Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
48 Cards in this Set
- Front
- Back
|
Newborn babies display a pattern of primitive reflexes.
(a) Identify and describe one primitive reflex. (3) |
1 mark for the identification (name of reflex) and 2 for
description. 1 mark for partial description and 2 for a full description. Can gain description marks without identification. • Swallowing or sucking reflex- anything placed in the mouth is sucked/swallowed •Startle reflex – loud noises or bright lights cause arms to fling outwards with elbows bent and hands clenched • Grasp reflex – hand grasps any object or finger touching the palm of the hand |
|
|
As babies grow older, their physical development changes. Place the following stages
of physical development in chronological order. The first example has been done for you. A. Sit without support B. Hold a rattle or similar toy C. Hold up the head D. Crawl using the hands and knees E. Walk unaided F. Use the whole hand to pass a toy from one hand to the other. C, ............, ............, ............, ............, ............ (3) |
3 marks for all letters in the correct position i.e. CBFADE
|
|
|
Define the term growth. (2)
|
1 mark for partial definition, 2 marks for full definition.
An increase / gain in physical size / height / weight / mass. There must be increase or similar word AND size/height /weight/mass for the second mark. An example may be offered for 1 mark if correct. (max 2 marks) Do not credit using ‘grow’ or just ‘change’ instead of increase. |
|
|
Define the term development. (2)
|
mark for partial definition, 2 marks for full definition.
A progression/increase in skills, capacities or abilities An example may be offered for 1 mark if correct. (max 2 marks) Do not credit using ‘develop’ or ‘change’ instead of increase/progression |
|
|
Examine the development of cognitive and language skills in infancy and early
childhood. (10) |
Level Three (7 - 10)
Few if any omissions at least 4 points will be presented. Depth of understanding and links will be demonstrated and the candidate will be able to accurately apply knowledge, concepts and terms appropriately. Candidate can evaluate and draw conclusions. Work is coherent and well structured. Intellectual development includes both cognitive or thinking skills and language acquisition. (1 mark) Maximum of 5 marks if one not considered. Likely responses to include: Cognitive- Apt candidates will describe theories of Piaget accurately. • Young infants – cry in response to physical stimuli hungry, wet, cold ,etc • If objects or people are not seen, they do not exist • Older infants learn that objects exist even when not seen and look for them • Tend to base thinking on what things look like (prelogical) • Begin to reason and think more logically. Language acquisition- apt candidates will add a sense of timing. • Young infants vocalise followed by “babbling” sounds • By 1yr some infants have single / simple words • By 2 yrs, 2-word statements • Short phrases • Asking questions • Sentences • 5-6yrs good sentences and fair vocabulary • Use and understand speech, increasing vocabulary. Focus must be infancy / early childhood. Not physical, emotional or social development. |
|
|
Play is a vital part of a child’s all-round growth and development.
Discuss the importance of play on the growth and development of children. (10) |
Likely response include:
• Develops confidence /self esteem / self-concept • Improves sense of security • Develops the imagination and creativity • Sense of values and right from wrong • Enhances social skills and ability to make relationships • Interpretation of the world around them • Makes sense of things • Realisation of potential • Develops competence • Control of emotions • Improves motor skills / motor control / strength / stamina / fitness • Enhances cognitive skills/problemsolving/ reading/writing • Develops language and communication skills Some candidates may only provide different types of play – solo, parallel, associative etc Maximum 2 marks if no points made Do not accept negatives as it is the importance of play |
|
|
Identify three general aims of health promotion. (3)
|
1 mark for each aim
• making people more aware of health issues • improve fitness levels generally • help prevent ill-health Do not credit ‘healthy lifestyles’ |
|
|
Explain what is meant by “the medical approach” to health promotion. (2)
|
1 mark for a partial description, 2 for a full description.
Credit one mark for a correct example Max.2 marks The medical approach to health focuses on the prevention (1 mark) of disease or illness (1 mark) |
|
|
Identify and describe one example of how health professionals use the medical approach in health promotion activities. (3)
|
1 mark for identification and 2 marks for description.
