESS OF GROWING UP:
*Meeting personal goals
*Self-esteem
*Changing values
*Social standards
*Ability and personal competence
*Competition with others
b) PHYSICAL, INTELLECTUAL & PSYCHOLOGICAL STAGES OF DEVELOPMNT STRESS
c) HOME AND FAMILY STRESS:
*Marital discord
*Low social status
*Overcrowding or large family size
*Paternal criminality
*Parental psychiatric disorder
*Admission into the care of local authorities
*Illness of family members
*Divorce and introduction of new parental involvement
*Hospitalisation of a family member or an accident
*Addition of a new sibling
*Financial difficulties
d) STRESS IN SCHOOL:
*School adjustment
*The learning process
*Competition
*Subject stress
*Test anxiety
*Parent involvement
e) TECHNIQUES IN THE CLASSROOM TO REDUCE STRESS:
*Laughter and fun
*Altering perceptions
*Revising attitudes
*Nutrition
*Relaxation response
f) SOME METHODS OF COPING WITH STRESS in Foundation Phase Learners:
Teachers can help children by dealing with stress by recognising early changes in behaviour, by
providing a stable environment and by encouraging children to talk about their feelings.
Use of music for relaxation
Relaxation activities = use of imagery and visualisation, make-believe, books & stories,
movement activities
Short periods of vigorous play, followed by rest
Art activities = water play, clay/playdough, painting, sandpit (sensopatic)
Dramatic play = using dolls/puppets to act out feelings of fear, anger or frustration (pg32 -Marotz)
EXAM PAPER OCT/NOV 2009
QUESTIONS
ANSWERS
d)
c)
c)
d)
a)
Pg 10
d)
c)
d)
b)
c)
d)
b)
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a)
Sour=side
Salt = side
b) Bitter back
sweetfront
b)
c)
c)
c)
c)
Pg 12
a)
c)
b)
c)
d)
a)
c)
Pg 13
b)
d)
c)
b)
(a) VIOLENCE PREVENTION (9)

(b) SUBSTANCE ABUSE (9)
(c) PREVENTION OF OBESITY (9)
Pg 14
FOUNDATION PHASE
(a)

INTERMEDIATE PHASE
Pg 15
VIOLENCE PREVENTION pg315-316 (9) DECREEDHiP
Grade 2
Textbook
pg315316
Grade 6
Determining what constitutes violence
Exploring positive/negative relationships & connections
with others
Creating awareness of action & reaction to violence
Reinforce Communication & self-management skills.
Encourage expression of emotions & feelings regarding
violence
Emphasize decision making skills
Discuss conflict, conflict resolution & stress management
Highlighting negative impact of violence on people &
environment
Planning & goal setting & advocacy
D
E
C
R
E
E
D
Hi
P
(b)
SUBSTANCE ABUSE
(9) DRIPHD DEADC
Grade 3
Grade 6
Describing how drugs use promotes peer pressure of
Textbook pg347-348 How to use refusal skills when pressured
Identification of commonly abused drugs, including OTC,
prescriptive & illicit
Explain physical, mental, social health problems
engendered from drug abuse.
Develop appropriate alternatives for
getting/experiencing the feelings that drugs produce.
Identify drug free peers that can support their wellbeing.
Describe the effects of anabolic steroids
How drugs affect achievement & performance, of goals,
decision making, etc.
Compare their own attitudes & values surrounding the
use of drugs with those of society.
(c) PREVENTION OF OBESITY (9)
Textbook pg74-84-85 Grade 6
Grade 3
Connection Between Body & nutrients
Body Cells Need for nutrients

Identification of nutrients in various foods
The need to incorporate various foods in daily diet
The desire to include foods purely on the basis of taste
identification of different sources of sugar in foods by
reading labels
describing effects of sugar on body & teeth

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Explanation of importance of Water to body & estimation
of water in various foods.
Partnership of nutrition & physical exercise in prevention
of obesity
Regular physical activity increase bone density and
maintain weight.
Physical exercise & body shaping, muscle tone etc
(12)
SWELWoM: POSITIVE
S: pawhl(proper, waste disposal; hygiene; little chance) Safe & sanitary environment: proper drainage &
sewer systems in place, with weekly municipal Solid & liquid waste disposal services,
environmental conditions are hygienic, with little chance of disease festering from impurities
W: panf(provision, access; no xtra p; facilitate) Water supplies: municipal water supply facilitate
access & provide clean, filtered water for drinking & other usages, & has no need to be further
purified, & facilitates hygienelectric no fuel; accic chores like bathing, cleaning, washing dirty
clothing etc.
E: each(electric-no fuel; access; cooking; heat) Electricity: access to electricity facilitates provision of
energy needed for cooking, & heat, hence no need to use unhealthy fuels like coal, wood which
when burnt emit unhealthy fumes which are harmful to health of infants & children & can even
cause carbon monoxide poisoning & death; provides instant healthy heat in cold weather with
no chance of carbon monoxide poisoning.
L: oss(overcrowdedness & effects; solid structure) Living Conditions: Solidly structured homes are
less susceptible to buckle under severe weather conditions & are much safer & provide
protection against cold, rain & other elements. As such, there is no need to deal with getting
wet & sick through exposure etc. as is experienced by homeless or those living in inadequate
shelter & accommodation . Also overcrowding is unhealthy as circulation of oxygen becomes
insufficient & more carbon dioxide is breathed in the confines of the room.
Wo: pobcc/p fawl(poor control; bio& chemi contam; pollute food, air, water, land) Working Place: Poor
control of working environments in formal & indormal sector resulted in chemical & biological
contamination of land, air, water & food, causing widespread pollution.
M: idtmcaep(investing+diag+treat+monit+control=aces eff Hprof) Quality medical & dental care access:
health problems & sickness can be investigated, diagnosed, & treated promptly, or monitored
& controlled by well trained & efficient health professionals whenever necessary.
The ff. NEGATIVE factors can contribute to disease, disability and death in SA:
-lack of sewers, drains or services to dispose of solid & liquid wastes
-lack of safe & sufficient water supplies
-overcrowded and inadequate living conditions
-insufficient safe & clean fuels for domestic cooking and heating unhealthy fuels are used, such
as coal/paraffin & wood which cause pollution & health problems for children.
Pg 17
(5)
- G(gheeliil) Good health is essential for effective learning. Illness and health impairments
interfere with the learning process. (pp.49 Marotz)
- P(premahipd-fofric + clesedebehab-Tred-mts) Previously, educating youngsters about health
was the function of family, religious institutions, and community; but changing lifestyles,
environmental and social evolution has transferd this responsibility 2de educatn institution.
- F(poge) Factors that affect a childs health can affect a childs potential for gaining an
education; Heredity is a factor that affects health. (mif) Multi-factorial inheritance, refers to
inheritance of a genetic predisposition 2a specific diseas, wich only surfaces wen influenced
by certain enviromental factors, & since many killer diseases have a genetic component, it
has becom imperative 2educate learners bout health &combating disease from a young age.
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
x)
PACE sPIncCH
P(premahipd fofric-clesedebehab tred) Previously maintenance of health, health instruction, &
prevention of disease were the function of family, religious institutions & community, but due to
rapid changes in lifestyle, environmental & societal evolution, & deterioration of beliefs &
habits, a transfer of responsibility has occurred to educational institutions where most of
childs time spent, hence making Health Education an imperative endeavour in schools.
A(Aca; IDPM; EINT-DHRIFFTS) The general aim of Health ED & safety is to create awareness, invoke
disease prevention measures, educate, inform & teach children about how to deal efficiently
with the many health-related, & safety issues faced by them & their families in todays society.
C(Chinaptoc-Vahb)This century has recognised that today childrens health is highly influencd by
attitudes of peers, teachers and others in the comunity, values, & health behaviours.
E:EEDP Early start to health education assists the cause of disease prevention,.
CK(combat)especially chronic disease which may most probably affect children later on in their
lives; & combat the possibility of onslaught by killer diseases like types of cancer which
researchers believe also arise through exposure to unhealthy environmental influences &
lifestyles & behaviour, & thus may strike anytime in a childs life.
sP(hpcshers) Safety education protects health & promotes child safety, by informing youngsters
about how to avoid hazards &handle emergency risky situations wen they arise.
Inc(increasing) Nowadays, increasing no. of childrn r forcd 2fend 4themselvs without adult suprvision after school since both parents are working, making health & safety ED imperative.
C(rapsssdcp) With the high crime rate, & increase in statistics of rape & abuse, children need 2b
educated about personal safety &security measures; stranger-danger; crime prevention.
H(ardopain) Children need 2b informed about home safety tips cos thats where they spend most
of their time after school, so info on how 2handle appliances responsibly, & dangerus objects
etc. &precautions during accidents/ injury, avoidng negligenc has becom necesity.
BOASTTSS
Ehset :Learners who are emotionally healthy, & have developed good self esteem are more
likely to thrive as adults.
30ocsd:Learners spend approx. 30 to 35 hrs a week in school under guidance of teachers, & so
teachers hav precious opportunity to compliment & support self esteem already developd
by childs parents.

Pg 18
B(bendsconb) Build, enhance, develop learners self-esteem through confidence boosting.
O(ipbisexp) An observant & interactive teacher can pick up physical, & behavioural indicators &
signs of a learner experiencing problems.
A(asw2enweb) Advance a childs self-worth to enhance a childs well-being
S(smegad) Support learners with their difficulties, guide, encourage, & motivate.
T(Tedrrans) Teachers can discover, report, & rescue child from abusiv & neglectfl situations.
T(Tengecas) Teacher can nurture abused & neglected children by providing guidance, extra care,
attention, & support.
S(sspepdmesad) Successful, people who survived an emotional or physical deprivation, usually
name a mentor or significant adult who made a difference in their lives.
S(spores -smswom) Such positive reinforcement & emotional support sends a message of self
worth to the child, conveying to them that they mattered.
SPPANNCCHH
ask parents to share their stories or feelings about personal health issues
establish a school parent centre which can supply resources and serve as a meeting place for
staff and parents.
organising special programs/seminars to inform on health related issues faced by parents &
learners.
arrange weekend or evening information sessions to enlighten parents with guidelines on how
to become involved in the school activities.
publish a monthly parent newsletter
suggest that learners each have a parent/teacher notebook for communication purposes
Consultation sessions for parent-teacher-learner contact 2b arranged 2/3x throughout the year
encourage school and community interaction through activities like displays in shopping areas
in which parents, learners and teachers are involved.
a handbook can be created with dissemination of tips and guidelines for parents
organise establishment of mobile health clinic to attend to health issues of parents, learners &
community members on a monthly or bi-monthly basis.
PACHFAVAISE
a) P(posch) Activities should promote positive choices.
b) A(acdll) Activities should be appropriate to age, culture & developmental level of the learner.
c) C(coch) Activities should create situations &provide opportunity 4learners 2make choices.
d) H(holy) Activities should provide for a holistic approach.
e) F(flex) Activities should be flexible.

