HEC101V – EXAM REVISION MAY/JUNE 2016

Section A
1.1 C
1.2 C
1.3 C
1.4 D
1.5 A
1.6 C
1.7 C
1.8 D
1.9 B
1.10 C
1.11 D
1.12 B
1.13 A
1.14 B
1.15 B
1.16 C
1.17 C
1.18 C
1.19 C
1.20 A
1.21 C
1.22 B
1.23 C
1.24 D
1.25 A
1.26 C
1.27 D
1.28 D
1.29 C
1.30 B
2.1 Discuss what is meant by a healthy lifestyle.
Lifestyle consist of choices, actions, habits, and patterns that are within our control
and that increase or decrease our risk for illness or disease. For example, if we live
a partying lifestyle, our behaviours are likely to include some extent of alcohol and
drug use.

2.2 Briefly indicate the criteria you would use to determine if health,
safety and nutrition curriculum is appropriate for the particular
learners in a particular grade.
• Is the activity appropriate for the age, culture and developmental level of the
learner?
• Does it provide for a holistic approach?
• Does it provide an opportunity for learners to make choices?
• Does it promote positive choices?
• Is it flexible?
• Are learners able to explore and interact (i.e. is it action-orientated)?
• Is there a variety of different activities?
• Is a variety of different presentation methods used?
• Does the learning experience impart both knowledge and health-related
skills and attitudes?
• Does it teach through two or more senses?
• Is it economical in terms of time and cost?
• Is the information presented in an unbiased manner?
2.3 Discuss the common sources of stress in either foundation phase or
intermediate and senior phase learners and explain how you can help
learners deal with stress.
1.) The stress of growing up:
• Meeting personal goals - Setting goals or tasks too difficult to handle.
- Competing with friends.
- Setting goals too low leads to being unmotivated.
• Self-esteem - Related to fulfillment of self and ego.
- Learners can view themselves either positively or negatively.
- Coping skills also affected.
• Changing values - Learners do not understand the value system adults
impose on them.
• Social standards - Expectations change with different development levels.
- Child becomes confused as standards are expected and then not met.
• Ability and personal competence - Lack of confidence in their ability.
• Competition with others - They want to be liked by their friends.
2.) Home and family stress:
• Marital discord.
• Overcrowding or large family size.
• Parental psychiatric disorder.
• Admission into the care of local authorities.
• Divorce and introduction of new parental involvement.
• Hospitalisation of a family member or an accident.
• Financial difficulties.
3.) Stress in school:
• School adjustment - Physical environment and activities influence the
learner.
• The learning process - Facing difficult tests and topics.
- Struggling to learn and focus in class.
- The teacher can reduce stress in this area by giving positive feedback.
• Competition - Feelings of failure when competing with others.
 • Subject stress - Anxiety of the subject and passing it and the demands set by
educator.
• Test anxiety - Verbal test produce more stress.
- Reminded of past papers marks and standards set.
- The teacher can help reduce test anxiety by repeatedly going over material,
- giving practice tests.
• Parent involvement - Report card and the outcome of it.
- Keeping parents informed and involved through parent-teacher
conferences.
TECHNIQUES IN THE CLASSROOM TO REDUCE STRESS:
• Laughter and fun.
• Revising attitudes.
• Relaxation response.
• Help learners to allocate time for relaxation.
• Make the class environment a happy place for learners.

3.1 The health of family members can be affected by their economic

and social standing in the community. Do you agree with this
statement? Explain your answer.
• Health of family members can be affected by their economic & social
standings. Disadvantaged or poor family cannot afford the foods required
for a healthy diet.
• Inadequate access to medical care can cause a family to put of treating
early symptoms creating the potential for illness.
• An inability to access information about health through magazines,
newspapers, tv, radio this can result in poor health habits and result in
weaken the immune system and invite diseases.
• Economically advantaged families may over indulge in foods.
• They lead a sedentary lifestyle.
• They have other poor health habits.
3.2 Describe the effects of hospitalisation on the young child.
The following factors have been found to affect the child’s experience of
hospitalisation (Orr 1992:65–86):
• Age.
• The child’s perception of illness, medical procedures and the hospital.
• Fear of pain and death.
• Bodily intrusion and mutilation.
• Altered motor and sensory activity and loss of self-control.
• Separation from parents and family.
• The unfamiliar hospital environment.
According to the association for the wellbeing of children in healthcare:
Children may:
• Be concerned about being separated from their parents.
•Fear separation, seeing it as rejection.
• Fear pain.
• Wonder what is going to happen to them.
• Be worried about their bodies not working correctly and not being like other
kids.
• Not understand how something that hurts can actually help them get well.
• Be afraid of being left in hospital.
• Regress – suck thumb, wet bed, want bottle.
• Not want to eat, become tearful or want to be with their parents at all times.
• Bottle up their feelings and cry with relief when they see their parents.
Children and families may:
• Feel apprehensive, distressed, lonely, afraid, worried, helpless, angry.

Young People fear:

• Loss of privacy.
• Being unable to see their friends.
• Being unable to have their questions answered.
• A loss of control.

3.3 Analyse the poster above. Identify the incorrect information that
appears on the poster. Justify your choice(s) by supplying the correct
information.
How is HIV spread?

• HIV is an infectious disease, but there are only certain situations in which
people who have the virus can pass it to other people.

• Sexual intercourse is the most common way through which people become
infected, because the virus survives in sperm and vaginal fluids.

• Babies born to mothers with HIV can also become infected just before and
during birth, or during breast feeding.

• Infected blood can spread the virus, for example if it splashes on broken skin,
or by friends or family members sharing blades, razors or toothbrushes.

• Drug addicts who share needles can infect each other.

 • Although blood used in transfusions is treated against the virus, errors
sometimes happen and occasionally blood transfusions may be a cause of
infection.

What does NOT spread the virus?

• You cannot be infected with HIV by sharing some house, desk, chair, office,
car, taxi, locker, telephone, cup, fork, plate, mug, toilet, towel, sheets or
clothes with someone who is infected.

• You cannot be infected with HIV by sharing food, sharing a bath, sharing a
swimming pool, or shaking hands with someone who is infected.

• If you hug or kiss someone with HIV on the lips you cannot get infected.

• You cannot be infected with HIV by being bitten by a mosquito, bed bug, tick
or flea that has bitten a person with HIV.

• You cannot be infected with HIV in the course of any normal educational
activities which take place in a learning environment.
4.1 Parents are regarded as the most important stakeholders in the
school system. What role do you think parents can play in the health
education for their children?
The role of parents in health education
Parent involvement in school matters and especially in the potentially sensitive
issues that often relate to health should be encouraged. Schurr (1992) recommends
the following ways in which parents can be included in the life of the school:
• Ask parents to share their stories or feelings about personal health issues.
• Establish a school parent center which can supply resources and serve as a
meeting place for staff and parents.

• Encourage school and community interaction through activities, such as

displays in shopping areas, in which parents, learners and teachers are
involved.

• Create and disseminate a booklet of tips and guidelines for parents.

• Arrange weekend or evening information sessions so that parents know how

to become involved in the school.

