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Year 11 Health and Human Development Unit 1 AOS 1

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Stephanie Mueller

on 10 February 2013

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Transcript of Year 11 Health and Human Development Unit 1 AOS 1

Definitions of Health WHO = World Health Organisation

What is their definition of health?

What are some limitations of this definition of health?

How does the WHO's definition compare to the other definitions we looked at - Our own, Lay definition, Indigenous, Biomedical? Group Refresher Activity Head Start Recap
Learning Intention Dimensions of Health Which dimension of health might each of these pictures represent? How might some interrelate? Measurements of Health Status Find some graphs to interpret as a basis for discussion HALE is an estimate of the number of healthy years (years free from disability or disease) that a person born in a particular year can expect to live.

The average number of years spent in ill health is subtracted from the overall life expectancy, taking into account the relative severity of poor health.

HALE = Life Expectancy - number of year living in ill health Health and Human Development Unit 1 Term 1 2013 To refresh understanding of key terms regarding Health, Dimensions of Health and Measurements of health Status Who did their holiday homework?

Complete the pre-term quiz so I can find out what needs to be covered in further detail ! You will be put into groups of three.
You will each be given a sheet with words we learnt about during headstart.
Put your heads together and come up with a definition for each word without using your workbooks or textbooks. If you can't come up with a definition, write down some words that you associate with this term

It is not expected you remember all the definitions but this is just to see how much you have retained from Head Start.

When finished come and get a 'Definitions mix n match envelope' and match the word with each definition. You may be able to correct your written definitions as you go. ` Human Development The Human Lifespan The human lifespan is the period of life of an individual from conception until death. Stages of the Lifespan
Cambridge HHD Textbook Prenatal = Conception - Birth
Infancy = birth - 18 months
Toddlerhood = 18 months-3 years
Childhood = 3 - 12years
Youth = 12-24 years
Adolescence = 12-18 years
Early adulthood = 18-39 years
Middle adulthood = 20 - 64 years
Later adulthood = 65+years Group task Student Task On each piece of butchers paper are the different stages of the lifespan.
In groups come up with as many events or key features that you think are typical for your allocated life stage. Book work In you books:
Define human lifespan
record the Stages and age ranges of the human lifespan
Write 3 phrases or events that best describes each stage. Individual Human Development What does the term really mean?
Lifelong continuous process that occurs from conception until death
Involves a series of orderly and predictable changes (milestones/characterstics)
Can be classified as physical social, emotional and intellectual

It is determined by GENETICS regulated by HORMONES & influenced by the ENVIRONMENT The changes that relate to people’s size and shape and, therefore, body structure.
External and Internal changes
Includes Gross and Fine motor skills

Gross Motor skills:
Movement of large muscle groups

Fine Motor skills:
Control over small muscle groups

What are some examples? Physical Development External and internal changes:
Increase height
development at puberty
decline in eyesight and hearing

Gross Motor skills:
Running, throwing, kicking, jumping

Fine Motor skills:
Writing, tying a knot, playing piano, braiding hair, driving a car Intellectual Development Also referred to as cognitive development, the ways in which people are able to think and reason:

Processes that occur within the brain and the increasing complexity of the brain throughout the lifespan

Includes knowledge, language, memory, creativity and imagination, problem solving, attention and abstract thought (development from concrete thought) Emotional Development Deals with feelings and moods and the ways in which people express, understand and exercise control over them.

Development of a full range of emotions and learning ways to deal with emotions and express them
Encourages positive self esteem (how they feel)
Self concept (how they see themselves)
Awareness and management of emotions
Appropriate expression of feelings Social Development The increasing complexity of behaviour patterns used in relationships with other people.

These Include:
Appropriate behaviour in a range of situations
Behaviours, skills and expectations associated in different social groups
Gender roles
Individuals values and beliefs
Effective communication with different groups
Behaviours and expectations in a relationship

Socialisation = process of becoming aware of a learning patterns of behaviours expected by a culture or society - how to live and act in society. ICT Activity Turn to page 19 of the text book and complete the "Teen Brain!" task at the top of the page.

As a class we will watch the 2 video clips via the following website:
http://aso.gov.au/titles/tv/catalyst-teen-brain/clip1/ Interrelationships between types of development Each type of development influences, and is influenced by, another type of development.

Interrelationships enable human development to proceed normally

Some interrelationships result in very close links between development types.

Social and emotional development are clearly linked because the way that individuals perceive themselves depends largely on the feedback they receive from significant others in their lives, such as family and peers Some Examples A youth’s self-concept (emotional development) might determine if they take risks, such as trying out for a sports team at school. Taking such risks can ultimately enhance motor skill development, for example, if they make the team (physical development). Youths who succeed academically (intellectual development) may receive praise from their parents, which can enhance self-concept (emotional development). All development types are interrelated Developmental Characteristics or Milestones Changes and achievements that occur throughout the lifespan or general statements that describe the development that is occurring at a specific stage of the lifespan.

What are some typical characteristics of development or milestones for:
Babies?
Children?
Youth?
Adults?