Pg 19
f) A(actorin) Activities should be action-orientated (i.e. are learners able to interact &explore).
g) V(vardactprem) There could be a variety of different activities.
& variety of different presentation methods could be used.
h) A(anti) Activities should be delivered in an anti-biased manner
i) I(khtais) The learning experience should impart both knowledge & health-related attitudes ,
issues & skills.
j) S(sensory) Sensory approach - It should teach through two or more senses.
k) E(ecotice) Activities should be economical with regards to time & cost effective
U (universal ) internatnl doc 2curb persn2persn transmisn of HIVAIDS-sets preventiv measurs

E epidemic, life-threatening, ways of transmission
I imp of gloves/ handling of injury & wound, &situations wich pose threat of transmission
B(stumppfv -infectious) blood/blood prod/ body fluids/emis (stumppfv) all handled as infectious
Pro(hand+bbf gowlbsc) protect hands cos HIV transmitd directly with contact through (gowlbsc)
Pre(soiled) precaution on handling/ disposal of soild blood items / disinfectn method/ safekeep
Proto (learners-nose)-informing learners on protocol en in situation in dangr of potentl transmisn
R (after)- responsible precautions aftr handling wound/blood washing/ sterilization of hands
I (immed actn wen splash) wat 2do wen splash touch some part of body running water sterilise
ND(non-porous wen spills) wat 2do wen cleaning spills non-porous gloves; disinfection
S(sig expo) wat 2do wen signific exposur result frm handlng couns/ases/retrov/vaccine Hep.B
Universal Precautions is an international document aimed to curb the spread of HIV/AIDS from
person to person by setting out standard preventive measures to be carried out as a precaution
when attending to potentially risky situations of contracting the HIV virus.
E(littsmcdin) HIV/AIDS is life-threatening& an epidemic diseas in SA, wich is transmitd sexualy,
mother2 child, or thru direct contact wid blood/body fluids& emissions which is infectd wid HIV.
I(inglwawb) It is therefore imperative for teachers to be especially careful when treating injured,
bleeding, or sick learners;- to wear surgical gloves, & to clean wounds with antiseptic, & cover
with waterproof bandage or plaster.
B(bpbefinfect + stumppsfv) All blood, blood products and blood-stained body emissions /fluids
(stumppsfv=saliva, tears, urine, mucous, phlegm, pus, faeces, vomit), must be regarded &
handled as potentially infectious.
Pro(hands + gowlbcs) Any person must use every possible method to prevent direct contact with
blood or blood-contaminated fluids/emissions e.g. using waterproof gloves or plastic bags to
protect hands since HIV can be transmitted through (gowlbcs= grazes, open wounds & lesions;
broken skin; cuts; sores) on the hand.
Pre(soiled disinfect) Precautions must be taken when disposing tissues/swabs/ or clothes soiled
/contaminated with blood/ body fluids/emissions; tissues etc. must be flushed in the toilets;
soiled clothes disinfected with fresh solution of 1part household bleach & 9 parts water, and
sealed securely in a plastic bag, placed in the school office or in secure place, or destroyed.
Proto(learners nose) Learners must be informed & drilled on protocol / procedure should they be

Pg 20
faced with a potentially dangerous situation with risk of transmission; they must not handle
any blood or body fluids/emissions; but call for assistance eg. Friends nosebleeds etc.
R(after) Responsible precautions must be taken even after handling an injury, accident or wound
when gloves are removed ; hands must be washed thoroughly with soap & water.
I(splash) Immediately wash mistakenly splashed blood /body fluids/emissions under running
water for approx. 3mins & sterilize with disinfectant or antiseptic.
Nd(non-porous for spills) Non-porous gloves must also be worn during the clean up of blood spills,
or blood-stained body fluids & should also be disinfected with disinfectant solution.
S(significant exp) During significant exposure to contaminated blood/body fluids/emissions;
serious actions must be taken; person should be sent for counselling & assessment of potential
risk; administered with anti-retro virals; vaccinated against Hepatitis B,
P RAM
I aCP
R eCP
H elp
S nack
E nrichd Ed
A llow sleep/rest
N ature Interaction
P: family poverty forcing children into prostitution (called survival sex)
R: increased reporting of child abuse & neglect due to improved public awareness of de problem
Am: HIV/AIDS epidemic in SA wich has resultd in de myth dat sex wid virgin wil cure/prevent AIDS
p: Identification of the abusive parent = teacher must be on the lookout for
behavioural characteristics of a parent which could indicate that their child was at
risk of abuse.
Re c: Written records = teacher should keep written records of all observations regarding
suspected and/or reports(needed as legal evidence) of abuse.
p: Reporting of child abuse = teacher must report suspicions to the principal as
well as to the social worker, medical doctor/nurse or police officer so that a proper
investigatn can b undertaken. Teacher mus NEVER confront de parents herself as this
could anger them, possibly increase the abuse and destroy the parent-teacher
relationship.
H: Helping abused/neglected children = There are critical things a teacher should
provide to support and help an abused child; so that the child develops a sense of wellbeing to progress beyond abuse such as(SPCCCT) *safe-boundaries; *predictable routines;
*consistent behaviour; *confidence; & *good communication skills;*trust (pp.30-32 TL501)
S: Provide an early snack for those children who come to school hungry.
E: Provide enriched educational experiences for children who may be educationally deprived.
A: Allow the child who has had insufficient sleep at home an extra rest period if necessary.
Nw/c: Provide Nature interaction opportunities with, for children to care for plants and pets as
Ia: c:

Pg 21
this makes them feel wanted and helps them to develop a caring attitude towards others.
Self(help & care) Plan activities to develop self-help & self-care skills which they werent taught
at home. This can be done by:
o A: allowing them to wash dishes, bath dolls and so on, & help during routine activities.
o S: For younger learners provide opportunities for sensopathic activities (clay, water, mud,
finger-paint, play-dough and the like)
o P: and include into physical activity so that their feelings of success and competence are
enhanced and so that they are able to express their emotions in a non-threatening manner.
QUESTIONS POSTED BY LECTURER ON MYUNISA

What key messages could be relayed to the learners about HIV prevention?
Accurate information about AIDS needs to be disseminated comprehensively to learners and in
an age appropriate manner.
Myths about HIV need dispelling &truths about how HIV/AIDS is spread need 2b taut 2learners.
It should be emphasized that transmission occurs only through direct contact of infected blood
or bodily fluids and by giving daily living examples.
Learners should be taught to make informed decisions & display responsible behaviour in the
event of dealing with potentially dangerous situations eg. Nosebleeds among peers, lesions,
injuries in the playground etc.
Learners must be warned about contact with infected body fluids & blood transfusions.
The virus has to find entrance into the bloodstream for transmission eg. through open cuts &
wounds, mouth-sores etc
They need to be made aware of the dangers of intravenous sharing of contaminated drug
needles or syringes with an infected person.
Dangers of sexual promiscuity & unprotected sexual intercourse needs special underlining.
Learners need to know that HIV/AIDS may not be a result of personal behaviolur or choice, &
that transmission can occur from mother to child through pregnancy, childbirth, &breast milk.
Acting upon accurate information can curb the spread of the disease, & dispel stigmas &
stereotyping & discrimination against infected persons and children.
How does child abuse manifest itself in children?

These characteristics are generally displayed by abused children. Teachers identify abuse by
recognising such physical and behavioural symptoms which indicate abuse:
Major changes in behaviour such as: aggressive; anxious; withdrawn
Rapid weight loss/weight gain
Frequent late/absent from school
Chronically tired falls asleep at school/lacking energy
Teacher attention seeking behaviour
Arrives unclean/dirty to school
Frequently hungry
Frequently complains of pain
Unhappy seldom smiles/laughs

Pg 22
Dresses inappropriately for weather conditions arriving to school in winter without
shoes/jersey
What role can educators play with regard to child abuse?
Identification of the abusive parent = teacher must be on the lookout for
behavioural characteristics of a parent which could indicate that their child was at risk of
abuse.
Written records = teacher should keep written records of all observations regarding
suspected and/or suspected abuse.
Reporting of child abuse = teacher must report suspicions to the principal as well as
to the social worker, medical doctor/nurse or police officer so that a proper investigation
can be undertaken. Teacher must NEVER confront the parents herself as this could
anger them, possibly increase the abuse and destroy the parent-teacher relationship.
Helping abused/neglected children = critical things which a teacher should provide
to support and help and abused child so that the child develops a sense of well-being to
progress beyond abuse such as: *trust *predictable routines *consistent behaviour *safe
boundaries *confidence and *good communication skills (pp.30-31 TL501)
P.T.O. for exam paper Jan/Feb 2010
Pg 23
EXAM PAPER JAN/FEB 2010

MCQS: SECTION A QUESTION1 - SAME AS ASSIGN1
Select most correct answer 4each of de ff. questions. (attached pg. nos refer to textbook)
1.1 p4 : Chronic diseases are primarily caused by
(1) pathogens.
(2) bacteria.
(3) genetics.
(4) lifestyles and behaviours.
1.2 p19 Controllable health risk factors include all of the following, except:
(1) insufficient exercise
(2) poor diet
(3) substance abuse
(4) genetic predisposition
1.3 p21 Health promotion is
(1) an effective health-related advertising campaign.
(2) an organized effort which encourages healthy behaviours and habits.
(3) a planned treatment intervention.
(4) a training of health professionals in disease prevention.
1.4 p27 A group of organs working together to perform a specific function is called a
(1) life cycle.
(2) genetic inheritance.
(3) body system.
(4) homeostasis.
1.5 p301 The function of the skin is
(1) excretion of mineral salts and small amounts of body wastes.
(2) conversion of ultraviolet rays from the sun to vitamin D.
(3) protection of the body from germs and other disease-causing agents.
(4) all of the above.
1.6 p31 en p32 system working together with the respiratory system, supplies body cells with
oxygen?
(1) nervous system
(2) circulatory system
(3) lymphatic system
(4) endocrine system
1.7 p31 Which During inhalation the diaphragm ________and the chest cavity _____
(1) relaxes, shrinks
(2) relaxes, enlarges
(3) contracts, shrinks
(4) contracts, enlarges
1.8 p31 A waste product of the process of metabolism is