• Arrange for two to three parent-teacher contact sessions throughout the

year.

• Publish a monthly parent newsletter.

• Suggest that learners each have a parent/teacher notebook for

communication purposes.
4.2 Design TWO learning activities that are appropriate to teach health,
safety and nutrition to foundation phase or intermediate and senior
phase learners. Mention the grade and indicate the information that
you will include under the following headings.
• Safety at home
• Nutrition
• Physical fitness

4.3.1 Provide a definition for physical abuse.

- Is a non- accidental injury or threat of injury cause by the child’s caregiver.
- It can be a one-time violent reaction to a child’s behaviour,
- or episodic or repeated.
- Can be in forms of bruises, bite marks and faces, head injuries.

4.3.2 Explain using examples the process to follow and the information
that is required when reporting an incident of child abuse.
1. Identification of the abused child – The teacher must be able to recognise all the
physical
- as well as behavioral symptoms or any changes in the learner in order to indicate
abuse.
- Therefore, the teacher must have a clear understanding of what abuse is and the
different forms of abuse as well as the symptoms.
2. Identification of the abusive adult – The teacher should be on the lookout
- for any behavioral characteristics in a parent that could indicate that their child is
at risk of abuse.
- The teacher should also be on the lookout for any other adults involved in the
learner’s daily life that might have an effect.
3. Keep written records as proof – It’s the teacher’s responsibility to report these
observations and keep written proof of it.
- The teacher should write down all observation notes about suspected or actual
abuse and keep record with dates and time of when it was observed.
The following must be on the teacher’s observation report:
• Childs name, address, and telephone number.
• Parents or guardian’s name and telephone numbers.
• Reasons for concern, any documentation of indicators and any relevant
statements made by the child.
4. Reporting of child abuse – It’s the teacher’s responsibility
- to record the child’s version on the event
- where the learners use his/her own words as to what happened.
- In cases where the learners were sexually abuse
- the educator must ensure that the first report is written down and kept if legal
proceedings start.
It’s the educator’s job to report hers/his suspicions to the principal of the school
and take it from there by reporting it to a social worker, medical doctor, nurse, or
police officer.
- During the process of reporting it the teacher must make sure he/she writes down
the name of the person taking the call,
- The name of the intake worker receiving the call.
- The teacher must also make sure of the date and time the call was made.
- A proper investigation must take place if the teacher keeps observing the same
things.
5. Helping the abused or neglected child – The teachers should provide support and
trust.
- It is also important that the teacher support the child through the process.
HEC101V – EXAM REVISION OCT/NOV 2016
Question 1
1.1 D
1.2 D
1.3 B
1.4 C
1.5 D
1.6 B
1.7 D
1.8 C
1.9 C
1.10 B
1.11 B
1.12 A
1.13 D
1.14 B
1.15 C
1.16 C
1.17 C
1.18 C
1.19 A
1.20 D
1.21 C
1.22 B
1.23 C
1.24 C
1.25 C
1.26 A
1.27 D
1.28 D
1.29 B
2.1 Provide definitions for the following terms.
2.1.1 Health prevention
Health Prevention can take place on three levels
• Primary prevention – Choosing actions that are most likely to prevent a
health problem. Eating a well-balanced diet, exercise well and get enough
sleep is important.
• Secondary prevention – Early identification and awareness. Involves
changing dietary choices after diagnosis preventing cardiovascular diseases.
Entails developing and implementing a medical plan suggested by the
physician. Decreasing salt intake to control hypertension.
• Tertiary prevention – Actions taken to contain or minimize damage or slow
it down. Function of rehabilitation programs. Rehabilitative exercise
programs are designed to reveres or minimize the effects of a heart attack
or injury.
2.1.2 Health promotion
Involves more than just health education
Defined as any combination of health education with related organisational,
political and economic interventions designed to facilitate behavioral and
environmental adaptations that will improve or protect health in individuals,
groups or communities helps or empowers people to increase control over and
improve their health. It includes community participation, education and
multidisciplinary teamwork, community development and mass media
campaigns
2.2 From the time conception a number of factors may influence health
at various times. Discuss the earliest influences (factors) that may
affect a person’s health.
• Prenatal factors – Affecting the development fetus.
- From the time conception until birth.
- Includes genetic conditions.
- Infections in pregnancy and poor nutrition of the pregnant mother.
- Certain medication taken and alcohol consumption

• Perinatal factors – Around the time of birth.

- Includes problems such as lack of oxygen to the baby.
- During birth, birth injuries.
- Rhesus incompatibility or hemorrhage.

• Postnatal factors – After birth.

- Includes damage to the central nervous system.
- As result of infections.
- Injury, poisoning.
- And lack of oxygen or metabolic disturbances.

2.3 Explain the relationship of health to the child’s emotional, social or

cognitive or intellectual development.
• Physical health and emotional development
There are many emotional reactions that might be caused by problems with
physical health:
- The ill child may be irritable and anxious, and this could affect adaptation
to school and the development of peer relationships.
- The hungry or poorly nourished child may be short-tempered and irritable
and unable to concentrate.
- The obese child may become very self-conscious and withdrawn as a
result of teasing from friends.
 - The tired child who has had insufficient sleep may overreact at the
slightest provocation.
- The overprotected, chronically ill child may become very demanding.
- All of these emotional responses may have a greater or lesser impact on
the child and will influence his / her scholastic success.
- Alternatively, emotional problems can result in physical symptoms think
about the emotionally disturbed child who wets his / her bed, vomits or
shows other physical symptoms caused by emotional distress.

• Physical health and social development

It is important for the child to be able to relate well to peers and to be accepted in
a group if he / she is to adapt well to the school situation.
- The child who is healthy and feels confident is most likely to succeed in this
respect.
- Illness often isolates the child from the peer group for a period of time with
the result to re-establish social contacts upon return to school.
- A child may also be socially ostracized by the peer group because of being
physically different in appearance or ability.
- The obese child may be excluded from the group because of an inability to
compete physically on equal terms with other children or be ridiculed
because of his / her size.
- In addition, today children are sometimes socially ostracized
- because of chronic illnesses like HIV / AIDS.
- Apart from the negative effects of social isolation, children who are
discriminated against often develop a poor self-image.

• Physical health and intellectual development

Children with health certain problems may be deprived of learning opportunities
because their physical mobility is restricted.
- Research has shown that a relationship exists between motor skills and
academic achievement. The young child who is thus denied sufficient
movement experiences owing to illness or immobility could be hindered in
later academic achievement.
 - This lack of opportunity to use one’s body is particularly detrimental during
the first few years of life when the child uses his / her body to explore the
world.
- Some infections also affect the functioning of the brain and this can lead to
decreased intellectual function. For example, some children with HIV
infection may have neurological and learning problems resulting from the
effects of the HI virus on the brain tissue.
- Most teachers will agree that learners with almost any health problem from
poor vision, a common cold, and hunger or child abuse will not learn
effectively.