(1 for partial and 2 for full) Likely responses include: • Childhood immunisation programme – to prevent childhood infections • ‘Flu immunisation for vulnerable sick, essential workers and people in later adulthood – to prevent influenza • Mammography – type of X-ray to detect breast abnormalities • Cervical smear tests – microscopy to detect cell abnormalities Do not expect a timetable for child immunisation but a mention of at least 3 diseases covered for 2 marks (less than this 1 mark) |
|
|
Identify and explain one example of a health promotion activity using the societal approach. (3)
|
1 marks for the correct identification. 2 marks for
explanation. 1 mark for partial explanation Candidates are likely to choose from: • ban on smoking in enclosed public places • raising of age to purchase tobacco/alcohol products • wearing car seat belts • ban on sale of fireworks, alcohol under certain age |
|
|
State why this health promotion activity is of benefit to society. (3)
|
The benefits should relate to the societal health promotion
identified, however, any type of promotion offered can give 1 mark if benefit linked to population. 1 mark for each point made, max 3 marks • healthier population • reduce costs to the NHS • reduce numbers of deaths and injuries • reduce pollution • reduction in cancer statistics • reduction in heart disease statistics • average life expectancy may rise |
|
|
Identify and examine the benefits to individuals from a health promotion
activity. (8) |
Few if any omissions will be presented. Depth of
understanding will be demonstrated and the candidate will be able to accurately apply knowledge, concepts and terms appropriately. Candidate can evaluate and draw conclusions. Work is coherent and well structured. 1 mark for identification of health promotion The benefits must relate to a health promotion identified. Likely responses of individual benefits: • increase in health and well-being / self-esteem / confidence / self-concept • improved fitness/ better breathing etc • greater stamina • reduction in likelihood of developing coronary heart disease/heart attacks • less likely to develop cancer of lungs/bladder/throat/mouth/breast/liver • not dependent on chemical substances • better role model for family • more money available • live longer • make friends / meet new people • explore different activities, e.g. sport • increased awareness of health issues |
|
|
Discuss the extent to which an identified health promotion activity meets the general
aims you identified in 2(a). (8) |
Level Three (6 - 8)
Few if any omissions will be presented. Depth of understanding will be demonstrated and the candidate will be able to accurately apply knowledge, concepts and terms appropriately; points will address all 3 aims. Candidate can evaluate and draw conclusions. Work is coherent and well structured. 1 mark for identifying health promotion Responses likely to include: Aim - making people more aware of health issues • publicity follows introduction nd anniversaries of ban • health promotion campaigns intensify before a ban • relevant products build up advertising / publicity • law-breakers punishments highlight issue Aim - improve fitness levels • cardiovascular and lung function improves/less chest infections/less asthma attacks/less heart attacks • better weight control • more time and motivation to participate in exercise • more oxygen and less carbon mono/dioxide available Aim - help prevent ill-health • less heart disease • BP lowered • less bronchitis and emphysema • less lung and other cancers |
|
|
Maura and her mother Yana live in a small house in an area of the UK prone to flooding.
Last year, the flooding was heavy and prolonged leading to disruption of clean water supplies and sewerage services. Yana is over 80 years of age and in the early stages of dementia. She refused to leave the house during the flooding due to reports of looting of properties. Maura is a schoolteacher almost 50 years of age and experiencing the symptoms of the menopause and stress. (a) (i) Identify the life stages of Maura and Yana. Maura’s life stage .................................................................................................. Yana’s life stage (2) |
Maura – middle adulthood
Yana – later adulthood |
|
|
Describe three physical features of the menopause that Maura might experience. (6)
|
2 marks for each feature of the menopause
1 for partial description, 2 for full description. Likely responses include: • ovarian hormones decrease due to no more eggs • menstruation declines and finally stops • inability to bear children/become pregnant / no more eggs • night sweats/hot flushes due to hormones increasing • primary and secondary sexual organs shrink Only accept physical effects, so reject mood swings, stress, irritability, etc. |
|
|
Explain how the reduction in the quality of water and sewerage services during the
flooding may have affected the women’s development. (8) |
Level Three (6 - 8)