(1) carbon dioxide.
(2) oxygen.
(3) nitrogen.
(4) lactic acid.
1.9 p573 Bile is made in the ________________ and stored in the ______________ .
(1) spleen, pancreas
(2) pancreas, liver
(3) liver, gallbladder
(4) gallbladder, pancreas
1.10 p38 The largest part of the brain is the
(1) cerebellum.
(2) cerebrum.
(3) medulla.
(4) midbrain.
1.11 p575 Another name for bed-wetting is
(1) peristalsis.
(2) Enuresis.
(3) encopresis.
(4) pyelonephritis.
1.12 p41 The part of the tongue that is sensitive to sour taste is
(1) the side of the tongue.
(2) the back of the tongue.
(3) the middle of the tongue.
(4) the front of the tongue.
1.13 p71 Fibre in food helps with all of the following, EXCEPT
(1) preventing certain types of cancer.
(2) lowering cholesterol
(3) regulating blood sugar.
(4) increasing overall energy.
1.14 p75 The main function of protein is to
(1) carry oxygen to the lungs.
(2) help build and repair body tissue.
(3) carry vitamins to the surrounding tissues.
(4) help with the contraction and relaxation of muscles.
1.15 p75 Which vitamin is water-soluble?
(1) Vitamin D
(2) Vitamin K
(3) Vitamin C
Pg 24
Pg 25
(4) Vitamin A
1.16 p164 The Human Immune-deficiency virus (HIV) can enter the body through
(1) sharing a comb.
(2) sharing a coke.
(3) breast milk.
(4) none of the above.
1.17 p165 Diabetes is a disease which is caused when the _______does not produce enough
insulin.
(1) liver
(2) gallbladder
(3) pancreas
(4) spleen
1.18 p119 Which of the following cognitive benefits can an individual attain through regular
physical activity?
(1) decrease in stress and anxiety
(2) increase in feelings of self-worth and self-esteem
(3) all of the above
(4) none of the above
1.19 p166 What r de general characteristics of a malignant melanoma (skin cancer)?
(1) asymmetrical in shape
(2) even border
(3) even in colour
(4) spreads slowly
1.20 p28 Scoliosis is a disease which mainly affects the
(1) cardiopulmonary system.
(2) neurological system.
(3) endocrine system.
(4) musculoskeletal system.
1.21 p201 Two basic needs identified by Maslow, include
(1) success and popularity.
(2) physical strength and stamina.
(3) food and shelter.
(4) power and leadership.
1.22 When children have good self-esteem they are likely to
(1) engage in drug use on their own, without the encouragement of their friends.
(2) be confident about their social and school performance.
(3) isolate themselves from assertive peers.
(4) refuse to enter into competitive play.
1.23 p227 An individuals conviction about being male or female is known as
(1) sex role.
Pg 26
(2) gender.
(3) gender identity.
(4) sexual orientation.
1.24 p273 Hans Selye identified three stages our bodies go through as they respond to stress.
This is known as
(1) eustress.
(2) coping mechanisms.
(3) general adaptation syndrome.
(4) distress.
1.25 p200 The flight or fight response
(1) is taught to children by parents.
(2) is a sign of mental illness.
(3) is a survival response to perceived dangers.
(4) should be controlled to prevent violent behaviour.
1.26 p306 Aggressive bullies
(1) tend to be anxious, insecure and dependent.
(2) generally do not initiate the aggressive acts.
(3) may lack inhibitions against aggression.
(4) are the most common type of bully.
1.27 p119 Regular exercise during childhood can reduce the risk of which one of the following
diseases in adulthood?
(1) heart disease
(2) diabetes mellitus
(3) osteoporosis
(4) all of the above
1.28 p335 Which of the following is related to psychological drug dependence?

(1) The person experiences a craving
(2) Withdrawal from the drug produces psychological symptoms
(3) Withdrawal from the drug produces physical symptoms
(4) All of the above
1.29 p404 ___occurs when someone prepares for the expected death of a loved one.
(1) A premonition
(2) Anticipatory grief
(3) Anger and rage
(4) Bargaining
1.30 p481 When helping a child who has a nosebleed you should
(1) place a cold compress on the childs neck and nose.
(2) plug the nostrils with cottonwool.
(3) pinch the childs nostrils together with the head bent slightly backwards.
(4) pinch the childs nostrils together with the head bent slightly forwards.
FOUNDATION PHASE
(d)
Pg 27
INTERMEDIATE PHASE
SAFETY AT HOME (9) SCRhrEAEmD-HIPD
Grade 9
Grade 3
Handling Electrical equipment Security & crime prevention in the home &
especially when alone
Dangers of Sharp objects
Risks,
hazards & responsible behavior around
Handling Medication
the house to ensure safety
Fire prevention
What to do in the event of different emergency
Crime preventionkeeping doors
situations like fire etc.
locked etc.
Accident prevention & safety tips when using
What 2do wen stranger is at de sharp objects, working in kitchen etc. e.g. use
front door
of rubber gloves & what to do in the event of a
Accident prevention
wound or cut.
Knowing Emergency contact Safety tips in using heated & electrical
appliances e.g. turning pot handles on stove
nos
inward
Awareness of Safety
Dangers
of electrical outlets, electrical
precautions around the house,
shortages & safety measures to consider in the
e.g. leaving toys lying around
event of an electricity outage.
etc. which may cause someone
Safety home precautions with regards to
to trip on them.
slippery or wet floors, loose mats, etc.& what
to do in the event of an accident
Injury prevention: Storage & accessibility of
sharp objects, electrical appliances, weapons,
medicine etc.
Keeping poisonous/ dangerous materials out of
reach of little children & what to do in the
event something toxic is swallowed.
(e)
NUTRITION
Grade 3
Healthy food VS Unhealthy food
Food groups
Nutrients and vitamins
(9) HelHaND-FuNFoodViED-UDWD
Grade 7
Importance of healthy eating habits
Important nutrients required for healthy
development of body
Nutrients necessry for healthy

body
Importance of nutrition
Importance of Energy drawn
from meals
Good eating habits
Dangers of unhealthy eating
Importance of drinking water

Pg 28
Functions of nutrients in the body
Which foods provide necessary vitamins &
nutrients for a growing body
Establishing a healthy diet to include healthy
quantities/portions of important foods/
Unhealthy food fads & habits e.g. fatty &
sugary foods
Dangers of indulging in fast-foods.
Weight management & Eating disorders
Disease prevention through Foods, &Water
intake
(f) PHYSICAL FITNESS (9)

Grade 3
Importance of daily exercise for
strength, fitness & well-being
Health benefits from physical exercise
Describing & curbing types of
sedentary behaviour in children &
explaining why it is unhealthy
Bodily benefits of physical exercise
Examples of physical exercise, &
beneficial movements e.g. stretching
etc.
Physical activity & prevention of
diseases
Relationship between nutrition &
physical exercises
Development of hand & motor coordination through physical activities.
Fun factors & enjoyment in physical
exercise
Grade 9
Health benefit of physical exercise to
different bodily functions, e.g. organ,
psychological, cognitive, circulatory
systems
Health benefits & future protection
against chronic & other diseases
Safety tips regarding Physical Fitness &
strength training etc.
Physical exercise & body shaping, muscle
tone etc.
Relationship between nutrition, weight
management, & physical exercise
Physical fitness as a leisure activity &
means of de-stress
Body systems affected by physical
exercise e.g. pressure, blood
cholesterol& glucose levels etc,
Enhancing motor co-ordination through
physical exercise.
Physical exercises to target development
of different body parts.
(12)
The aim of consumer health education is to conscientise learners to become informed
consumers, so as to become aware of health hazards when buying health-related products, &
not to believe, & be nave in relying on the prescribers, or consumer protection agencies to
take responsibility in looking out for their best interests.
Consumer education makes older intermediate phase learners aware of reading &
understanding important information on the labels of health products & foods
They would benefit by learning the difference between vitamins and drugs, & by understanding

Pg 29
the importance of reading labels for directions before use, in order to prevent overdosing etc.
Through guidance consumer education would teach learners to distinguish, question, & sift
reliable information from that which they receive from media, advertising, marketing, & other
sources.
(5)
i)
ii)
iii)
Health is a state of complete physical, mental & social well-being, & not merely an
absence of disease & infirmity.
Making positive health decisions to care for & maintain ones own & others health
Ensure a healthy environment & society to live in which creates conditions to allow all
members of society the attainment of health.
(5)
TRUE
FALSE
FALSE
TRUE
FALSE
a) THE 3 LEVELS OF LOCUS OF CONTROL pg.19
*INTERNAL locus of control = believe in their own ability to affect their health.
*POWERFUL-OTHER locus of control = believe that their health is under the control of someone
other than themselves.
*CHANCE locus of control = believe that luck/fate determines their health status.
b) 3 LEVELS OF DISEASE PREVENTION ACTIVITIES
* PRIMARY Prevention choosing actions that are most likely to prevent a health problem from
occurring at all.
* SECONDARY Prevention early identification & treatment of a health problem either to stop it from
getting worse or reversing it entirely through awareness of symptoms
& when to seek medical care.
* TERTIARY Prevention action taken to contain or minimise irreversible damage to health, or

Pg 30
reduce/slow disease progression while maximising adjustment &
resumption of lifes activities
(15)
COMMON SOURCES OF STRESS (Intermediate Phase)

During development children face a wide variety of challenges and demands which include some
generated by the body as it grows & matures, & some created by external or environmental
factors which include demands placed on them by adults; & kids concerns about their place/ role
in society.
a) STAGES OF DEVELOPMENTAL STRESS: PIP

PHYSICAL,
Physical bodily changes during growth & maturation create mental & emotional stress
regarding physical attributes of the child
Hormonal changes create an imbalance in homeostasis as well as confusion &
frustration, & causes great deal of stress.
Environmental factors, or changes perceived as stressful, can also cause the physical
body stress, e.g. getting a low grade in a test can create stress.
Accumulated stress affects the body by creating physical, mental & emotional symptoms
of stress.
INTELLECTUAL
Meeting parental demands /
Living up to & meeting expectations of others
Anticipation of an event or activity can also cause intellectual stress, e.g. worrying about
an exam or test one has to write
PSYCHOLOGICAL
Events and actions which are totally imagined cause psychological and emotional stress
when the person imagines or believes the situation will become a reality,
Also accumulated stress creates psychological symptoms as well.
b) THE STRESS OF GROWING UP: MASSCC
*MEETING PERSONAL GOALS:
Stress is caused when setting of goals by adults or themselves are too unrealistic &
difficult for the child to meet
*ABILITY AND PERSONAL COMPETENCE
Creates much frustration in children especially those with low confidence, which in turn
impacts negatively on morale, expectations of parents, & creating problems at school.
*SELF-ESTEEM & CONFIDENCE
Positive fulfilment of self & ego needs which are provided by surroundings, people who
interact with the child, successes & failures, attitudes, & personal experiences, create a

childs self image which is vital to how he/she would respond to stressors.
Pg 31
*SOCIAL STANDARDS
Expectations, standards, peer group influence, & school settings change at different levels
of development creating confusion about acceptable social standards
*CHANGING VALUES
When an adults value system is not understood by children, they have a perception that
adults dont care for what children value, & this creates confusion & strife.
*COMPETITION WITH PEERS, & OTHERS
Children want to feel special, be liked, and accepted by their peers & parents etc., & they
would often feel pressured into doing things they may not feel comfortable with, just to
fit in & feel accepted or special. This demand & compromise very often causes stress
c) HOME AND FAMILY STRESS: MAPPOIL

Parents who are ill, have emotional problems, or experience marital discord, are usually less
responsive & affectionate, & more punitive with their children.
*Marital discord;
Divorce; introduction of new parental involvement, or the addition of a new sibling are great
stress factors as the child feels vulnerable & insecure & the stress of adaptation reveals
itself in very negative ways.
*Admission into the care of local authorities
Separation from family and loved ones is a very stressful experience for children.
*Parental psychiatric disorder & *Paternal criminality:
in situations like these child abuse, neglect, insecurity, lack of nutrition, and many other
negative situations are rife, and a serious cause of stress .
*Overcrowding or large family size:
The discomforts of overcrowding, lack of privacy etc. can cause much frustration/ stress; whilst
being part of a large family a child may feel lack of attention being given to him/her.
*Illness of family members; or Hospitalisation of family member, or an accident, causes anticipatd
grief in child whose fears of loss, emotional balance & security creates great stres.
*Low social status & Financial difficulties
Some children experience an inferiority complex due to their financially strapped situations at
home, & may feel embarrassed about their needy situation in comparison to friends and
peers who may be living more comfortable, less needy lives.
d) STRESS IN SCHOOL:
*School adjustment
Youngsters beginning or attending school for first time, have a fear for the unknown, or find the
routine too annoying & restrictive, or the separation from mum for such lengthened period
unacceptable; hence such negative perceptions generate much stress. Also older children
entering a new school may find it difficult to make new friends, and the new environment is
seen as fearful & challenging, thus creating much stress. Prevalent violence in schools also
creates fear to attend school, which becomes a stress
*Subject stress
Different learners hav diferent aptitudes in diferent fields, & so may find certain learnng areas