2.4 Discuss the role of the various health educators of children in the
school environment.
• Parents - Family member play an important role in health education.
- They give care in the home environment.
- They set examples for the learners.
- Health education begins at home.
- The teacher must have a supportive relationship with the family in this
respect.
• The Teacher - Primary health educator during school hours.
- Provide health education for children, parents and other staff categories.
• Other professionals
- Such as health or welfare field doctors, dentists’ nurses and dieticians
paramedical staff and social workers.
- All these people provide expert knowledge and advice on health-related
matters.
- They should be called upon when necessary.
• Children
- Regarded as recipients of health education rather than health educators.
- They learn from each other as well
3.1 What are the important criteria/components for health promoting
schools, both internationally and locally?
• International criteria:
- Commitment to the improvement of physical social and psychological
environment of the school promotion of learners’ self-esteem.
- Good teacher and learner relationships.
- Positive and productive links with the school and family and community.
- Stimulating and well-balanced health education curriculum.
- The way adults present themselves as role models to learners.
- Use specialist community services for advice and support in health matters.

• Local criteria:
- Development of healthy school policies that will assist the school community
in consistently addressing its health needs.
- Access to appropriate services.
- To address health needs of the school community.
- Development of personal skills of members.
- Enabling them to improve their own health and influence the healthy
development of others.
- Development of the school as supportive environment.
- Community action that involves the school and the broader community in
taking ownership

3.2 Identify and explain the factors which affect the child’s experience
of hospitalization.
• Age:
- Negative effects appear to be the greatest for children between ages of
seven months and four years.
• Child’s perception of illness/medical procedures:
- Understanding of illness is mainly determined by their cognitive maturity
(cause of illness, need for treatment and role of health personnel).
- Only with increasing age are children able to understand concepts related to
illness.
- Childs health knowledge best explained in terms of Piaget’s stages of
cognitive development. Concept of illness causations will progress from
primitive and egocentric reasoning.
- Ages 6-12 child begins to understand the relationship between their
symptoms and treatment

• Fear of pain and death: - Physical pain is a common stressor for any person.
- Due to the unpleasant sensory, physical, emotional and motor responses it
causes.
- Preschool child is too young to understand this.
- Birth 3 months – fear of sudden movement and loud noises.
- 4-12 months fear of strangers and objects, height.
- 1-3 years fear of strangers and the unknown (dark and loud noises).
- 4-6 years fear of the unknown and ghosts or separation of family.

• Bodily intrusion and mutilation:

- Young children do not have a complete developed body image, any intrusion
into the body space of a child (injections, taking temperature etc.).
- Threaten the self-integrity and self-esteem of the child.

• Altered motor and sensory activity and loss of self-control:

- Hospitalisation often restricts physical mobility of the child or even complete
immobilization and this limits the child’s sensory stimulation and interaction
with the environment.
- The child is forced to become dependent again and their self-esteem may be
threatened when they are not allowed to participate in self-care activities.
• Separation from parents and family:
- This is the most significant cause of hospital stress.
- Children feel anger towards their families for deserting them and leaving
them alone.
- Birth to 6 months – aware of changes in the environment they lose interest
in their surroundings.
- 7months to 4 years – disturbed when separated.
- 4 years and older – they understand the concept of time and that their
parents will return.

• A phase of protest:
- Child is miserable and confused & angry.
- Child refuse all comfort by hospital staff.
- Child realizes that his parents are not returning.
- The outward intensity of his / her reactions decreases.
- Reactions can last for days or weeks.

• A phase of despair:
- Child cries uninterruptedly and gradually becomes withdrawn and apathetic.
- Child appears in a state of mourning for the parents.
- Child cries when parents leave.
- Avoids interaction with other staff during this phase.

• A phase of denial:
- Separation is repeated and prolonged.
- Child might seem adjusted to the situation & environment.
- Parents visit the child will show disinterest.
- And look a bit distress when they leave.
 • The unfamiliar hospital environment:
- Hospital is a unique environment that is unfamiliar to children filled with
mystery.
- This is a time when children need the security of familiar routine and
environments, when in hospital they are faced with strange sounds, people,
sights and smells.

3.3 Demonstrate your understanding of the three main phases of

grieving in children either in the foundation phase/ intermediate phase
or senior phase by discussing the three phases.
Childhood bereavement may result in a number of emotional, cognitive, social and
physical problems. Grieving is considered to have 3 main phases.

• The protest phase:

- Individual is usually reluctant to acknowledge and accept the loss may
appear dazed or show behavioral symptoms such as fear of being alone,
sleep disturbances & change in appetite or depression.
- Best to maintain the child’s normal routine.
- Teachers should give the child extra reassurance during school hours.
- Family should be advised to include the child during funeral preparations.
- Give the child opportunity to say goodbye.
- Saying goodbye helps to appreciate the finality of the situation and makes it
easier to accept the situation.
- Decisions are based on family’s religious beliefs.
• Stage of despair & grief:
- Child shows overt emotions such as sadness, crying and loneliness.
- Some regress to more infantile stage of behaviour.
- Can experience anger and guilt.
- Unable to settle at school can last up to a year.
- Teacher should provide emotional support.
- Opportunities for discussion about the deceased person.
- Teacher should accept the child’s feelings of hopelessness.
- Should reassure the child that its normal to feel upset.
- Suitable book about the topic should be given to the child.

• Acceptance:
- Children come to terms with their loss.
- View the situation more realistically.
- Important to encourage the child to speak of the deceased person.
- Allow the child to recall positive & negative feelings about the person.
- Teacher should encourage parents to share their grief.
- Helps to restore healthy life pattern.
- Child should be spared the intensity of parental grief.
- Give the child simple tasks to feel part of the family.
4.1.1 Define the different types of abuse outlined in the above-
mentioned expert.
An abused neglected child is defined as one whose physicals, mental health or
welfare is harmed. Abuse & neglect are separated into 4 groups:
• Child neglect:
- Parents or caregiver’s failure to provide for a child’s physical, educational or
emotional needs.

• Physical neglect:
- Lack of food, shelter, clothing, nutrition.
- Leaving the child alone for extended time.
- Failure to provide medical, dental or surgical care.

• Educational neglect:
- Failure to ensure child attends school.

• Emotional neglect:
- Refuse to provide psychological care.
- Child uses drugs or alcohol.

• Physical abuse:
- Non- accidental injuries or threat of injury.
- Unexpected bruises, welts, bite marks.
- Unexpected fractures, head & face injuries, cuts and bruises
- Learners would appear weary of contact with parents or adults.
- Shows behavioral signs of withdrawal, depression.
- Abused children come to school early.
- Remain at school or struggle to get off the bus.
- To hide their bruises, they wear appropriate clothes given by their caregiver
(long sleeves in summer time).
- Those abused shows lack of self- esteem.
- Little confidence in their abilities & afraid to speak up
- Lack motivation and eagerness to learn (underachievers).

• Sexual abuse:
- Interaction between a child & adult.
- Where the child is used for sexual gratification or stimulation of the adult.
- Can be inappropriately touching a child against their will.
- Touching buttocks, breast or intimate parts.
- Engaging in sexual intercourse.
- Forcing a child to engage in sexual intercourse.
- Exposing a child to sexual activities (not age appropriate).
- Signs of these abused learners – inappropriate knowledge of sex.
- Avoid being touched, avoid certain adults and places.
- Thumb sucking & bed wetting or running away.
- No ability to concentrate, also disruptive behaviour.