Few if any omissions will be presented. Depth of understanding will be demonstrated and the candidate will be able to accurately apply knowledge, concepts and terms appropriately; points will address all developments. Candidate can evaluate and draw conclusions. Work is coherent and well structured. Responses likely to include: Physical • Risk of serious disease such as gastro-enteritis, cholera etc • Risk of dehydration due to conserving water • Poor hygiene Emotional • Anxiety / fear • Stress • Anger • Depression • Loss of self-esteem • Despair/feeling of being trapped Social • Unable to meet friends, family etc • Unable to go to work • Feel isolated • relationship between mother and daughter may deteriorate Intellectual • No stimulation • Boredom • Inability to concentrate Do not award any marks for naming physical, emotional, social or intellectual. |
|
|
Explain the possible causes of Maura’s stress. (4)
|
2x2 for full explanations,1 mark for partial
explanation Answers may be drawn from the following: • Symptoms of the menopause interfering with daily living • Job role • Repeated flooding and destruction of property • Mother in early stages of dementia • Effects of flood such as lack of water, sewerage problems etc. • Reduced personal time Value of property declining/difficulties with insurance/financial problems in cost of repairs and replacement / looting |
|
|
Discuss how stress could affect Maura’s physical and emotional development. (10)
|
Level Three (7 - 10)
Physical and emotional effects will be presented in a balanced way. Depth of understanding will be demonstrated and the candidate will be able to accurately apply knowledge, concepts and terms appropriately. Candidate can evaluate and draw conclusions. Work is coherent and well structured. Maximum of 5 points if only one development is covered. Answers may be drawn from: Physical • Unable to sleep/tired/restless • Indigestion/digestive problem/ulcers • Bowel problems • Raised blood pressure • Tremors/nervous tics • Muscles tense/unable to relax/aches • Heart disease/palpitations • Skin problems –eczema/psoriasis etc • Substance abuse • Poor/absent sexual activity/affection • Headache • Weight changes Emotional • Anxious/tense • Depressed/negative about life events • Irritable/short-tempered • Inability to concentrate • Unhappiness / sad / tearful • Negative self-control / low self-esteem / lack of confidence Do not accept any points relating to social or intellectual development. |
|
|
Ali is one year old and just learning to walk. His mother Julie is 17 years of age and
her boyfriend Hassim is 20 years of age. At first, Julie and Hassim lived together but now he has returned to live with his parents. This has caused arguments between Julie and Hassim. (a) Identify the life stage of each individual in the table below. Name of individual Identification of life stage (3) Julie Ali Hassim |
1 mark for each correct life stage
Julie - Adolescence Ali - Infancy Hassim - Early adulthood |
|
|
Puberty involves a series of physical changes which can be different in males and
females. Identify three physical changes which are different in boys like Hassim and girls like Julie. (3) |
1 mark for each difference
For example: • girls menstruate, boys don’t • girls grow breasts, boys don’t • boys voices break, girls don’t • girls hips widen, boys don’t • boys have “wet dreams” (secretions), girls don’t • different hair patterns |
|
|
c) Learning to walk is one example of physical development in Ali’s life stage. Describe
one example of social, emotional and intellectual/cognitive development that Ali might show in this life stage. (i) Social development (ii) Emotional development (iii) Intellectual/cognitive development (6) |
2 marks for an accurate description, I mark for a
partial description. For example: Social – • primary socialisation – norms/values • dependent on a carer’s familiar presence • shy with strangers • loving towards carers • plays simple games with people (peek-a-boo, this little piggy, pat-a-cake) • waves bye-bye Emotional – • loving towards carers • comfort objects –soft toys, blanket • have moods • cries if main carer disappears Cognitive/intellectual – • learns about things by trial and error • follows simple instructions • points and looks when others point showing understanding • has 2 -6 words and gaining more rapidly • use objects in appropriate manner (cuddle soft toy, try to brush hair) |
|
|
Ali was a happy, contented baby but recently he has become withdrawn and is less
interested in playing with his toys. Explain why Ali’s behaviour might have changed. |
Level 3 : 6 – 8 marks
There will be very few, if any, omissions. Candidate demonstrates a depth of knowledge, uses vocational terms and good links to other developmental areas. More than 2 factors considered with explanations (6 marks) with 7-8 marks for quality responses. Evaluation leads to conclusions and the work is coherent and wellstructured. For example: • missing father • picking up on tension when they do meet • sensing conflict between parents • sensing mother’s unhappiness • mother young and may not be looking after him well • may not be going out very much • may suffer |
|
|
Discuss how Julie’s self-concept may be affected by Hassim returning home to live
with his parents. (10) |
Level 3 : 7 – 10 marks