Pg 32
difficult 2understand or absorb, thus creating an aversion / stress relatng 2dese subjects.
*The learning process
Learners grasp information in different ways & if the methods of conveying knowledge is not
varied by teachers, learners would battle with learning, which would in turn be destructive
for their self image & confidence & thus have negative consequences & much stress.
*Test anxiety
With the importance placed on excelling in tests & examinations by parents, teachers & society
at large, students develop a fear for failure, and stress and anxiety is thus experienced by
students in anticipation of tests and test results.
*Competition
A childs efforts can be motivated or stilted by too much or too little competition amongst
peers, and learners are exposed to feelings of anxiety & failure, or fulfilment & guilt.
Working together in groups can remove such stress & teach learners teamwork.
*Parent involvement
Issuing of report-cards to parents on student progress is a very stressful time for learners.
2. FOUNDATION PHASE LEARNERS

TEACHING ABOUT APPROPRIATE / INAPPROPRIATE TOUCH:
Children should be taught that some parts of their bodies are private; e.g. parts of the
body covered by a swimming costume.
They need to know -nobody has the right to touch or see those areas, except parents or
a health professional helping with / conducting a medical examination.
Children should also know that no one has the right to ask them to touch or see these
parts on another persons body.
Children should be helped to identify & differentiate btwn different types of touching:
-
Good touches eg: hugs/kisses which make children feel positive about themselves
Confusing touches eg: which make the child uncomfortable
Bad touches eg: hitting, prolonged/excessiv tickling or touches 2private body areas
Children should be taught to say NO to unwanted touches.
Children must also know about Stranger danger as well as that bad touches may
come from somebody they know.
Children need to be encouraged to communicate openly so that secrets r discouraged.
They should know who they can go to if something is bothering them eg: like a
parent/teacher.
Teacher must use stories/games to constantly reinforce prevention concepts by for

example playing what if... games which pose a hypothetical situation.
(15)

Pg 33
l) Activities should be appropriate to age, culture & developmental level of the learner.
m) Activities should provide for a holistic approach.
n) Activities should provide opportunity for learners to make choices.
o) Activities should promote positive choices.
p) Activities should be flexible.
q) Activities should be action-orientated (i.e. are learners able to explore & interact).
r) There could be a variety of different activities.
s) A variety of different presentation methods could be used.
t) The learning experience should impart both knowledge & health-related skills & attitudes.
u) It should teach through two or more senses.
v) It should be economical in terms of time and cost.
w) The information should be presented in an anti-biased manner.
(10)
Intermediate Phase
1. There will be no discrimination against any learner or educator who has HIV/AIDS.
2. Teachers should be alert to unfair accusations against any person suspected to have HIV/AIDS, and this will
be dealt with accordingly.
3. Learners, educators and other staff who have HIV/AIDS will be treated fairly and humanely, in a just, and
life-affirming way.
4. Any special measures in respect of a pupil, teacher, the principal or support staff with HIV should be fair and
justifiable in the light of medical facts, established legal rules and principles, ethical guidelines, the best
interest of the pupil, teacher or staff member with HIV/AIDS, the school and the best interest of other pupils
and teachers.
5. Special requirements of HIV/AIDS learners or educators will be accommodated by this school as far as
possible.
6. No appointment in an educational or any post by an HIV/AIDS educator may be declined.
7. No application for promotional posts by an HIV/AIDS educator may be declined.
8. The AIDS/HIV status of an educator may not be used as a reason for dismissal, continuation of service
contract or the renewing of a service contract.
9. The educator will not be treated unfairly.
10. It wont be expected from educators to undergo routine testing.
11. Staff attending to injured learners must wear surgical gloves at all times, but should skin be exposed
accidentally to blood , it should be washed immediately with soap & running water. Protective eyewear &
mask to cover nose and mouth will also be available.
(5)
Lifestyle consists of choices, actions, habits and patterns that are within our control and
that increase/decrease our risk for illness/disease.
Pg 34
(5)
Health Education can be defined as: the deliberate structuring of planned learning
opportunities about health which are aimed at voluntary changes in health-related
behaviours, to give individuals the opportunity of achieving a more favourable position on
the health continuum
Health Education includes:
-being motivated to adopt health-promoting behaviours
-helping individuals to make & implement informed health decisions
-changing behaviour voluntarily to improve health
----------------------------------------------------------------------------------------------------------------------PLAGIARISM DECLARATION FORM

Name and student number: _Faeeza_Dawood Simjee ___ 44496133____________
Assignment 01: __HEC101V
I declare that this assignment is my own original work. Where secondary material has been used
(either from a printed source or from the internet), this has been carefully acknowledged and
referenced in accordance with departmental requirements. I understand what plagiarism is and am
aware of the departments policy in this regard. I have not allowed anyone else to borrow or copy my
work.
Signature:
Date: _09/03/2011___
----------------------------------------------------------------------------------------------------------------------MARKERS
COMMENTS
..........................

Pg 35
MARKERS NAME.. Marks awarded
MARKERS SIGNATUREAdmission credit

DATE.
HEC101V eksamen prep
HERSIENING
Aktiwiteit Vrae UIT STUDIEGIDS BETREKKING TOT EKSAMEN riglyne wat in TUT
Doel van die module
Definisie van 'Gesondheid', 'Health Education' & Gesondheidsbevordering
Faktore wat die gesondheid
Kriteria vir die bepaling van gepaste leerervarings
Chroniese siektes
Kindermishandeling
MIV / vigs
doel van die module HInAptOc VaHB / PreMaHiPd FofRiC /
Clesedehab TREd-meter / Aca IDPm-EInT-Dhriffst
i) Hierdie eeu het erken dat die gesondheid van vandag se kinders hoogs word benvloed deur
die gesondheid gedrag, waardes, houdings van eweknie, onderwysers en ander mense in die
gemeenskap.
ii) Voorheen instandhouding van gesondheid, gesondheid tug & voorkoming van die siekte was
die funksie van die gesin, godsdienstige instellings en gemeenskap nie, maar as gevolg van die
vinnige veranderinge in lewenstyl, omgewings- en maatskaplike ontwikkeling, en agteruitgang
van oortuigings & gewoontes, 'n oordrag van verantwoordelikheid het plaasgevind om
opvoedkundige instellings waar die meeste tyd spandeer deur kind.
iii) Die algemene doel is om bewustheid te skep, die voorkoming van siektes maatrels te roep,
te voed, in te lig en te onderrig kinders oor hoe om doeltreffend te gaan met die baie
gesondheid-verwante kwessies waarmee die hulle en hul gesinne in vandag se samelewing.
definisie van 'gesondheid', 'GESONDHEIDSOPVOEDING' & GESONDHEIDSBEVORDERING
HEALTH StaCMPSoW - NoMADiInf / MaPHD CaMOOH / EnHEnS2- CAMSAAH
(5)

Pg 36
i) Gesondheid is "'n toestand van algehele geestelike, fisiese, en maatskaplike welstand, - & nie
net afwesigheid van siekte en swakheid".
ii) Maak positiewe gesondheid besluite om te sorg vir & handhaaf 'n mens se eie & ook dat
ander gesondheid.
iii) Maak seker 'n gesonde omgewing en die samelewing in 2live daaronder skep voorwaardes
2allow alle lede van die samelewing die bereiking van gesondheid.
VRAAG 2 (Lees textbk pgs18-20) 1. Ontleed die implikasies van wat is definisies van
gesondheid.
2.How nie yu dink dat die welstand kontinuum verskil van die definisie van gesondheid deur die
World Health Organization?
1WHO (SN) WeCD- WUsPHI - PASSicSyD -deFH
2WHO-ConsFInGH-MaPHD WImpOOH PromESO - ConEnSuGH / WeC- Dont FacCont2HIC
i) WHO (beskryf gesondheid as 'n toestand van sosiale, geestelike, fisiese welstand, en nie net
'n toestand van afwesigheid van siekte of swakheid); terwyl die welstand-kontinuum definieer
welstand met behulp van die fisiese gesondheid as 'n aanwyser - teenwoordigheid of
afwesigheid van tekens van siekte, simptome of gestremdheid as 'n beslissende faktor van
gesondheid.
ii) Die WGO beskou faktore wat goeie gesondheid benvloed, soos die maak van positiewe
gesonde besluite wat ook 'n impak eie & ander se gesondheid, en die bevordering van
omgewings & samelewing algehele wat bevorderlik is vir die verbetering van & handhawing
van goeie gesondheid sal wees, terwyl Wellness kontinuum nie faktore wat bydra 2health in
oorweging, bv maak positiewe gesondheid besluite.
iii) 3WHOD: SsHeNI PAsHNoVIs SHeDo-DOOPWel AlPHInAAD2> <0 Die WGO definisie
beklemtoon gesondheid, & nie siekte. Definisie lui fisiese aspek van gesondheid moet nie B in
isolasie gesien sedert gesondheid nie net afhang van fisiese welstand, hoewel 'n persoon se
fisiese gesondheid, kan alle aspekte van die ontwikkeling 2greater of mindere degree0
benvloed.
iv) 4WeC: DesHExOC-ROpHD / StOHConFlOC 4VaReas Timp2b StaCMPSEE HAT Wellness
kontinuum beskryf gesondheid as bestaande op 'n kontinuum wat wissel frm optimale
gesondheid tot die dood. Ons toestand van gesondheid skommel gedurig langs hierdie
welstandkontinuum 4various redes dus sy onmoontlik 2b in 'n toestand van algehele
geestelike, fisiese, sosiale, ekonomiese, en omgewingsgesondheid al die tyd.
GESONDHEIDSOPVOEDING (handboek bl 3-4)
NOTAS: Gesondheid Ed word gewoonlik gedefinieer as: - "de deliberat structurng van plannd
leer oportunities oor gesondheid daaronder r gemikvoluntary veranderinge in gesondheidrelatd gedrag 2giv individue oportunity van die bereiking van meer gunstige posisie op die
gesondheidskontinuum (Reddy & Tobias, 1994: 20).
- Gesondheidsvoorligting sluit al die volgende (Hubley 1994):
"Word gemotiveer om gesondheidsbevorderende gedrag te neem
"Om individue te help om te maak en te implementeer ingeligte besluite gesondheid
"Gedrag te verander vrywillig om gesondheid te verbeter
- Maar, gesondheidsopvoeding sal nie suksesvol wees as net kennis van gesondheid kwessies
word aan 'n ander persoon (die gee van inligting model van gesondheidsopvoeding) sonder die
begrip van die politieke, maatskaplike en ekonomiese situasie waarin 'n persoon leef.
- Crewe (1992: 16) verwys na die volgende voorbeeld: Die meeste moeders sal instinktief weet
wanneer hul kinders r ondervoed. Al die inligting beskikbaar oor wanvoeding en 'n goeie