• Emotional abuse:
- Psychological maltreatment that result in impairing.
- A child’s psychological growth & development can be the most insidious
form of abuse.
- Difficult to prove this type of abuse.
- Physical factors: - speech disorders, lags in physical development & failure to
thrive eating disorders.
- Emotional abuse can be verbal assaults, shaming, insulting.
- Characterized by lack of parental concern for the child.
- Psychological maltreatment – terrorizing, rejecting, ignoring & corrupting.
- This abuse erodes a child’s self-esteem & confidence.
- Makes the child anxious, depressed and withdrawn.
- Signs in children – language disorders, habit disorders (biting, rocking,
sucking).
- Conduct disorder (anti-social, destructive, delinquent behaviour).
- Behavioral extremes (compliant, shy, aggressive, demanding).
- Over adaptive behaviour (suicide attempts & inappropriately adult or
infantile).
4.1.2 Briefly explain the procedures that are important when reporting
child abuse.
• It’s the teacher’s responsibility to record the child’s version on the event,
where the learners use his / her own words as to what happened.
• In cases where the learners were sexually abuse the educator must ensure
that the first report is written down and kept if legal proceedings start.
• It’s the educator’s job to report hers / his suspicions to the principal of the
school and take it from there by reporting it to a social worker, medical
doctor, nurse, or police officer.
• During the process of reporting it the teacher must make sure he / she writes
down the name of the person taking the call,
• The name of the intake worker receiving the call.
• The teacher must also make sure of the date and time the call was made.
• A proper investigation must take place if the teacher keeps observing the
same things.

4.1.3 Recommend five ways, by using examples, in which children can

be prepared to avoid potentially sexually abusive situations.
• Children should be taught that some parts of their bodies are private; for
example. Those parts of the body that is covered by a swimming costume.
• They need to know that nobody has the right to touch those areas, except a
parent or health professional who is helping or conducting a medical
examination.
• Children should also know that no one has the right to ask them to touch
these parts on another person’s body.
• Children should be helped to identify and differentiate between 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 excessive tickling or touches to private
body areas.
• Children should be taught to say NO to unwanted touches.
 • Children must also know that bad touches may come from somebody they
know.
• Children need to be encourages to communicate openly so that secrets are
discouraged.
• Teacher should use games & stories to reinforce prevention.

4.3 Discuss the criteria for determining appropriate learning

experiences for health education and give examples.
• Is the activity appropriate for the age, culture and developmental level of the
learner?
• Does it provide for a holistic approach?
• Does it provide an opportunity for learners to make choices?
• Does it promote positive choices?
• Is it flexible?
• Are learners able to explore and interact (i.e. is it action-orientated)?
• Is there a variety of different activities?
• Is a variety of different presentation methods used?
• Does the learning experience impart both knowledge and health-related
skills and attitudes?
• Does it teach through two or more senses?
• Is it economical in terms of time and cost?
• Is the information presented in an unbiased manner?
 HEC101V – EXAM REVISION MAY/JUNE 2017
QUESTION 1
1.1 D
1.2 D
1.3 A
1.4 B
1.5 B
1.6 C
1.7 A
1.8 B
1.9 C
1.10 C

QUESTION 2
2.1 A
2.2 A
2.3 B
2.4 A
2.5 B
2.6 A
2.7 B
2.8 B
2.9 A
2.10 A
QUESTION 3
21. Ventricle - D (lower part of the heart)

22. Supervision - G (one of the ways in which unintentional injury

can be prevented in school)

23. Anticipatory grief - F (grieving before death occurs when it is known its
eminent)

24. Septum - C (muscle separating right and left chambers of the heart)

25. Insomnia - H (difficulty falling asleep)

26. Sociopath - A (a person who lacks a sense of right or wrong and acts in
antisocial ways)

27.Calcium - J (Its function include muscle construction and blood clotting)

28. Dietary fiber - E (a form of carbohydrates including hemicellulose)

29. Habituation - I (psychological dependency on a drug)

30. Colon - B (large intestine)

4.1 Name and explain the fire safety features that are generally
needed in a school and how they will be used.
• Nonflammables stairwells.
• Panic Bars on exits.
• Emergency lighting.
• Public address system.
• Exit signs.
• Fire Alarms.
• Smoke detectors.
 • Safe Rooms.
• Evacuation Plan.
• Fire doors.

4.2 Describe safety procedures for the following:

a) Riding a bike and/or roller-skating.
• Watching for cars.
• Not going between parked cars.
• Crossing at designated areas.
• Wearing safety equipment.

b) Aiding someone having a heart attack (explain the signs as well).

• During a heart attack, a person often has pain in the chest area, which can
range from discomfort to an intense crushing sensation.
• Anyone who feels chest pain that is intense (even at rest) and last more than
10 minutes should be checked by a doctor.
• The crushing feeling in the chest also might be describe as a squeezing
tightness or arching or a “heavy” type of pain.
• Frequently the pain spreads from the center of the chest to the shoulder,
arm, neck, and jaw.
• The pain is not usually relieved by changing positions or taking medication.
• The victim may have difficulty breathing or exhibit shortness of breath and
faster or noisy breathing.
• Sometimes the victim’s skin appears pale or bluish, and he or she sweats
profusely.
• In women the first signals are often confused with feelings of indigestion.
If you think someone is having a heart attack:
• Have the person sit down, rest, and try to keep calm.
• Loosen any tight clothing.
• Ask if the person takes any chest pain medicine, such as nitroglycerin, for a
known heart condition, and help them take it.
 • If the pain does not go away promptly with rest or within 3 minutes of taking
nitroglycerin, call for emergency medical help.
• If the person is unconscious and unresponsive, call your local emergency
number, then begin CPR.
• If an infant or child is unconscious and unresponsive, perform 1 minute of
CPR, then call your local emergency number.

c) Assisting a person who is choking (over 1-year-old individual).

Choking is a complete or partial blockage of the airways that prevents breathing.

Step 1:
Assess the situation quickly. If a learner is suddenly unable to cry, cough, or speak,
something is probably blocking her airway, and you'll need to help her get it out.
She may make odd noises or no sound at all while opening her mouth. Her skin may
turn bright red or blue. If she's coughing or, it means her airway is only partially
blocked. If that's the case, encourage her to cough. Coughing is the most effective
way to dislodge a blockage.
If the child isn't able to cough up the object, ask someone to call the local
emergency number as you begin back blows and chest thrusts.
Also call emergency services right away if the child is at high risk for heart problems.

Step 2:
Try to dislodge the object with back blows and abdominal thrusts. If a learner is
conscious but can't cough, talk, or breathe, or is beginning to turn blue, stand or
kneel slightly behind him. Provide support by placing one arm diagonally across his
chest and lean him forward. Give five of these back blows.
Then do abdominal thrusts.
Stand or kneel behind the learner and wrap your arms around his waist. Locate his
belly button with one or two fingers. Make a fist with the other hand and place the
thumb side against the middle of the learner's abdomen, just above the navel and
well below the lower tip of his breastbone.
Grab your fist with your other hand and give five quick, upward thrusts into the
abdomen. Each abdominal thrust should be a separate and distinct attempt to
dislodge the obstruction.
Repeat back blows and abdominal thrusts. Continue alternating five back blows and
five abdominal thrusts until the object is forced out or the learner starts to cough
forcefully. If he's coughing, encourage him to cough up the object.