There will be very few, if any, omissions. Candidate demonstrates a depth of knowledge, uses vocational terms and good links to different factors with supporting explanations. There must be consideration of both positive and negative effects for level3. Evaluation leads to conclusions and the work must be coherent and wellstructured to gain 9 -10 marks. Maximum 5 for one-sided view. For example: 1 mark for including a definition of self concept. Positive self concept • may be relieved that arguments have reduced • feel independent/strong • able to please herself/answer to no-one else • concentrate on baby • low income may go further so pleased • happier/less stressed • raised self esteem/values herself more/confident Negative self concept • depressed/sad/miserable • low self esteem/lack of confidence • poor self image • feel abandoned/rejected/worthless/devalued/ useless • blames getting pregnant/having baby • loses interest in surroundings/motherhood • poor quality of life • stressed |
|
|
Julie and Ali have a low income and live in a one-bedroom flat. Julie, an only child,
was doing well at school until she became pregnant by Hassim. Her parents did not approve of their relationship and asked Julie to leave the family home. At that time, Julie’s mother was starting the menopause and this was a difficult time for the whole family. (a) (i) Identify three physical features of the menopause. (3) |
1 mark for each different response
For example: • reduction or cessation of menstruation • no ova (eggs) produced • changes in skin temperature (hot flushes, nightsweats) • increase/reduction of female hormones • incapable of childbearing/infertile • sexual organs reduce in size |
|
|
Discuss how relationships between Julie and her parents may have been affected
by the difficulties they were experiencing. (8) |
Level 3 (6 – 8 marks)
There will be very few, if any, omissions. Candidate demonstrates a depth of knowledge, uses vocational terms and good links to other factors with detailed explanations. Evaluation leads to conclusions and the work is coherent and well-structured. For example: • only child left home • child did not fulfil parents expectations • mother unable to bear more children • menopausal mood swings and irritability may cause conflict • arguments • suddenly grandparents/feel old • unable to see grandchild • ashamed at child’s sexual relationship • “empty nest syndrome” • relationship strained/fractured/incompatible |
|
|
Julie is a heavy smoker. State one effect this might have on Ali’s health. (1)
|
1 mark for a correct response
For example: • failure to thrive • poor growth • chest infections • asthma • poor oxygenation of blood • cough • anaemic • slower to achieve norms for age • income spent on cigarettes may lead to poor nutrition/toys/quality of life |
|
|
Explain the effects of smoking on Julie’s physical health. (8)
|
There will be very few, if any, omissions. Candidate
demonstrates a depth of knowledge, uses vocational terms and good links to other factors with detailed explanations. Evaluation leads to conclusions and the work is coherent and well-structured. Maximum of 4 marks for factors not explained For example: • chronic bronchitis and emphysema • “smoker’s cough” • cancer of lungs/nose/throat/stomach/bladder • poor oxygenation of organs • reduced efficiency of organs • addiction • increased chest infections/asthma • increased blood cholesterol/thrombosis/blood clotting (heart attacks/strokes) • increase miscarriages/stillbirths/foetal growth • (premature) death • increased blood pressure • money for cigarettes may cause malnutrition |
|
|
Discuss how living on a low income may impact on Julie and Ali’s growth and development. (10)
|
Level 3 : 7 – 10 marks
There will be very few, if any, omissions. Candidate demonstrates a depth of knowledge, uses vocational terms and good links to different factors with supporting explanations. There must be consideration of both positive and negative effects with explanation for level 3. Evaluation leads to conclusions and the work must be coherent and well-structured to gain 9 -10 marks. For example: Negative • poor nutrition –tendency to consume cheap, convenient fatty foods high in sugar • weight change • less likely to buy fresh fruit and vegetables • not able to take pleasure trips • getting about is very difficult as transport expensive • accommodation in high crime areas/fear of going out • accommodation likely to be polluted, basic, damp and uncomfortable • few items of clothing, furniture etc • fuel poverty/cold • unlikely to meet new people/develop relationships/loneliness/poor social development • low self concept/low self esteem • unable to buy intellectually stimulating toys/newspapers etc • depression/withdrawal/isolation • community facilities poor • health and social care poor • stress/anxiety Positive • sense of achievement • builds character • increase creativity/imagination • walk/play in parks – healthier lifestyle • cognitive development through free libraries/museums, etc. • encourages thrift/recycling |
|
|
Identify and explain how two factors influence personal views of health. (6)
|
1 mark for a correct identification, 2 for a weak link to