Pg 37
voeding sal van geen nut wees as die moeder kan nie bekostig de kos, suiker of selfs
wedstryde 2light de vuur 2sterilise die water.
- Die onderwyser het 'n belangrike rol om te speel in die verskaffing van kennis sowel as die
ontwikkeling van gesonde houdings en gedrag vir leerders op 'n indrukwekkende tyd van hul
lewens.
ACA dHRIffts - IMPSoSeH + FAD + SAAP CHipP-saFaE / InHiMPEAD beheer SprEDHIV /
EffHE CHASE POK + DevHABe-DITLL
i) Die doel van Gesondheidsopvoeding is om bewustheid te skep en aan te spreek die vele
gesondheid-verwante kwessies waarmee die studente en hul families vandag; wat kwessies
rakende geestelike, fisiese, seksuele, sosiale gesondheid, en familie / binnelandse gesondheid,
misbruik voorkoming, dwelmmisbruik, gesondheid van die verbruikers, &, die voorkoming van
letsel, persoonlike veiligheid en noodhulp insluit. omgewingsgesondheid
ii) Gesondheidsopvoeding sluit gesondheid onderrig, instandhouding van gesondheid, &
voorkoming opvoeding oor die siekte, sowel as om die verspreiding van epidemiese siektes
soos MIV vigs te beheer.
iii) Effektiewe gesondheidsopvoeding skep gesondheid bewustheid in studente en moedig die
praktyk van die kennis, en om 'n gesonde houdings en gedrag te ontwikkel tydens 'n
indrukwekkende tyd in die lewens 2improv leerders se toekomstige gesondheid, sou
toekomstige voordeel koste 2society 2provide sorg te verminder vir siektes wat voorkom kan
word deur vroe onderwys, & gedragsverandering.
GESONDHEIDSBEVORDERING (handboek bl 21-22)
NOTAS: Gesondheidsbevordering het 'n brer benadering & behels meer as net
gesondheidsopvoeding
Dit kan gedefinieer word as B: - "... 'n kombinasie van die gesondheid ed met verwante
organisatoriese, politieke en ekonomiese ingrypings ontwerp 2facilitate gedrag & omgewing
adaptatns dat wil improv of gesondheid te beskerm in individue, groepe of gemeenskappe
(Reddy & Tobias, 1994: 20 ).
- In 1986, die Ottawa Handves van die WHO beskryf gesondheidsbevordering as: "die proses
van in staat stel om beheer oor mense te verhoog en die verbetering van hul gesondheid.
- Gesondheidsbevordering help of bemagtig mense om beheer oor te verhoog en die
verbetering van hul gesondheid op 'n individuele vlak en probeer om gemeenskappe en
besluitnemers te benvloed om die veranderinge in die beleid wat die gesondheid van ander
mense se (Hubley, 1994; WHO, 1984) raak maak ook.
- Die konsep Gesondheidsbevordering beleid van RSA Departement van Gesondheid, beskryf
die bevordering van gesondheid as ... "om mense te help om te wen & handhaaf goeie
gesondheid vinnig deur die bevordering van 'n kombinasie van opvoeding en omgewing
ondersteun wat aksies & lewensomstandighede se mense te benvloed" (1999: 4)
Go4HE-HePDiP & MaPID-RePECH / HePElPHeHab + Phebe-InSoHiPST-DiPAc / ECoMuMamPIn
E: empicoiihl Co: PDev Mu: HeGMaGH- CoProEES-WIPALiC
Kan jy kortliks op te som, wat deur middel van voorkoming bevordering "beteken?
i) Die doel 4health onderwys is die bevordering van gesondheid & voorkoming van siektes, en
om leerders positief ingeligte besluite oor persoonlike, omgewings-, en gemeenskap
gesondheid
ii) Bevordering van Gesondheid het ten doel om te skakel swak gesondheid gewoontes &
gesondheid bevorder gedrag wat die gesondheidstatus te verhoog, insluitend primre,
sekondre en tersire siekte preventn aktiwiteite.
iii) Die bevordering van gesondheid sluit alle van die VF:
o Onderrig: (bemagtig peopl 2increas beheer oor & improv individu se gesondheid vlak)
o Gemeenskapsdeelname en ontwikkeling

Pg 38
o Multi-dissiplinre spanwerk: ('om mense te help om te kry / handhaaf goeie gesondheid deur
middel van gesamentlike promotn van educatn & omgewingsfaktore support daaronder
influenc peopl se optrede lewende conditns)
o Mass media veldtogte
o Voorsiening van basiese dienste (sanitasie, water en dies meer)
o Intersektorale samewerking: (organisatoriese, politieke en ekonomiese ingrypings /
voorkoming van spesifieke siektetoestande)
FAKTORE WAT GESONDHEID: Vroe; Oorerwing; Omgewing
NOTAS: Main verskille tussen kinders en volwassenes is:
- Kinders is afhanklik van ander vir lewensmiddele en beskerming terwyl groei,
- Die ontwikkeling van kinders vereis voldoende voeding, die beskerming van die omgewing en
'n emosioneel koestering familie-opset om optimaal te groei
- Vroe jare van die lewe is van kritieke belang vir die groei en ontwikkeling sedert neurologiese
(brein en senuweestelsel) en gespierde groei en ontwikkeling plaasvind mees vinnig gedurende
hierdie tydperk en hierdie faktore sal toekomstige intellektuele en fisiese vaardighede se kind
te bepaal
- Die toestand van gesondheid 'n persoon se benvloed & bepaal deur 'n verskeidenheid van
faktore wat met mekaar, vandaar 'n mens se gesondheid status is onderhewig aan skommeling.
Sommige vroegste invloede: PRE: ginmadspar / PERI: loobirih / POS: loo-idCNS-met-dip
prenatale faktore (ontwikkeling van fetus geaffekteer vanaf bevrugting tot geboorte)
insluitend genetiese toestande, infeksies in swangerskap, swak voeding van swanger ma,
sekere medikasie tydens swangerskap, alkoholgebruik, dwelmmisbruik / rook terwyl hulle
swanger, prematuriteit van die baba, ouderdom van mamma (baie jong of meer as 40 jaar)
asook radioaktiewe blootstelling.
perinatale faktore (sowat tyd van geboorte) sluit in probleme soos 'n gebrek aan suurstof
baba tydens geboorte proses, geboorte beserings, rhesus onverenigbaarheid of bloeding.
nageboortelike faktore (na geboorte) wat kan insluit 'n gebrek aan suurstof, infeksie skade
aan SSS (sentrale senuweestelsel), metaboliese versteurings, besering, of vergiftiging.
Oorerwing: 6 = Potd + Abbdiiddph + Phys + Normdom + Multi + Import
Oorerwing bepaal 'n mens se maksimum potensiaal wat ontvang as 'n kind deur 'n stel van
gene van elke ouer by die tyd van bevrugting,
Sommige gene kan abnormaal wees, wat lei tot geboortedefekte & genetiese siektes /
versteurings wat kan lei tot intellektuele gestremdheid & / of fisiese gestremdheid (bv sindroom
Down se
Porfirie of hemofilie).
Gene bepaal ook fisiese eienskappe, bv oog en haarkleur, liggaamsvorm
Die normale gene vir 'n spesifieke kenmerk liggaam oorheers gewoonlik de abnormale gene.
Multi-faktoriaal erfenis is wanneer 'n persoon die genetiese vatbaarheid vir 'n spesifieke
siekte wat slegs oppervlaktes as spesifieke omgewingsinvloede voorkom bv kan berwe. asma,
gesplete lip en gesplete verhemelte, klompvoet, diabetes, en spina bifida.
Die daarom belangrik 4effective gesondheidsopvoeding 2begin op 'n vroe ouderdom,
aangesien baie groot dodelike siektes het 'n genetiese komponent & r ook suspectd om multifaktoriaal in oorsprong.
Omgewing (textbk (ch 13) vir ander omgewings invloede op gesondheid!) SWELWo
NOTAS: Komitee Die Nasionale Kinders se regte (NCRC) verklaar dat: "... vir die meerderheid
van S.Africans wat depressief landelike gebiede of in oorbevolkte townships informele
setlemnts lewe, die omgewing is een wat onveilig & ongesonde, is sonder basiese geriewe &
ontspanningsgeriewe; waar oop ruimtes is gevul met rommel eerder as bome & parke. "In SA
vandag baie van die omgewing gesondheid kwessies wentel om armoede. Benadeelde mense
wat in armoede leef die meeste kwesbaar vir siekte en die minste in staat wees om toegang te
verkry tot beskikbare hulpbronne gesondheid.
Pg 39
Negativ: Belangrikste omgewingsfaktore 2contribute siekte, ongeskiktheid en dood in SA:

Onvoldoende & afwesigheid van sanitasie: gebrek aan dreine, riole, soliede en vloeistof afval
dienste: gebrek aan higine ontbloot mense om siektes makliker te kontrakteer
Gebrek aan veilige en voldoende watertoevoer: geen toegang tot skoon drinkwater, water &
binne loopafstand: Water is nodig om te drink & higine te handhaaf. Onrein water bevat
dikwels water gedra siekte, bv. cholera
geen toegang tot elektrisiteit en onvoldoende veilige en skoon brandstof vir huishoudelike
kook & verwarming: dampe van duur & dikwels ongesonde brandstof gebruik (steenkool,
paraffien en hout) veroorsaak besoedeling en gesondheid probleme 4infants & kinders:
oorvol & onvoldoende lewensomstandighede: hawelose mense of diegene wat in haglike
omstandighede in onvoldoende akkommodasie word gewoonlik onvoldoende toegerus teen
ongesonde weerstoestande bv. Koue & Ren, & is vatbaar vir siekte en oorstromings.
swak beheer van werkplek omgewings, in beide formele en informele sektore,: lei tot
chemiese & biologiese besoedeling van grond, water, lug, en voedsel bronne wat lei tot
onaanvaarbare vlakke van besoedeling.
# Let wel: Vir positiewe gevolge: Skryf die teenoorgestelde van bogenoemde punte !!
Lifestyle & GEDRAG (textbk bl 19) 4mor inligting oor gesondheid risikofaktore & leefstyl!
NOTAS: WHO (World Health Organization) verklaar dat: "... die meeste van de wreld se groot
gesondheid problms & voortydige sterftes voorkombaar deur veranderinge in menslike gedrag
en teen lae koste."
- Die meeste belangrike besluite veral besluite Gesondheid wat mense word benvloed deur
belangrike mense in hul sosiale netwerk, bv familielede, godsdienstige leiers of vriende.
- Mense hoog aangeskryf in 'n gemeenskap kan dus f help of verhinder persoonlike
gesondheid besluite.
Lewenstyl en gedrag word benvloed deur die VF., PIBCI: idcahfa-MSM-ppp- bics persoonlike kennis gesondheid
invloed van die media en
oortuigings oor siekte kousaliteit.
gewoontes, kulturele en godsdienstige oortuigings,
In Afrika, die oorsaak van die siekte en doel van genesing fokus gewoonlik op 3 aspekte:
o mistieke, geestelike of magiese aspekte,
o fisiese & psigologiese fenomene.
o Glo wanbalans van bo om oorsaak van siekte en genesing vind plaas deur regstelling van
hierdie wanbalanse wees.
gesondheidsorg
Toeganklikheid van sorg gesondheidsorg; beskikbaarheid van primre gesondheidsdienste;
de bestaan van 'n nasionale gesondheidsbeleid; & Invloed van tradisionele medisyne benvloed
gesondheid 'n persoon se om 'n mindere of meerdere mate.
As gevolg van ongelykhede van die verlede in die voorsiening van gesondheidsorg stelsels,
miljoene benadeelde S. Afrikaners (Veral childrn & diegene livng in landelike gebiede) hav
sonder adequat gesondheidsorg.
Ontwikkeling,
Armoede en 'n lae sosio-ekonomiese status veroorsaak deur enkelouergesinne, tiener ouers,
werkloosheid, gebrek aan opvoeding, snelle verstedeliking en soortgelyke faktore kan ook 'n
invloed op die gesondheid van die kind.
Die is 'n langtermyn wat deur die
Die verslag agterkant van die aanvanklike Birth twintig Studie Navorsingsprojek (BTT)
bevindings ges dat een van die belangrikste faktore wat die gesondheid van 'n kind, is die vlak
van opvoeding van die kind se ma, - Elke bykomende jaar van skoolopleiding vir 'n vrou is wat
verband hou met 'n afname 5-10% in die onder-vyf kind sterftesyfer