4.3 Discuss the effects of hospitalization on the young child.

The following factors have been found to affect the child’s experience of
hospitalisation (Orr 1992:65–86):
• Age.
• The child’s perception of illness, medical procedures and the hospital.
• Fear of pain and death.
• Bodily intrusion and mutilation.
• Altered motor and sensory activity and loss of self-control.
• Separation from parents and family.
• The unfamiliar hospital environment.
According to the association for the wellbeing of children in healthcare:

Children may:
• Be concerned about being separated from their parents.
• Fear separation, seeing it as rejection.
• Fear pain.
• Wonder what is going to happen to them.
• Be worried about their bodies not working correctly and not being like other
kids.
• Not understand how something that hurts can actually help them get well.
• Be afraid of being left in hospital.
 • Regress – suck thumb, wet bed, want bottle.
• Not want to eat, become tearful or want to be with their parents at all times.
• Bottle up their feelings and cry with relief when they see their parents.

5.1 Briefly indicate the criteria you would use to determine if health,
safety and nutrition curriculum is appropriate for the learners in a
particular grade or phase.
• Is the activity appropriate for the age, culture and developmental level of the
learner?
• Does it provide for a holistic approach?
• Does it provide an opportunity for learners to make choices?
• Does it promote positive choices?
• Is it flexible?
• Are learners able to explore and interact (i.e. is it action-orientated)?
• Is there a variety of different activities?
• Is a variety of different presentation methods used?
• Does the learning experience impart both knowledge and health-related
skills and attitudes?
• Does it teach through two or more senses?
• Is it economical in terms of time and cost?
• Is the information presented in an unbiased manner?
5.2 Explain the importance of each of the following nutrients towards
the child’s health and development.
a) Carbohydrates
Carbohydrates are made of carbon, hydrogen, and oxygen and provide a major
source of fuel for the body. They contain 4 calories/gram. Our body converts most
carbohydrates that we eat to glucose, a monosaccharide (one sugar). The glucose
is then used as a fuel source for many cells in the body. Our brain, red blood cells,
and nervous system use glucose exclusively. This is one reason why carbohydrates
are fundamental to a diet.
b) Minerals
Minerals are essential to health. They are essential to a wide variety of functions,
including:
• Muscle contraction and relaxation.
• Water and electrolyte balance.
• Metabolism and growth of the body.
• The manufacture of genetic chemicals such as DNA.
c) Lipids
Lipids, more commonly known as fats, are usually categorized into the following
three groups:
• Triglycerides (glycerol + 3 fatty acids)
• Phospholipids (lecithin)
• Sterols (including cholesterol)
Fats are needed in the diet because they supply the body with the essential fatty
acids necessary for vision, immune processes, and production of hormonelike
compounds that are necessary for a wide variety of functions. These essential
fatty acids cannot be produced by the body and must be supplied by the diet.
Certain oils, nuts, seeds and fatty fish are excellent sources of these essential fatty
acids.
5.3 Discuss what a healthy lifestyle is.
A Healthy Lifestyle
Lifestyle consist of choices, actions, habits, and patterns that are within our
control and that increase or decrease our risk for illness or disease. For example,
if we live a partying lifestyle, our behaviours are likely to include some extent of
alcohol and drug use.

5.4 Mapula is pregnant and has concerns that her child might be born
diabetic. Name and explain 5 risk factors for diabetes in order to set
her at ease.
Risk factors for Diabetes

• A family history of diabetes.

• Obesity, especially more than 30% over recommended body weight.
• Age above 45.
• Lack of exercise.
• Ethnic background.
• Women: having a baby that weighed more than 9 pounds at birth
 HEC101V – EXAM REVISION OCTOBER/NOVEMBER 2017
Question 1
1.1 C
1.2 A
1.3 C
1.4 B
1.5 C
1.6 A
1.7 C
1.8 C
1.9 B
1.10 D

Question 2
2.1 True
2.2 True
2.3 True
2.4 True
2.5 False
2.6 False
2.7 False
2.8 True
2.9 True
2.10 True
Question 3
3.1 Diabetes mellites - C (A state where the pancreas cannot produce insulin
at all)
3.2 Olfactory Nerves - I (Involved with sense of smell)
3.3 Dendrites - J (Neurons that convey impulses to cell bodies)
3.4 Biosphere - G (A global system)
3.5 Insomnia - H (Difficulty falling asleep)
3.6 Amino acid - D (Protein building blocks)
3.7 Amenorrhea - E (Cessation of menstruation)
3.8 Quackery - F (Unethical provision of health)
3.9 Metabolism - A (Process of converting nutrients into body tissue and
body function)
3.10 Insulin shock - B (Too much insulin in blood, resulting from low blood
sugar)
4.1 Identify the dimensions of grief that Mpho may experience
during this period.
STAGES OF GRIEF
1. Denial
2. Rage and Anger
3. Bargaining
4. Depression
5. Acceptance

DIMENSIONS OF GRIEF
1. Initial/shock/denial/disbelief/numbness
2. Overt lack of feelings
3. Physiological changes
4. Regression
5. “Big man or women” syndrome

4.2 What is the difference between communicable and non-

communicable disease?
Communicable diseases are those disease which spread from one person to
another, through the wind, water or direct or indirect mode and are highly
infectious. In contrary Non-communicable diseases are those, which are not
spread and are non-contagious, but are caused due to allergy, long illness,
abnormalities in cell proliferation, inherited, malnutrition.
4.3 Which of these two categories of diseases did Mpho’s
grandfather suffer from?
• Non-communicable disease.

4.4 Which other disease is associated with exposure to asbestos

fume inhalation?
• Asbestos fibers are easily inhaled and carried into the lower regions of the
lung where they can cause fibrotic lung disease (asbestosis) and changes in
the lining of the chest cavity (pleura). These diseases can lead to reduced
respiratory function and death. Long-term inhalation of asbestos fibers also
increases the risk of lung cancer and mesothelioma.
• Enlargement of the heart can also occur as an indirect effect from the
increased resistance of blood flow through the lungs.
• People are more likely to experience asbestos-related disorders if they:
• are exposed to high concentrations of asbestos,
• are exposed for longer periods of time, and/or
• are exposed to asbestos more frequently.

4.5 Give two examples of communicable diseases.

• Tuberculosis
• HIV/AIDS
4.6 Changes in Mpho’s emotional state could affect his physical and
intellectual development. Discuss how Mpho’s emotional state
could affect his physical and intellectual development.
• Grief and Exhaustion - One of the most common early symptoms of grief is
extreme tiredness that makes even routine tasks difficult.
• Difficulty Thinking Clearly - Cognitive effects of grief “can interfere with the
ability to think clearly, to make decisions and judgments, and problem solve.
• Sense of Being Alone - Grief is often accompanied by feelings of loneliness
or isolation. Intrusive thoughts about one’s loss “can be debilitating and
make a person feel like they're not connected to the world or anyone around
them.
• Depression - Prolonged grief can trigger anxiety attacks and depression.
• Immunity – Prolonged grief can have an effect on the immunity system of a
learner because of insufficient nutrient intake.