personal health and 3 for full accurate explanation/example. • person’s age • social background/social class • cultural heritage/religion • personal experiences particularly of health • circumstances in which they live • income • education For example Social background: relationships (intimate, family or general), social class Cultural heritage: discrimination, cultural practices, tradition Personal experiences: disability, pain, surgery, Chronic illness, allergies Circumstances in which they live: crime area, lack of services, lack of transport Income: poverty, malnutrition, cost of living |
|
|
Describe the general aims of health promotion campaigns. (6)
|
2 marks for each accurate description/example x3
1 mark for weak/partial response • making people more aware of health issues eg addictions, sexual behaviour • improving fitness levels generally eg exercise, healthy eating • helping prevent ill health eg smoking cessation, reducing alcohol consumption, immunisations |
|
|
Discuss how the smoking ban in confined public places is addressing the general aims of health promotion campaigns. (8)
|
Level 3 : 6 – 8 marks
There will be very few, if any, omissions. Candidate demonstrates a depth of knowledge, uses vocational terms and good links to all aims with detailed explanations. Evaluation leads to conclusions and the work is coherent and well-structured. Smoking Ban in confined public places Raising awareness • made people more aware of the dangers of passive smoking especially for people who work in bars, theatres and restaurants • made people more aware of the dangers of active smoking such as heart disease, cancers etc. Improving fitness • improve people’s fitness by better oxygenation of organs • improve fitness levels by less fluid in the lungs, cleaner lungs so breathing improved Prevention of disease • helped to prevent ill health by reducing levels of heart disease • help to prevent lung and other cancers |
|
|
Discuss the advantages and disadvantages of the three different approaches used inhealth promotion campaigns (10)
|
Level 3 : 7 – 10 marks
There will be very few, if any, omissions. Candidate demonstrates a depth of knowledge, uses vocational terms and good links to all approaches with supporting explanations both positive and negative. There must be consideration of both positive and negative effects for level3. Evaluation leads to conclusions and the work must be coherent and well-structured to gain 9 -10 marks. For example: Societal: Advantages • applies to all individuals, seen as fair • shapes health environment rather than individuals • may have enforcement attached • authority seen as caring for population • should show reduction in harm • cost less Disadvantages • drive practice “underground” • produce rebels who are in denial • “nanny” state takes away rights of people • costly to enforce • need to put support mechanisms in place • compulsory Educational/behavioural Advantages • doesn’t tell people what to do • offers choice • offers information and support • promotes self esteem • can be used by other professionals not just health Disadvantages • may be short-lived improvement • may be ignored • need to explore values and attitudes • target group must be right one • needs to be interesting/shocking • evaluation can be difficult and long term Medical (Biomedical) Advantages • trust in the medical professionals • generally free • prevents ill health • reinforced by scientific principles/research/statistics Disadvantages • costly • errors happen • depends on compliance • rumours in media attract attention (MMR) • time off work • difficult to get to centres/transport/appointments • may not be effective (flu jab) • fear of results/needles • staff availability |
|
|
A group of volunteers work for a charity known as “Advice” under the supervision of
a paid trained worker. Advice aims to help people with daily life problems such as debt, employment, housing, welfare benefits and relationships. Keith, a volunteer advisor, is meeting with Paul who is 17 years of age and unemployed. He is seeking advice on whether it would be a good idea for him to enrol at college for a vocational qualification. (a) Explain the term adolescence. (2) |
2 marks max. for correct response, 1 mark for partial response,
may be two for 2 marks · Between childhood and (early) adulthood (1) · Age range 9-18 yrs (1) · Turn into man/woman/ go through puberty/child into adult(1) · Time period when the body prepares for (sexual) reproduction/ menstruation/produce ova/sperm (2) |
|
|
Describe one physical, one social and one emotional feature of adolescence. (6)
|
2 marks for each full response, 1 for a partial response.
For example: Physical –Growth of sexual organs/growth spurt/widening of shoulders or hips/onset of menstruation/growth of breasts/ development of body hair/voice breaking Social – friends more important than family/socially independent/intimate friendships/interests as peers Emotional-rebellious/moody/independence/idealistic/fanaticisms Please note: Physical - puberty ALONE = 1 marks Social - not meeting new people alone/ bigger social group = 0 marks |
|
|
Self-concept is viewed as a combination of self-esteem and self-image.
(c) Explain the difference between self-esteem and self-image. (4) |
2 marks x2 for each full response, 1 each for partial responses.