Pg 40
Die BTT studie het bevind die volgende om waar te wees:
o vroue met hor vlakke van onderwys maak beter gebruik van voorgeboorte & nageboorte
dienste;
o hul kinders het hor pryse van immunisering;
o hul kinders beter gevoed in vergelyking met kinders van moeders met vlakke laer onderwys;
o opgeleide vroue het minder kinders.
o Hierdie bevindinge stem ooreen met navorsing in ander dele van die wreld, wat toon dat die
opvoeding van vroue is gekoppel aan 'n laer babasterftesyfer, 'n laer geboortesyfer en
verbeterde kindervoeding
# Dus, dit wys baie van die faktore wat die gesondheid skade mense se buite hul beheer. Jy sal
waarskynlik in staat wees om ander faktore wat die gesondheid van 'n kind raak te noem.
Maak 'n breinkaart van al hierdie faktore in die spasie hieronder.
Faktore wat die gesondheid van 'n kind
kriteria vir die bepaling gepaste leerervarings
a) Aktiwiteite moet toepaslike ouderdom, kultuur en ontwikkelingsvlak van die leerder wees.
b) Aktiwiteite moet voorsiening maak vir 'n holistiese benadering.
c) Aktiwiteite moet geleentheid vir leerders om keuses te maak verskaf.
d) Aktiwiteite moet positiewe keuses te bevorder.
e) Aktiwiteite moet buigsaam wees.
f) Aktiwiteite moet aksie-georinteerde wees (dws leerders in staat om te verken en interaksie).
g) Daar kan 'n verskeidenheid van verskillende aktiwiteite.
h) 'n verskeidenheid van verskillende aanbiedingsmetodes gebruik kan word.
i) Die leerervaring moet beide kennis en gesondheid-verwante vaardighede en houdings te dra.
j) Dit behoort te leer deur middel van twee of meer sintuie.
k) Dit moet ekonomies in terme van tyd en koste.
l) Die inligting moet aangebied in 'n anti-bevooroordeeld manier.
CHRONIESE SIEKTES
Is moeiliker om vas te stel as oordraagbare siektes.
omvat 'n wye verskeidenheid van versteurings frm kanker, diabetes, hartsiektes te rugpyn
tandbederf, maar
Groot chroniese siektes sluit asma, kanker, diabetes, hartsiektes, ho bloeddruk, beroerte,
Sommige het genetiese oorsake, terwyl sommige is gevolg van 'n kombinasie van
risikofaktore oor tyd; En sommige mag spruit uit aansteeklike siektes en die erns van die
simptome vordering oor tyd.
Die meeste geglo uitslag van ongesonde lewenstyle & gedrag van kleins af wat in
volwassenheid vertoon word
Ook, toename in langslewendheid toegeneem kanse ervaar simptome van chroniese siektes
Vandaar chroniese siekte onderwys en voorkoming moet geleer word van vroeg in die kind
se lewe.
1. Bespreek die maniere waarop die onderwyser kan ondersteun DIE FAMIL van 'n kind wat ly
aan 'n chroniese siekte.
Die onderwyser moet in staat wees om simpatiek en geskikte ondersteuning te bied aan beide
die leerder en sy / haar familie:
Onderwyser moet beide die kind en die ouers met betrekking tot leerders te ondersteun moet
vir medikasie tydens skoolure, ekstra rusperiodes, spesifieke toilet behoeftes, afwesighede van
die skool, ekstra hulp met skoolwerk, verleentheid oor die fisiese voorkoms ens
Hou vertroulike inligting - geskryf ouerlike toestemming word vereis om enige inligting aan
ander personeel bekend te maak.
Verander die skool program vir leerder met chroniese siekte soos bykomende rus tyd of dieet
aanpassings.

Pg 41
Onderwyser moet bewus wees van die gevolge van enige medikasie wat veranderinge in
leerders gedrag soos hiperaktiwiteit / lomerigheid veroorsaak.
Onderwyser moet van die ouers te bepaal, die leerders se eie begrip en kennis van sy / haar
siekte
Onderwyser moet verseker dat die skool en klaskamer omgewing maak toelaes vir spesifieke
chroniese siekte die kind se soos: genoeg ruimte vir rolstoel gebruikers; vlak van spesifieke
allergene (kryt stof, troeteldier hare, stuifmeel) moet uitgeskakel word indien daar asma of
allergiese kinders in die klas.
Onderwyser moet in staat wees om te gaan met 'n spesifieke gesondheid noodgevalle
verwant aan 'n spesifieke chroniese siekte wees soos: asma-aanval of hipoglisemie te wyte aan
lae vlakke bloedsuiker in 'n diabeet leerder.
KINDERMISHANDELING
Vraag 1.
2. Hoe sal jy Identifiseer 'n mishandelde kind by die skool?
Die onderwyser moet in staat wees om alles wat hulle fisiese en gedrag simptome erken met
dui misbruik wees soos: AABCCDDHUW
"Meneer aandag te soek" gedrag
Gereelde laat / van die skool afwesig
Groot veranderinge in gedrag soos: aggressiewe; angstig; onttrek
chroniese moeg - val aan die slaap by die skool / ontbreek energie
Algemene kla van pyn
rokke ontoepaslik vir weerstoestande - aankom na skool in die winter sonder skoene / trui
arriveer onrein / vuil skool toe
Algemene honger
Ontevrede - selde glimlag / lag
Vinnige gewigsverlies / gewigstoename
3. Bespreek die tekens en die simptome van die volgende:
a) Fisiese mishandeling
Herhaalde / onverklaarbare beserings bv: brandwonde / frakture / kneusplekke
Dra klere beserings bv verberg: onvanpas vir weerstoestande
Algemene laat / afwesig
Ongewoon bang volwassenes; veral ouers
blyk ondervoed of ontwater
Vermy logiese verduidelikings vir beserings
Onttrek / angstig / geslote of uitgesproke & ontwrigtende
Gebrek aan liefde, beide gee & soek
b) Fisiese verwaarlosing
arriveer skool onrein / slegte reuk uit vuil klere / haar
Is in die behoefte van mediese / tandheelkundige sorg
Algemene honger - bedel / steel kos, terwyl by die skool
Onvanpaste klere of skoene - dikwels grootte te klein / groot
rokke ontoepaslik vir weerstoestande - kom sonder trui in die winter
chroniese moeg - val aan die slaap by die skool / kortkom energie om te speel met ander
Loner - moeilik om saam met ander kinders
c) Emosionele mishandeling
Oor die algemeen ontevrede - selde glimlag / lag
Aggressiewe & ontwrigtende OR skaam & teruggetrek
Reageer sonder emosie aksies
Vertraagde groei en / of emosionele & intellektuele ontwikkeling
d) Emosionele verwaarlosing
Swak akademiese prestasie
Onttrek, onoplettend en apaties
dikwels afwesig / laat
Gebruik enige manier om die onderwyser se aandag en goedkeuring te verkry

Pg 42
selde deelneem buitemuurse aktiwiteite
Raak betrokke by misdadige gedrag, bv: steel; vandalisme; seksuele wangedrag; misbruik
van dwelms / alkohol
e) Seksuele mishandeling
onderklere geskeur, lood of bloedige
kla oor pyn / jeuk in geslagsdele
geslagsiekte
4. Bespreek die rol van DIE ONDERWYSER wanneer gekonfronteer deur 'n mishandelde kind.
Identifisering van die mishandelde kind = onderwyser moet in staat wees om al die fisiese en
gedrag simptome wat misbruik dui erken.
Identifisering van die beledigende ouer = onderwyser moet wees op die uitkyk vir
gedragseienskappe van 'n ouer wat kan aandui dat hulle kind was aan die risiko van misbruik.
Skriftelike rekords = onderwyser moet hou geskrewe rekords van alle waarnemings
aangaande vermoed en / of vermeende misbruik.
Verslagdoening van kindermishandeling = onderwyser moet vermoedens aan die skoolhoof
sowel as die maatskaplike werker, mediese dokter / verpleegster of polisiebeampte rapporteer
sodat 'n behoorlike ondersoek gedoen kan word. Onderwyser moet nooit konfronteer die ouers
haarself as dit hulle kan kwaad, moontlik die verhoging van die misbruik en die oueronderwyser-verhouding te vernietig.
Helpende mishandel / verwaarloosde kinders = kritieke dinge wat 'n onderwyser behoort te
verskaf om te ondersteun en te help en mishandelde kind so dat die kind ontwikkel 'n gevoel
van welsyn te vorder verder misbruik soos: * trust * voorspelbare roetines * konsekwente
gedrag * veilige grense * selfvertroue en * goeie kommunikasievaardighede (pp.30-31 TL501)
MIV / vigs
Vraag 1: Nasionale Beleid oor MIV / vigs
* Nie-diskriminasie en gelykheid ten opsigte van leerders, studente en opvoeders met MIV /
vigs
* MIV / vigs-toetsing en die toelating of leerders by 'n skool en studente om 'n instelling, of die
aanstelling van opvoeders
* Bywoning by skole en instansies wat deur leerders of studente met MIV / vigs
* Openbaarmaking van MIV / vigs-verwante inligting en vertroulikheid
* 'N veilige skool en instelling omgewing
* Voorkoming van MIV-oordrag tydens sport en spel
* Onderwys oor MIV / vigs
* Pligte en verantwoordelikhede van leerders, studente, opvoeders en ouers
* Weiering om te studeer met of leer 'n leerder of student met MIV / vigs, of om te werk met of
geleer word deur 'n opvoeder met MIV / vigs
* Skool en institusionele implementeringsplanne
* Gesondheid en adviserende komitee
* Implementering van hierdie Nasionale Beleid oor MIV / vigs
* Gereelde hersiening
* Aansoek
* Interpretasie
* Waar hierdie beleid verkry kan word
5. Bespreek die rol van die onderwyser in die versorging en ondersteuning van leerders wat
genfekteer of geaffekteer word deur MIV / vigs.
Die onderwyser moet oorweeg ALMAL as potensieel MIV-besmette & neem ff.
voorsorgmaatrels:
Hou alle sere / snitte op ons hande bedek met 'n waterdigte pleister.
Moenie items wat met bloed besmet kan raak soos deel: tandeborsels
Neem universele voorsorgmaatrels wanneer die behandeling van enige bloeding wond of die
hantering van enige bloed-besmette liggaamsvloeistowwe of artikels