4.7 Discuss the steps that Mpho’s class teacher can take to give
Mpho the support he needs when he returns to school after the
funeral.
Children are naturally self-conscious and do not want to be singled out as being
different. When they return to school after a loss, they may feel embarrassed.
Peers and adults, too, may feel uncomfortable in their presence. They don’t
know what to say. Students have reported that they feel like everyone is
avoiding them.
School personnel should reach out to them. Ideally, the classroom teacher has
prepared the class by having the students send condolence cards, go to the
funeral, and offer other signs of support. The students should have the
opportunity to talk about what they can say or do to make the returning child
feel welcome and comfortable.
When the teacher discusses with the child the circumstances of a death, how
the person died and what kind of relationship he or she had with the deceased,
one question they can ask is, “Do you feel responsible for the death?”
Teachers might even consider exploring magical thinking with students as class
exercise. This can help students realize that being angry at someone and wishing
for his or her death does not cause death.

4.8 Name and define the pollution that was caused by asbestos
mining in the area where Mpho’s grandfather worked.
Asbestos fibers may become liberated into air via mining, milling and processing
of asbestos containing products. Dumping of asbestos containing wastes also
contributes. In addition, releases occur as a result of maintenance work on
asbestos containing structures and equipment. Building demolition continues to
be a major source.

4.9 The community around the asbestos mining area decided to

introduce health promotion initiatives in order to create awareness
of the impact of asbestos fumes on the community members.
Explain what health promotion is and name at least two important
ways in which health promotion campaigns can be approached.
Health Promotion.
• Has a broader approach and involves more than just health education.
• Health education plus related organizational, political and economic
interventions.
• Makes it possible for people to increase control over and improve their
health.
• Blends education and environmental supports which affects people’s
actions and living conditions.
It includes:
• Community participation.
• Education.
• Intersectoral collaboration.
 • Multidisciplinary teamwork.
• Community development.
• Mass media campaigns.
• Prevention of specific diseases.
• Provision of basic services

5.1 In your opinion what are possible reasons for Mpho’s sickness
and inability to do well in class.
Childhood is a time of critical growth in which proper nutrition is absolutely
necessary. Children who have poor diets -- whether because of a lack of food or
because of patterns of eating that lead to inadequate intake of nutrients -- are
prone to significant short-term and long-term health impacts and diseases.
Children afflicted by sustained poor nutrition are at greater risk for obesity,
mental and emotional health problems, and a failure to thrive academically.

5.2 What is the food group that Monde over – indulge in?
Polyunsaturated fats are found in high concentrations in
• Sunflower, corn, soybean, and flaxseed oils.
• Walnuts.
• Flax seeds.
• Fish.
• Canola oil – though higher in monounsaturated fat, it's also a good source
of polyunsaturated fat.
5.3 The principle called you to advise Monde’s mother on the food
groups that her son needs in his servings in order to have a well-
balanced diet. Write down the food groups that you would suggest
to her with two examples for each group so Monde’s mother can
understand the benefit thereof.
• The bread, cereal, rice, and pasta group form the basis of the pyramid.
The recommendation is to eat 6 to 11 servings a day from this group and
to select whole grain varieties.
• The next level contains the fruit and vegetable groups. The food in these
two groups provide the necessary amounts of vitamins A and C, folic acid,
and minerals such as iron, potassium, and magnesium. These foods also
contain much fiber and little and no fat. The recommendation is to
consume 2 to 4 servings of fruit and 3 to 5 servings of vegetables.
• Moving up the pyramid, the next category contains meat, fish, dry beans,
eggs, and nuts. The foods in this group are essential to getting enough
protein, the B vitamins, iron, and zinc. Select 2 to 3 servings from this
group for a total of 6 ounces. It is recommended that plant sources of
protein, such as beans, be included in the diet.
• The next group is the milk, yoghurt, and cheese group, 2 to 3 servings a
day are recommended. These products provide calcium, which is
particularly important to growing children and teenagers. The
recommendation is to choose primarily low-fat items.
• The final and smallest group, located at the tip of the pyramid, consists of
fats, oils, and sweets. These are to be used sparingly because they provide
many calories and few nutrients.

5.4 Monde runs the risk of being obese. What is obesity? Name and
explain two ways in which obesity in children can be prevented.
Obesity is a condition where a person has accumulated so much body fat that it
might have a negative effect on their health.
• Make healthy eating and exercise a family affair.
• Replace unhealthy snacks and foods with healthy ones.
5.5 Though Monde’s mother is always busy, the school should
ensure that like any other parent, she plays a role in the health
education of her child. Mention six ways recommended by Schurr
(1992), that the school could undertake in order to include parents
in their children’s school life or its activities.
• Ask parents to share their stories or feelings about personal health issues.
• Establish a school parent center which can supply resources and serve as a
meeting place for staff and parents.
• Encourage school and community interaction through activities, such as
displays in shopping areas, in which parents, learners and teachers are
involved.
• Create and disseminate a booklet of tips and guidelines for parents.
• Arrange weekend or evening information sessions so that parents know how
to become involved in the school.
• Arrange for two to three parent-teacher contact sessions throughout the
year.
• Publish a monthly parent newsletter.
• Suggest that learners each have a parents/teacher notebook for
communication purposes.
5.6 Monde’s mother comes home late at night and her child
prepares tea for himself when she is not at home. What 5 personal
safety measures can Monde’s mom take in her kitchen to ensure
that her son is safe at all times.
• Make sure the cabinet under the sink is free of any and all hazardous
chemicals.
• Make sure all cords or wires are out of reach.
• Make sure you have a working fire extinguisher and that all family
members know how to use it.
• Make sure that any sharp objects/tools are in a drawer with a childproof
latch.
• Make sure to install a stove lock and knob protectors.
• Make sure glass objects and appliances with sharp blades are stored out
of reach.