Write examples on board!
Classify under the appropriate dimension
Do they all fit neatly under the one dimension? Interrelationships between Health and Human Development This relationship can be positive or negative
If health is optimal, then development will generally be optimal as well. Summarising Health & Development What are the similarities and differences between health and development?

Create a venn diagram to show visually. Similarities:
Have various dimensions
Dimensions are interrelated and influenced by one another
When one is optimal most of so is the other
Physical health and development normally decline with age Both can be effected by lifestyle choices and the environment Differences:
Health changes from day to day (dynamic)
Development is orderly and predictable Infant vs Adult running Watch the short clip of an infant running and the adult running and answer these questions.

1. Describe how the running style of an infant compares to that of the adult.

2. Explain why you think this is the case. (discuss physical development in your answer) http://www.ehow.com/video_4465860_baby-toys-develop-motor-skills.html http://www.istockphoto.com/stock-video-6594123-hd-dolly-running-toddler.php Child safe toys View the following video Which dimensions of development are targeted by these toys?
Design a toy that would help develop motor skills in a baby/infant.
Explain how the toy you have designed works and how it enhances motor skill development "Gone to the Dogs" article Read the article and answer the following questions:
1. Explain how Miss Malaya's social development has been affected by her early life experiences.
2. Discuss how Miss Malaya's physical development has been/may be affected by her experiences
3. Discuss why Miss Malaya may have forgotton how to talk but remembers how to bark.
4. Using examples from the article, explain why development that occurs in early life is important. Sample exam question Ben is 16 years of age and has just left school to begin a plumbing apprenticeship.

Discuss how Ben's development might be affected by his leaving school and beginning full-time work. Ben's development might be affected in the four key areas: physical, social, emotional and intellectual.
Physical - He may miss out on playing sports at school, and this could affect his motor development. He may learn new skills in the workplace that may enhance his motor development.
Social: He will learn to communicate effectively with a range of people in a professional manner
Emotional: His identity may change as he begins to see himself differently as he gains more skills and responsibilities.
Intellectual: Ben will miss out on the traditional academic concepts learned at school; however, he will learn a new set of skills associated with his trade. Sample Answer 1. Where do you think Amelia is currently on the health continuum? Where was she before her illness?

2. How has each of Amelia's dimensions of health been affected by the illness?

3. Describe the impact of the illness on each type of development for Amelia.

4. Identify one way in which Amelia's health is affecting her development. Specify types of development and the components of health that are interrelating. Bubble Girls Lonely Life IDENTITY Developing self identity is also part of emotional development.

Identity = the establishment of a unique personality. It refers to how an individual defines him/herself and is based on values and beliefs of that individual.

Identity is most often heavily explored and established during the youth lifespan stage. Discuss the possible effects on health and development of a youth suffering from glandular fever. Practice Question What do these terms refer to? Health Status An individuals or populations overall level of health taking into account mortality, morbidity, life expectancy, etc. Mortality Death in a population Morbidity Illness, disability and disease in a population.
These statistics are often quoted in terms of incidence and prevalence. Prevalence The number of cases of a given disease or condition at a given time. Incidence The number of new cases during a given period. Used to determine whether the number of cases is increasing or decreasing. Example of Incidence
Australia has a relatively high incidence of
Type 1 diabetes and there is evidence that it
is increasing. Recent studies in New South
Wales and Western Australia found that
the incidence of Type 1 diabetes increased
signifi cantly by 2.8 per cent to 3.1 per cent
per year between 1985 and 2002.

Source: AIHW, Young Australians: Their Health and Wellbeing 2007, p. 40 Extract discussing an example of estimated prevalence
The estimated prevalence of asthma among
young Indigenous people in 2004–05 was
16 per cent (12 per cent for males and 19
per cent for females). This compares with
9 per cent for all young Australians.

Source: AIHW, Young Australians: Their Health and Wellbeing 2007, p. 40 Life Expectancy A prediction of the average number of years of life remaining based on the current mortality rates. Measurements of Health Status Health Adjusted Life Expectancy (HALE) For example, the life expectancy of males born in
Australia in 2003–05 was 78.5 years and the estimated
HALE was 70.6 years. This means that they could
expect to spend an average of 7.9 years of their life
in poor health. The female life expectancy for the
same period was 83.3 years and the HALE 75.2 years,
which means females could expect to live 8.1 years in Burden of Disease The burden of disease is the effect of a condition or
disease on health – through years lost from premature
death and years spent in poor illness or poor health.

To try to calculate which conditions have the
greatest effect on our health – the greatest burden of
disease – a measure called the DALY, is used. Disability Adjusted Life Years (DALYs) 1 DALY = one year of ‘healthy life’ lost due to a disease, injury or premature death.

In simple terms, if a person who has been healthy all of her life dies from cancer 30 years before her estimated life expectancy, she has lost 30 years of healthy life, or 30 DALYs.

DALYs is calculated by:

DALYS = Years of Life Lost (YLLs) + Years Lost due to Disability (YLD)

Measuring the burden of disease through DALYs allows governments, hospitals and medical practitioners to allocate resources, such as funding prevention programs and medical facilities, in the most effective ways. Look at the definition of 'Growth'
What is the difference between growth and Development? Growth Vs Development
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