Pg 43
Ontsmet alle stortings van blodd of bloedbevlekte liggaamsvloeistowwe met 01:10 oplossing
Hanteer altyd bloed-besoedelde klere / klere met handskoene en week hierdie items in die
bleikmiddel voor was met warm water en seep.
sit altyd 'n kennisgewing, waarsku ouers en personeel oor enige waterpokkies of ander
oordraagbare siekte uitbraak in die skool, as persone met 'n lae immuniteit is besonder
sensitief vir sekere infeksies.
Onderwyser moet nie diskrimineer teen enige persoon op grond van sy / haar MIV-status.
1. "Die stres van die moderne lewe het gelei tot 'n toename in kindermishandeling". KRITIES
Ontleed hierdie stelling.
algemene bronne van stres
a) die stres van grootword:
* Ontmoet persoonlike doelwitte
*Selfbeeld
* Verandering waardes
* Sosiale standaarde
* Vermo en persoonlike bekwaamheid
* Kompetisie met ander
b) fisieke, intellektuele & SIELKUNDIGE STADIUMS VAN STRES DEVELOPMNT
c) huis en familie SPANNING:
* Verhouding onmin
* Lae sosiale status
* Oorbevolking of groot grootte van die gesin
* Vaderlike misdadigheid
* Ouers psigiatriese versteuring
* Toegang in die sorg van die plaaslike owerhede
* Siektes van familielede
* Egskeiding en die bekendstelling van nuwe ouerbetrokkenheid
* Hospitalisasie van 'n familielid of 'n ongeluk
* Byvoeging van 'n nuwe broer
* Finansile probleme
d) SPANNING in die skool:
* Skool aanpassing
* Die leerproses
* Kompetisie
* Onderhewig stres
* Toets angs
* Ouer betrokkenheid
e) tegnieke in die klaskamer om stres te verminder:
* Lag en pret
* Verandering persepsies
* Hersiening houdings
* Voeding
* Ontspanning reaksie
f) 'n paar metodes om stres te hanteer in Grondslagfase Leerders:
Onderwysers kan kinders help deur die hantering van stres deur die erkenning van vroe
veranderinge in gedrag, deur die verskaffing van 'n stabiele omgewing en deur kinders aan te
moedig om te praat oor hul gevoelens.
Gebruik van musiek vir ontspanning

Pg 44
Verslapping aktiwiteite = gebruik van beelde en visualisering, make-glo, boeke & stories,
bewegingsaktiwiteite
Kort periodes van kragtige spel, gevolg deur res
Art aktiwiteite = water speel, klei / speelklei, verf, sandput (sensopatic)
Dramatiese spel = behulp poppe / handpoppe te tree uit gevoelens van vrees, woede of
frustrasie (pg32 -Marotz)
VRAESTEL Oktober / November 2009

Vrae Antwoorde
d)
c)
c)
d)
a)
d)
c)
d)
b)
c)
d)
b)
a)
b) Suur = kant
Sout = kant
Bitter terug
sweetfront
b)
c)
c)
c)
c)
a)
c)
b)
c)
d)
a)
c)
b)
d)
c)
b)
(a) voorkoming van geweld (9)
Pg 45
(b) DWELMMISBRUIK (9)

(c) VOORKOMING van vetsug (9)
GRONDSLAGFASE INTERMEDIRE FASE
(a) voorkoming van geweld pg315-316 (9) DECREEDHiP
Graad 2
Handboek
pg315-316
D
E
C
R
E
E
D
Hi
P Graad 6
Die bepaling van wat geweld behels
Verken positiewe / negatiewe verhoudings & verbindings met ander
Die skep van bewustheid van aksie en reaksie op geweld
Versterk Kommunikasie & self-bestuur vaardighede.
Moedig uitdrukking van emosies en gevoelens rakende geweld
Beklemtoon besluitneming vaardighede
Bespreek konflik, resolusie & stres konflik bestuur
Beklemtoning negatiewe impak van geweld op mense en die omgewing
Beplanning & doelwitstelling & voorspraak
(b) DWELMMISBRUIK (9) DRIPHD DEADC
Graad 3
Handboek pg347-348
Graad 6
beskryf hoe dwelms gebruik bevorder groepsdruk van
Hoe om die weiering vaardighede te gebruik wanneer druk
Identifisering van algemeen misbruikte dwelms, insluitend OTC, voorskriftelik & onwettige
Verduidelik fisiese, geestelike, sosiale gesondheid probleme teweeg van dwelmmisbruik.
Ontwikkel toepaslike alternatiewe vir die kry / ervaar die gevoelens wat dwelms te produseer.
Identifiseer dwelmvrye eweknie wat hul welstand kan ondersteun.
Beskryf die uitwerking van anaboliese steroedes
Hoe dwelms benvloed prestasie en prestasie, doelwitte, besluitneming, ens
Vergelyk hul eie houdings en waardes rondom die gebruik van dwelms met di van die
samelewing.
(c) VOORKOMING van vetsug (9)
Handboek pg74-84-85
Graad 3
Graad 6
Connection Tussen Body & voedingstowwe
liggaamselle Behoefte vir voedingstowwe
Identifisering van voedingstowwe in verskeie voedselsoorte
Die behoefte om verskeie voedselsoorte in daaglikse dieet inkorporeer
Die begeerte om voedsel suiwer sluit op grond van smaak
identifisering van verskillende bronne van suiker in voedsel deur die lees van etikette
beskryf effekte van suiker op die liggaam & tande
Verduideliking van belangrikheid van water vir die liggaam & beraming van water in verskeie
voedselsoorte.

Vennootskap van voeding & fisiese oefening in die voorkoming van vetsug
Gereelde fisiese aktiwiteit toename beendigtheid en gewig te handhaaf.
Fisiese oefening & body vorming, spiertonus ens
Pg 46
(12)
SWELWoM: POSITIEWE
S: pawhl (behoorlike, afval; higine; min kans) Safe & sanitre omgewing: behoorlike
dreinering & riool stelsels in plek, met weeklikse munisipale Solid & vloeibare afval dienste,
omgewings- toestande higiniese, met min kans van die siekte etter uit onsuiwerhede
W: panf (voorsiening, toegang, geen Xtra p; fasiliteer) Water voorrade: munisipale
watervoorsiening vergemaklik toegang & skoon, gefiltreerde water te drink en ander gebruike,
en het geen behoefte verder gesuiwer wees, en fasiliteer hygienelectric geen brandstof; accic
take soos bad, skoonmaak, wasgoed vuil klere ens
E: elke (elektriese geen brandstof, toegang; Kook; hitte) Elektrisiteit: toegang tot elektrisiteit
vergemaklik voorsiening van energie wat nodig is om te kook, en hitte, vandaar geen behoefte
om ongesonde brandstof soos steenkool gebruik, hout wat wanneer dit verbrand uitstraal
ongesonde dampe wat is skadelik vir die gesondheid van babas en kinders kan selfs
veroorsaak & koolstofmonoksied vergiftiging en dood; bied direkte gesonde hitte in koue weer
met geen kans van koolstofmonoksied vergiftiging.
L: oss (overcrowdedness & effekte; soliede struktuur) Living voorwaardes: Versterk
gestruktureer huise is minder vatbaar vir gespe onder ernstige weerstoestande & is baie
veiliger en bied beskerming teen koue, ren en ander elemente. As sodanig, is daar geen
behoefte om te gaan met 'n nat en siek deur blootstelling ens word ervaar deur hawelose of
diegene wat in onvoldoende skuiling en akkommodasie. Ook oorbevolking is ongesond as
sirkulasie van suurstof word onvoldoende & meer koolstofdioksied blaas in die grense van die
kamer.
Wee: pobcc / p fawl (swak beheer; bio & chemi Contam; besoedel kos, lug, water, grond)
Working Plek: Swak beheer van werksomgewings in formele & indormal sektor gelei tot
chemiese & biologiese besoedeling van grond, lug, water & kos, veroorsaak wydverspreide
besoedeling.
M: idtmcaep (bel + diag + treat + monit + beheer = aces eff Hprof) Kwaliteit mediese &
tandheelkundige sorg toegang: gesondheid probleme & siekte ondersoek kan word,
gediagnoseer is, en dadelik behandel word nie, of gemonitor en beheer word deur goed
opgeleide en doeltreffende gesondheid professionele wanneer dit nodig is.
Die VF. Negatiewe faktore kan bydra tot siekte, ongeskiktheid en dood in SA:
-lack van rioolpype, dreine of dienste te verkoop van vaste afval en vloeistof
-lack van veilige en voldoende watervoorraad
-overcrowded en onvoldoende lewensomstandighede
-insufficient veilige en skoon brandstof vir huishoudelike kook en verhitting - ongesonde
brandstof gebruik word, soos steenkool / paraffien en hout wat besoedeling en gesondheid
probleme vir kinders veroorsaak.
(5)
- G (gheeliil) Goeie gesondheid is noodsaaklik vir effektiewe leer. Siekte en gesondheid
gestremdhede inmeng met die leerproses. (pp.49 - Marotz)
- P (premahipd-fofric + clesedebehab-Tred-meter) Voorheen opvoeding jongmense oor
gesondheid is die funksie van die gesin, godsdienstige instellings, en die gemeenskap; maar
die verandering van lewenstyl, omgewings- en sosiale evolusie hierdie verantwoordelikheid
2de educatn instelling overgenomen.
- F (poge) Faktore wat 'n invloed n kind se gesondheid kan 'n kind se potensiaal raak vir die
verkryging van 'n opvoeding; Oorerwing is 'n faktor wat die gesondheid affekteer. (MIF) Multifaktoriaal erfenis, verwys na erfenis van 'n genetiese geneigdheid 2a spesifieke van siektes,