5.7 Which responsibilities in the home do you think Monde’s mom

could give to Monde to ensure that he remains active and occupied?
• Vacuum High-Traffic Areas. You should focus specifically on any main
entries.
• Make the Beds.
• Mop All Floors. This includes any hard floor surfaces in your house.
HEC101V – EXAM REVISION OCT/NOV 2016
Question 1
1.1 D
1.2 D
1.3 B
1.4 C
1.5 D
1.6 B
1.7 D
1.8 C
1.9 C
1.10 B
1.11 B
1.12 A
1.13 D
1.14 B
1.15 C
1.16 C
1.17 C
1.18 C
1.19 A
1.20 D
1.21 C
1.22 B
1.23 C
1.24 C
1.25 C
1.26 A
1.27 D
1.28 D
1.29 B
2.1 Provide definitions for the following terms.
2.1.1 Health prevention
Health Prevention can take place on three levels
• Primary prevention – Choosing actions that are most likely to prevent a
health problem. Eating a well-balanced diet, exercise well and get enough
sleep is important.
• Secondary prevention – Early identification and awareness. Involves
changing dietary choices after diagnosis preventing cardiovascular diseases.
Entails developing and implementing a medical plan suggested by the
physician. Decreasing salt intake to control hypertension.
• Tertiary prevention – Actions taken to contain or minimize damage or slow
it down. Function of rehabilitation programs. Rehabilitative exercise
programs are designed to reveres or minimize the effects of a heart attack
or injury.
2.1.2 Health promotion
Involves more than just health education
Defined as any combination of health education with related organisational,
political and economic interventions designed to facilitate behavioral and
environmental adaptations that will improve or protect health in individuals,
groups or communities helps or empowers people to increase control over and
improve their health. It includes community participation, education and
multidisciplinary teamwork, community development and mass media
campaigns
2.2 From the time conception a number of factors may influence health
at various times. Discuss the earliest influences (factors) that may
affect a person’s health.
• Prenatal factors – Affecting the development fetus.
- From the time conception until birth.
- Includes genetic conditions.
- Infections in pregnancy and poor nutrition of the pregnant mother.
- Certain medication taken and alcohol consumption

• Perinatal factors – Around the time of birth.

- Includes problems such as lack of oxygen to the baby.
- During birth, birth injuries.
- Rhesus incompatibility or hemorrhage.

• Postnatal factors – After birth.

- Includes damage to the central nervous system.
- As result of infections.
- Injury, poisoning.
- And lack of oxygen or metabolic disturbances.

2.3 Explain the relationship of health to the child’s emotional, social or

cognitive or intellectual development.
• Physical health and emotional development
There are many emotional reactions that might be caused by problems with
physical health:
- The ill child may be irritable and anxious, and this could affect adaptation
to school and the development of peer relationships.
- The hungry or poorly nourished child may be short-tempered and irritable
and unable to concentrate.
- The obese child may become very self-conscious and withdrawn as a
result of teasing from friends.
 - The tired child who has had insufficient sleep may overreact at the
slightest provocation.
- The overprotected, chronically ill child may become very demanding.
- All of these emotional responses may have a greater or lesser impact on
the child and will influence his / her scholastic success.
- Alternatively, emotional problems can result in physical symptoms think
about the emotionally disturbed child who wets his / her bed, vomits or
shows other physical symptoms caused by emotional distress.

• Physical health and social development

It is important for the child to be able to relate well to peers and to be accepted in
a group if he / she is to adapt well to the school situation.
- The child who is healthy and feels confident is most likely to succeed in this
respect.
- Illness often isolates the child from the peer group for a period of time with
the result to re-establish social contacts upon return to school.
- A child may also be socially ostracized by the peer group because of being
physically different in appearance or ability.
- The obese child may be excluded from the group because of an inability to
compete physically on equal terms with other children or be ridiculed
because of his / her size.
- In addition, today children are sometimes socially ostracized
- because of chronic illnesses like HIV / AIDS.
- Apart from the negative effects of social isolation, children who are
discriminated against often develop a poor self-image.

• Physical health and intellectual development

Children with health certain problems may be deprived of learning opportunities
because their physical mobility is restricted.
- Research has shown that a relationship exists between motor skills and
academic achievement. The young child who is thus denied sufficient
movement experiences owing to illness or immobility could be hindered in
later academic achievement.
 - This lack of opportunity to use one’s body is particularly detrimental during
the first few years of life when the child uses his / her body to explore the
world.
- Some infections also affect the functioning of the brain and this can lead to
decreased intellectual function. For example, some children with HIV
infection may have neurological and learning problems resulting from the
effects of the HI virus on the brain tissue.
- Most teachers will agree that learners with almost any health problem from
poor vision, a common cold, and hunger or child abuse will not learn
effectively.

2.4 Discuss the role of the various health educators of children in the
school environment.
• Parents - Family member play an important role in health education.
- They give care in the home environment.
- They set examples for the learners.
- Health education begins at home.
- The teacher must have a supportive relationship with the family in this
respect.
• The Teacher - Primary health educator during school hours.
- Provide health education for children, parents and other staff categories.
• Other professionals
- Such as health or welfare field doctors, dentists’ nurses and dieticians
paramedical staff and social workers.
- All these people provide expert knowledge and advice on health-related
matters.
- They should be called upon when necessary.
• Children
- Regarded as recipients of health education rather than health educators.
- They learn from each other as well
3.1 What are the important criteria/components for health promoting
schools, both internationally and locally?
• International criteria:
- Commitment to the improvement of physical social and psychological
environment of the school promotion of learners’ self-esteem.
- Good teacher and learner relationships.
- Positive and productive links with the school and family and community.
- Stimulating and well-balanced health education curriculum.
- The way adults present themselves as role models to learners.
- Use specialist community services for advice and support in health matters.

• Local criteria:
- Development of healthy school policies that will assist the school community
in consistently addressing its health needs.
- Access to appropriate services.
- To address health needs of the school community.
- Development of personal skills of members.
- Enabling them to improve their own health and influence the healthy
development of others.
- Development of the school as supportive environment.
- Community action that involves the school and the broader community in
taking ownership

3.2 Identify and explain the factors which affect the child’s experience
of hospitalization.
• Age:
- Negative effects appear to be the greatest for children between ages of
seven months and four years.
• Child’s perception of illness/medical procedures:
- Understanding of illness is mainly determined by their cognitive maturity
(cause of illness, need for treatment and role of health personnel).
- Only with increasing age are children able to understand concepts related to
illness.
- Childs health knowledge best explained in terms of Piaget’s stages of
cognitive development. Concept of illness causations will progress from
primitive and egocentric reasoning.
- Ages 6-12 child begins to understand the relationship between their
symptoms and treatment

• Fear of pain and death: - Physical pain is a common stressor for any person.
- Due to the unpleasant sensory, physical, emotional and motor responses it
causes.
- Preschool child is too young to understand this.
- Birth 3 months – fear of sudden movement and loud noises.
- 4-12 months fear of strangers and objects, height.
- 1-3 years fear of strangers and the unknown (dark and loud noises).
- 4-6 years fear of the unknown and ghosts or separation of family.

• Bodily intrusion and mutilation:

- Young children do not have a complete developed body image, any intrusion
into the body space of a child (injections, taking temperature etc.).
- Threaten the self-integrity and self-esteem of the child.

• Altered motor and sensory activity and loss of self-control:

- Hospitalisation often restricts physical mobility of the child or even complete
immobilization and this limits the child’s sensory stimulation and interaction
with the environment.
- The child is forced to become dependent again and their self-esteem may be
threatened when they are not allowed to participate in self-care activities.
• Separation from parents and family:
- This is the most significant cause of hospital stress.
- Children feel anger towards their families for deserting them and leaving
them alone.
- Birth to 6 months – aware of changes in the environment they lose interest
in their surroundings.
- 7months to 4 years – disturbed when separated.
- 4 years and older – they understand the concept of time and that their
parents will return.