For example: How an individual sees/views/perceives themselves –self image whereas how an individual feels/values themselves is self esteem. Feel good factor / confidence 1 mark NOT thinks 0 marks appearance/looks/pretty/ugly etc or anything to do with mirrors 0 marks If there is anything about how other people see/value them and the rest is correct then 1 mark only UNLESS it refers to seeing/valuing themselves that way gained from other peoples reactions to them (2x2) |
|
|
Discuss how unemployment may have affected Paul’s self-concept. (8)
|
There will be very few, if any, omissions. Candidate demonstrates a
depth of knowledge, uses vocational terms and good links to other developmental areas. 3 points qualified = 6 marks, 3 points qualified + 1 point identified = 7 marks, 4 points qualified = 8 marks. Evaluation leads to conclusions and the work must be coherent and wellstructured . Maximum of 4 marks for a one-sided answer For example: Increased/maintain self concept/Positive · Time to fully prepare for any interviews /learn new skills / feels he has done his best · Has time to meet with friends/meet new people/develop socially/ makes him feel good · Many other people in same position so self esteem maintained · Able to claim benefits to live on Decreased self concept/Negative · Feels dependent on state handouts · May feel depressed · Feels rejected/ worthless/isolated/discriminated against · Angry/resentful/disappointed · Low self esteem/ low self image/doesn’t feel good / sees self as failure · No money for clothes/leisure/luxuries · May be tempted/get into trouble/ get into debt · Boredom/unable to progress Points must be qualified by effect on self-image/self-esteem/self concept to gain double marks, otherwise one. |
|
|
Examine the advantages and disadvantages that Paul may experience if he returns
to full-time education. (10) |
There will be very few, if any, omissions. Candidate demonstrates a
depth of knowledge, uses vocational terms and good links to 3-4 points with supporting explanations. There must be consideration of both sides with qualifications. Evaluation leads to conclusions and the work must be coherent and well-structured to gain 9 -10 marks. For example: Advantages · Can progress/Higher education/purpose in life · Secure a better job with more money eventually · Make a new circle of friends · Raise self esteem/self concept · Become more confident · Enhance cognitive skills / communication skills · Join in other activities eg sport Disadvantages · Worry that a job that he wants comes after he starts · Anxiety about his intellectual/practical skills/ integrating · Still might be unemployed after college · Levels of debt he might incur · Lose benefits · Anxiety about living expenses |
|
|
Keith, the volunteer advisor, is 68 years of age and a retired business manager.
(a) Identify Keith’s life stage. (1) |
Later adulthood
|
|
|
Identify three physical features characteristic of Keith’s life stage. (3)
|
1 mark for each correct feature
For example: · Eyesight deteriorates /declines (NOT LOST) because the lens is less elastic/harder and the muscles are weaker · Hearing reduces /declines (NOT LOST) because the small bones/joints become arthritic/stiff · Skin elasticity is less so wrinkles form. Elastic degenerates with time. · Mobility is reduced due to joints becoming stiff as the cartilage wears out /balance deteriorates · Organs become less efficient as tissues age and blood supply gets less / immune system deteriorates · Height decrease/get shorter · Bones become less dense/ weaker/ more liable to fracture NOT brittle/fragile bones, wrinkles, hair grey/white. Bald Accept senses in place of vision/hearing. Hearing/eyesight acceptable as 2 different marks IF on separate lines. Reasons are not necessary for the mark. |
|
|
Explain why Keith spends some of his leisure time doing unpaid voluntary work. (6)
|
2 marks for each point fully explained, one mark for partial
explanation. · Retired so prevents boredom · Wishes to repay society/give something back · Increase social development by keeping work colleagues · Extend his own knowledge · Use his experience of life · Remain active both mentally and physically · Raise/maintain self-esteem/image/concept · Make new friends · Need to be appreciated/respected · Pleasure/ personal satisfaction |
|
|
Eve is the paid supervisor at “Advice”; she is currently divorcing her husband who has
formed a relationship with a younger woman. *(d) Examine how Eve’s relationship problems may be affecting her work. (10) |
For example:
If you wish to use PIES (not essential) Physical · Stress / irritable with people · Lack of sleep / tired / can’t be bothered / inefficient · Vulnerable to infection / time off work · Weight loss / gain / altered self image Emotional · Angry / resentful (anti-men) / judgemental · Sad / tearful / work problems have greater effect · Lowered self-esteem / image/concept / lack of leadership · Withdrawn emotionally / depressed / unhelpful · Disinclined to talk / unhelpful Social · Lonely / isolated · Doesn’t go out · Withdrawn socially (withdraws from social activities involved with work) Intellectual · Unable to concentrate/ distracted / inefficient/ lower work performance · Makes mistakes / inefficient · Loss of interest in work / can’t be bothered · Bias/distorted perspective/inappropriate advice |
|
|
Although she is keeping physically well, Eve is also experiencing the menopause.