Pg 47
daaronder net oppervlaktes wen benvloed deur sekere omgewingsfaktore, & aangesien baie
dodelike siektes het 'n genetiese komponent, het dit noodsaaklik 2educate leerders bout
gesondheid en die bekamping van die siekte van becom 'n jong ouderdom.
i) PACE sPIncCH
ii) P (premahipd fofric-clesedebehab tred) Voorheen instandhouding van gesondheid,
gesondheid tug & voorkoming van die siekte was die funksie van die gesin, godsdienstige
instellings en gemeenskap nie, maar as gevolg van die vinnige veranderinge in lewenstyl,
omgewings- en maatskaplike ontwikkeling, en agteruitgang van oortuigings & gewoontes, 'n
oordrag van verantwoordelikheid het plaasgevind om opvoedkundige instellings, waar die
meeste van die tyd se kind spandeer, dus maak Gesondheid Onderwys 'n imperatief strewe in
skole.
iii) A (Aca; IDPM; EINT-DHRIFFTS) Die algemene doel van Gesondheid ED & veiligheid is om
bewustheid te skep, voorkoming van siektes maatrels te roep, te voed, in te lig en te onderrig
kinders oor hoe om doeltreffend te gaan met die baie gesondheid-verwante, en veiligheid
kwessies in die gesig gestaar deur hulle & hul gesinne in vandag se samelewing.
iv) C (Chinaptoc-Vahb) Hierdie eeu het erken dat die gesondheid van vandag se kinders is
hoogs influencd deur houdings van eweknie, onderwysers en ander in die comunity, waardes,
en gesondheid gedrag.
v) E: EEDP vroeg begin om gesondheidsopvoeding help die oorsaak van die siekte voorkoming
,.
vi) CK (bestry), veral chroniese siekte wat waarskynlik kan benvloed kinders later in hul
lewens; & Bestry die moontlikheid van aanslag deur dodelike siektes soos tipes kanker wat
navorsers glo ook ontstaan deur blootstelling aan ongesonde omgewingsinvloede & lewenstyl
& gedrag, en dus kan enige tyd staak in 'n kind se lewe.
vii) SP (hpcshers) Veiligheid onderwys beskerm gesondheid en veiligheid van kinders
bevorder, deur in te lig oor hoe jongmense te vermy gevare & hanteer nood gevaarlike situasies
wen dit ontstaan.
viii) Inc (toenemende) Deesdae, die verhoging nie. van childrn r forcd 2fend 4themselvs sonder
volwasse supr-visie na skool aangesien beide ouers werk, maak Health & Safety ED
noodsaaklik.
ix) C (rapsssdcp) Met die ho misdaadsyfer, & toename in die statistiek van verkragting en
mishandeling, kinders moet 2b opgevoed oor persoonlike veiligheid en sekuriteit maatrels;
vreemdeling-gevaar; misdaadvoorkoming.
x) H (ardopain) Kinders moet 2b ingelig oor die huis veiligheidswenke cos dis waar hulle
spandeer die meeste van hul tyd na skool, so informasie op hoe 2handle toestelle
verantwoordelik, en dangerus voorwerpe ens & voorsorgmaatrels tydens ongelukke /
beserings, avoidng negligenc het necesity becom .
BOASTTSS
Ehset: Leerders wat emosioneel gesonde, en 'n goeie selfbeeld ontwikkel het, is meer geneig
om te floreer as volwassenes.
30ocsd: Leerders spandeer ongeveer. 30 tot 35 uur per week in die skool onder leiding van
onderwysers, en so onderwysers hav kosbare geleentheid om komplimenteer & ondersteun
selfbeeld reeds developd deur ouers se kind.
B (bendsconb) Bou, te verbeter, te ontwikkel leerders selfbeeld deur vertroue bevordering.
O (ipbisexp) 'n oplettend & interaktiewe onderwyser kan optel fisiese, gedrags- en aanwysers
& tekens van 'n leerder probleme ervaar.
'n (asw2enweb) Advance 'n kind se eiewaarde te 'n kind se welsyn te verbeter
S (smegad) Support leerders met hul probleme, gids, aan te moedig, en te motiveer.
T (Tedrrans) Onderwysers kan ontdek, verslag, & redding kind abusiv & neglectfl situasies.
T (Tengecas) Onderwyser kan mishandelde & verwaarloosde kinders koester deur die
verskaffing van leiding, ekstra sorg, aandag, en ondersteuning.
S (sspepdmesad) Suksesvolle mense wat 'n emosionele of fisiese ontneming oorleef,
gewoonlik noem 'n mentor of belangrike volwassene wat 'n verskil in hul lewens gemaak het.

Pg 48
S (spore -smswom) Sodanige positiewe versterking & emosionele ondersteuning stuur 'n
boodskap van eiewaarde aan die kind, oordra aan hulle dat hulle "saak".
SPPANNCCHH
vra ouers om hul stories of gevoelens oor persoonlike gesondheid kwessies deel
'n skool ouer sentrum wat hulpbronne kan lewer en dien as 'n ontmoetingsplek vir personeel
en ouers.
organiseer spesiale programme / seminare in te lig oor die gesondheid kwessies in die gesig
gestaar deur ouers en leerders.
rangskik naweek of aand inligtingsessies aan ouers verlig met riglyne oor hoe om betrokke te
raak in die skool aktiwiteite.
publiseer 'n maandelikse nuusbrief ouer
stel voor dat leerders het elk 'n ouer / onderwyser notebook vir kommunikasie doeleindes
Konsultasie sessies vir ouer-onderwyser-leerder kontak 2b gerel 2 / 3x deur die jaar
moedig skool en gemeenskapsinteraksie deur aktiwiteite soos uitstallings in die winkel
gebiede waar ouers, leerders en onderwysers betrokke is.
'n handboek geskep kan word met die verspreiding van die wenke en riglyne vir ouers
organiseer vestiging van mobiele kliniek by te woon om gesondheid kwessies van ouers,
leerders en lede van die gemeenskap op 'n maandelikse of tweemaandelikse basis.
PACHFAVAISE
a) P (Posch) Aktiwiteite moet positiewe keuses te bevorder.
b) A (acdll) Aktiwiteite moet toepaslike ouderdom, kultuur en ontwikkelingsvlak van die leerder
wees.
c) C (Coch) Aktiwiteite moet situasies te skep en bied geleentheid 4learners 2make keuses.
d) H (heilige) Aktiwiteite moet voorsiening maak vir 'n holistiese benadering.
e) F (flex) Aktiwiteite moet buigsaam wees.
f) 'n (actorin) Aktiwiteite moet aksie-georinteerde wees (dws leerders in staat om te
kommunikeer & verken).
g) V (vardactprem) Daar kan 'n verskeidenheid van verskillende aktiwiteite.
& Verskeidenheid van verskillende aanbiedingsmetodes gebruik kan word.
h) 'n (anti) Aktiwiteite moet afgelewer word in 'n anti-bevooroordeeld wyse
i) I (khtais) Die leerervaring moet beide kennis en gesondheid-verwante gesindhede, kwessies
en vaardighede oor te dra.
j) S (sensoriese) Sensoriese benadering - Dit moet leer deur middel van twee of meer sintuie.
k) E (ecotice) Aktiwiteite moet ekonomies met betrekking tot tyd en koste-effektiewe wees
U - (universele) - internatnl doc 2curb persn2persn transmisn van HIVAids-stelle preventiv

measurs
E - epidemie, lewensgevaarlike, maniere van oordrag
I - imp handskoene / hantering van 'n besering en wond & situasies met watter bedreiging van
oordrag inhou
B (stumppfv -infectious) - bloed / bloed prod / liggaamsvloeistowwe / OBIS (stumppfv) - almal
hanteer soos aansteeklike
Pro (hand + BBF gowlbsc) - beskerm hande cos MIV transmitd direk met kontak deur middel
van (gowlbsc)
Groot veranderinge in gedrag soos: aggressiewe; angstig; onttrek

Vinnige gewigsverlies / gewigstoename
Gereelde laat / van die skool afwesig

Pg 49
chroniese moeg - val aan die slaap by die skool / ontbreek energie
"Meneer aandag te soek" gedrag
arriveer onrein / vuil skool toe
Algemene honger
Algemene kla van pyn
Ontevrede - selde glimlag / lag
rokke ontoepaslik vir weerstoestande - aankom na skool in die winter sonder skoene / trui
Identifisering van die mishandelde kind = onderwyser moet in staat wees om al die fisiese en
gedrag simptome wat misbruik dui erken.
Identifisering van die beledigende ouer = onderwyser moet wees op die uitkyk vir
gedragseienskappe van 'n ouer wat kan aandui dat hulle kind was aan die risiko van misbruik.
Skriftelike rekords = onderwyser moet hou geskrewe rekords van alle waarnemings
aangaande vermoed en / of vermeende misbruik.
Verslagdoening van kindermishandeling = onderwyser moet vermoedens aan die skoolhoof
sowel as die maatskaplike werker, mediese dokter / verpleegster of polisiebeampte rapporteer
sodat 'n behoorlike ondersoek gedoen kan word. Onderwyser moet nooit konfronteer die ouers
haarself as dit hulle kan kwaad, moontlik die verhoging van die misbruik en die oueronderwyser-verhouding te vernietig.
Helpende mishandel / verwaarloosde kinders = kritieke dinge wat 'n onderwyser behoort te
verskaf om te ondersteun en te help en mishandelde kind so dat die kind ontwikkel 'n gevoel
van welsyn te vorder verder misbruik soos: * trust * voorspelbare roetines * konsekwente
gedrag * veilige grense * selfvertroue en * goeie kommunikasievaardighede (pp.30-31 TL501)
Vuur voorkoming
Ongeluk voorkoming
Gesonde kos VS ongesonde kos

Voedsel groepe
- Goeie raak bv: drukkies / soentjies wat maak kinders voel positief oor hulself
- Verwarrende raak bv: wat die kind ongemaklik maak
Kinders moet geleer word om NEE te s vir ongewenste raak.
Onderwyser moet stories gebruik / speletjies voortdurend versterk voorkoming konsepte deur
byvoorbeeld speel "wat as ..." speletjies wat 'n hipotetiese situasie inhou.
Pg 50
Lewenstyl bestaan uit keuses, optrede, gewoontes en patrone wat binne ons beheer is en dat
toename / afname ons risiko vir siekte / siekte.
Gesondheid Onderwys kan gedefinieer word as: "die doelbewuste strukturering van beplande
leergeleenthede oor gesondheid wat daarop gemik is om vrywillige veranderinge in
gesondheid-verwante gedrag, aan individue die geleentheid te gee om tot 'n meer gunstige
posisie op die gesondheid kontinuum"
Gesondheid Onderwys sluit in:
-being gemotiveer om gesondheidsbevorderende gedrag te neem
-helping individue te maak & implementeer ingeligte besluite gesondheid
-verandering gedrag vrywillig om gesondheid te verbeter

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HEC101V Assignment 1 44496133

HEC101V EXAM PREP

PURPOSE OF THE MODULE

HInAptOc VaHB / PreMaHiPd FofRiC /

Clesedehab TREd-mts / Aca IDPm-EInT-Dhriffst

DEFINITION of HEALTH, HEALTH EDUCATION & HEALTH PROMOTION

HEC101V Assignment 1 44496133

HEALTH EDUCATION (textbook pg 3-4)

HEALTH PROMOTION (textbook pg 21-22)

HEC101V Assignment 1 44496133

FACTORS AFFECTING HEALTH: Early; Heredity; Environmental

NOTES: Main differences between children and adults are :

HEC101V Assignment 1 44496133

Inadequate & absence of sanitation: lack of drains, sewers, solid &liquid

HEC101V Assignment 1 44496133

CRITERIA FOR DETERMINING APPROPRIATE LEARNING EXPERIENCES

l) The information should be presented in an anti-biased manner.

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

COMMON SOURCES OF STRESS

EXAM PAPER OCT/NOV 2009

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

(a) VIOLENCE PREVENTION (9)

HEC101V Assignment 1 44496133

VIOLENCE PREVENTION pg315-316 (9) DECREEDHiP

(9) DRIPHD DEADC

Body Cells Need for nutrients

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

U (universal ) internatnl doc 2curb persn2persn transmisn of HIVAIDS-sets preventiv measurs

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

QUESTIONS POSTED BY LECTURER ON MYUNISA

How does child abuse manifest itself in children?

HEC101V Assignment 1 44496133

What role can educators play with regard to child abuse?

P.T.O. for exam paper Jan/Feb 2010

HEC101V Assignment 1 44496133

EXAM PAPER JAN/FEB 2010

HEC101V Assignment 1 44496133

1.8 p31 A waste product of the process of metabolism is

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

1.28 p335 Which of the following is related to psychological drug dependence?

HEC101V Assignment 1 44496133

Nutrients necessry for healthy

HEC101V Assignment 1 44496133

(f) PHYSICAL FITNESS (9)

HEC101V Assignment 1 44496133

HEC101V Assignment 1 44496133

COMMON SOURCES OF STRESS (Intermediate Phase)

a) STAGES OF DEVELOPMENTAL STRESS: PIP

HEC101V Assignment 1 44496133

c) HOME AND FAMILY STRESS: MAPPOIL