• A phase of protest:
- Child is miserable and confused & angry.
- Child refuse all comfort by hospital staff.
- Child realizes that his parents are not returning.
- The outward intensity of his / her reactions decreases.
- Reactions can last for days or weeks.

• A phase of despair:
- Child cries uninterruptedly and gradually becomes withdrawn and apathetic.
- Child appears in a state of mourning for the parents.
- Child cries when parents leave.
- Avoids interaction with other staff during this phase.

• A phase of denial:
- Separation is repeated and prolonged.
- Child might seem adjusted to the situation & environment.
- Parents visit the child will show disinterest.
- And look a bit distress when they leave.
 • The unfamiliar hospital environment:
- Hospital is a unique environment that is unfamiliar to children filled with
mystery.
- This is a time when children need the security of familiar routine and
environments, when in hospital they are faced with strange sounds, people,
sights and smells.

3.3 Demonstrate your understanding of the three main phases of

grieving in children either in the foundation phase/ intermediate phase
or senior phase by discussing the three phases.
Childhood bereavement may result in a number of emotional, cognitive, social and
physical problems. Grieving is considered to have 3 main phases.

• The protest phase:

- Individual is usually reluctant to acknowledge and accept the loss may
appear dazed or show behavioral symptoms such as fear of being alone,
sleep disturbances & change in appetite or depression.
- Best to maintain the child’s normal routine.
- Teachers should give the child extra reassurance during school hours.
- Family should be advised to include the child during funeral preparations.
- Give the child opportunity to say goodbye.
- Saying goodbye helps to appreciate the finality of the situation and makes it
easier to accept the situation.
- Decisions are based on family’s religious beliefs.
• Stage of despair & grief:
- Child shows overt emotions such as sadness, crying and loneliness.
- Some regress to more infantile stage of behaviour.
- Can experience anger and guilt.
- Unable to settle at school can last up to a year.
- Teacher should provide emotional support.
- Opportunities for discussion about the deceased person.
- Teacher should accept the child’s feelings of hopelessness.
- Should reassure the child that its normal to feel upset.
- Suitable book about the topic should be given to the child.

• Acceptance:
- Children come to terms with their loss.
- View the situation more realistically.
- Important to encourage the child to speak of the deceased person.
- Allow the child to recall positive & negative feelings about the person.
- Teacher should encourage parents to share their grief.
- Helps to restore healthy life pattern.
- Child should be spared the intensity of parental grief.
- Give the child simple tasks to feel part of the family.
4.1.1 Define the different types of abuse outlined in the above-
mentioned expert.
An abused neglected child is defined as one whose physicals, mental health or
welfare is harmed. Abuse & neglect are separated into 4 groups:
• Child neglect:
- Parents or caregiver’s failure to provide for a child’s physical, educational or
emotional needs.

• Physical neglect:
- Lack of food, shelter, clothing, nutrition.
- Leaving the child alone for extended time.
- Failure to provide medical, dental or surgical care.

• Educational neglect:
- Failure to ensure child attends school.

• Emotional neglect:
- Refuse to provide psychological care.
- Child uses drugs or alcohol.

• Physical abuse:
- Non- accidental injuries or threat of injury.
- Unexpected bruises, welts, bite marks.
- Unexpected fractures, head & face injuries, cuts and bruises
- Learners would appear weary of contact with parents or adults.
- Shows behavioral signs of withdrawal, depression.
- Abused children come to school early.
- Remain at school or struggle to get off the bus.
- To hide their bruises, they wear appropriate clothes given by their caregiver
(long sleeves in summer time).
- Those abused shows lack of self- esteem.
- Little confidence in their abilities & afraid to speak up
- Lack motivation and eagerness to learn (underachievers).

• Sexual abuse:
- Interaction between a child & adult.
- Where the child is used for sexual gratification or stimulation of the adult.
- Can be inappropriately touching a child against their will.
- Touching buttocks, breast or intimate parts.
- Engaging in sexual intercourse.
- Forcing a child to engage in sexual intercourse.
- Exposing a child to sexual activities (not age appropriate).
- Signs of these abused learners – inappropriate knowledge of sex.
- Avoid being touched, avoid certain adults and places.
- Thumb sucking & bed wetting or running away.
- No ability to concentrate, also disruptive behaviour.

• Emotional abuse:
- Psychological maltreatment that result in impairing.
- A child’s psychological growth & development can be the most insidious
form of abuse.
- Difficult to prove this type of abuse.
- Physical factors: - speech disorders, lags in physical development & failure to
thrive eating disorders.
- Emotional abuse can be verbal assaults, shaming, insulting.
- Characterized by lack of parental concern for the child.
- Psychological maltreatment – terrorizing, rejecting, ignoring & corrupting.
- This abuse erodes a child’s self-esteem & confidence.
- Makes the child anxious, depressed and withdrawn.
- Signs in children – language disorders, habit disorders (biting, rocking,
sucking).
- Conduct disorder (anti-social, destructive, delinquent behaviour).
- Behavioral extremes (compliant, shy, aggressive, demanding).
- Over adaptive behaviour (suicide attempts & inappropriately adult or
infantile).
4.1.2 Briefly explain the procedures that are important when reporting
child abuse.
• It’s the teacher’s responsibility to record the child’s version on the event,
where the learners use his / her own words as to what happened.
• In cases where the learners were sexually abuse the educator must ensure
that the first report is written down and kept if legal proceedings start.
• It’s the educator’s job to report hers / his suspicions to the principal of the
school and take it from there by reporting it to a social worker, medical
doctor, nurse, or police officer.
• During the process of reporting it the teacher must make sure he / she writes
down the name of the person taking the call,
• The name of the intake worker receiving the call.
• The teacher must also make sure of the date and time the call was made.
• A proper investigation must take place if the teacher keeps observing the
same things.

4.1.3 Recommend five ways, by using examples, in which children can

be prepared to avoid potentially sexually abusive situations.
• Children should be taught that some parts of their bodies are private; for
example. Those parts of the body that is covered by a swimming costume.
• They need to know that nobody has the right to touch those areas, except a
parent or health professional who is helping or conducting a medical
examination.
• Children should also know that no one has the right to ask them to touch
these parts on another person’s body.
• Children should be helped to identify and differentiate between 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 excessive tickling or touches to private
body areas.
• Children should be taught to say NO to unwanted touches.
 • Children must also know that bad touches may come from somebody they
know.
• Children need to be encourages to communicate openly so that secrets are
discouraged.
• Teacher should use games & stories to reinforce prevention.

4.3 Discuss the criteria for determining appropriate learning

experiences for health education and give examples.
• Is the activity appropriate for the age, culture and developmental level of the
learner?
• Does it provide for a holistic approach?
• Does it provide an opportunity for learners to make choices?
• Does it promote positive choices?
• Is it flexible?
• Are learners able to explore and interact (i.e. is it action-orientated)?
• Is there a variety of different activities?
• Is a variety of different presentation methods used?
• Does the learning experience impart both knowledge and health-related
skills and attitudes?
• Does it teach through two or more senses?
• Is it economical in terms of time and cost?
• Is the information presented in an unbiased manner?