Describe what is meant by the menopause. (2) |
2 marks for a full explanation, 1 mark for partial explanation
The end of a female’s fertile period (2 marks) / cannot have more children (1 mark) no viable eggs/produced (1mark) so periods stop (1 mark) Age 45-55 1 mark |
|
|
Eve had a few weeks off work due to the stress from the break-up of her marriage.
Discuss how stress may affect Eve physically and emotionally. (10) |
For example:
Physical · Adrenaline release, high blood pressure, heart disease · Digestive disorders, diarrhoea, ulcers · Palpitations, tachycardia (rapid heart rate) · Skin disorders · Sleeplessness · Vulnerability to infection · Headaches/migraines · Loss/gaining weight Emotional · Panic attacks · Anxiety · Neuroses · OCD (obsessive compulsory disorder) · Depression · Tiredness due to sleeplessness · Irritability · Anger/aggression · Low self image/esteem/concept |
|
|
“Advice” has had many enquiries from people worried about H1N1 influenza, more
commonly called “swine flu”. In 2009, this was considered to be a mild disease for most people. (a) Name two groups of people who appeared to be at the greatest risk of life-threatening complications of “swine flu” at this time. (2) |
2 marks, 1 for each correct group of people
For example: · Children · Pregnant women · Individuals with health concerns/ reduced immunity |
|
|
Describe two reasons why the UK government carried out a national health
promotion campaign at the start of an infection such as “swine flu”. (4) |
2 marks for identifying each reason (2x2) 1 mark for partial
explanation: · To prevent a spread throughout the country · Raise awareness and educate / signs and symptoms · To reduce a potential death toll · To relieve pressure on the NHS · To raise confidence in the government · Give advice on what to do / ways to increase personal hygiene NOT stop people getting ill |
|
|
Identify and justify the health promotion approaches/models used by the UK
government in managing large-scale infections such as “swine flu”. (6) |
1 mark x2 for identifying educational/behavioural (accept either
educational or behavioural for 1 mark but not both for 2 marks)and (bio)medical approaches. Please note – no marks to be awarded for Societal model 2 marks x2 for justification of each model. Partial justification 1 mark. For example: Educational/behavioural · D of H needed to inform citizens of signs and symptoms of swine flu / raising awareness · D of H needed to explain risks to health · People needed to know what to do to prevent infection by swine flu. · People needed to know how they should behave if infected (Bio) Medical · Antiviral drugs will be handed out to individuals who have been close to source of infection. · Immunisations will be offered |
|
|
The UK government has been criticised for not being effective enough in raising
awareness of public health issues. Discuss this statement. (8) |
For example:
· To inform people ( leaflets to every home) or not at all · To run adverts emphasising what to do or not · Publish up-to-date statistics or not · Make the issue transparent or cover up · Reinforce government guidance regularly or not · Hold the DOH to account or not · Criticism when facilities such as helplines are not ready · Review strategies regularly or not · Publicise personal stories or ignore · Keep public vigilant or lose impact · Issues not treated equally e.g. compare swine flu to HIV · Resources unequal for different campaigns · After an initial campaign, issues tend to be forgotten e.g HIV · Scarcity of vaccine · Bureaucracy |
|
|
Assess the role of the media in national health promotion campaigns to raise
awareness of large-scale infections. (10) |
For example: relevance to swine flu but extend generically
Strengths · Raise awareness of expectation/presence of swine flu · Speed of message · Most individuals heard the message · TV adverts reached majority of population even if they didn’t read leaflets · Funding was not an issue even in recession · Helplines set up · Internet was used to direct people to drug collection centres · People told to get a flu buddy · Publicise personal stories e.g. celebrities Weaknesses · Many were scared even though it was a mild illness overall · Vulnerable people like pregnant women were unsure what to do · Reported side effects (eg Tamiflu) often worse than illness · Individuals were still visiting the GP even when they were told not to. · Helplines were delayed starting · Helplines staffed by unqualified people reading from a sheet · Other illnesses like meningitis were missed Older people living alone had little access to internet or flu buddies |
