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Unit 5.1
| Question | Answer |
|---|---|
| socio-cultural barriers to health care | 1Physiologic Characteristics (prone to developing spec diseases), 2Psychological Characteristics,3Reactions to Pain,4Mental Health, 5Gender Roles, 6Language,7Orientation to Space and Time,8Food and Nutrition,9Family Support,10Socioeconomic Factors. |
| Relationship between socio-cultural background and health - illness practices. | 1.People's values and beliefs about health, illness, and care for an illness develop as a direct result of cultural and ethnic influences. 2.It involves developing awareness, acquiring knowledge, and practicing skills |
| Asian Pt. | Theoretical basis is in Taoism, which seeks a balance in all things. Common Health Problems •Tuberculosis •Communicable diseases •Malnutrition •Suicide •Various forms of mental illness •Lactose enzyme deficiency |
| African Americans Pt's. | Common Health Problems •Hypertension •Sickle cell anemia •Skin disorders •Lactose enzyme deficiency, resulting in poor toleration of milk products •Higher rate of tuberculosis •Diabetes mellitus •Higher infant mortality rate than in the white popu |
| Alaska Natives Pt's. | Health Problems •Alcoholism •Suicide •Tuberculosis •Malnutrition •Communicable diseases •Higher maternal and infant mortality rates than in most of the population •Diabetes mellitus • Hypertension •Gallbladder disease |
| Sigmund Freud (SEX) | Theory emphasizes the effect of instinctual human drives on behavior. •the unconscious mind • the id •the ego •the superego. 5 stages:Oral,Anal,Phallic,Latency Stage,Genital Stage. |
| Jean Piaget (Cognitive) | Four stages of cognitive development: •Sensorimotor Stage •Preoperational Stage •Concrete Operational Stage •Formal Operational Stage |
| Erik Erikson (psychosocial) | Four major organizing concepts: •Stages of development •Developmental goals or tasks eight stages from birth to old age and death. •Psychosocial crises •The process of coping |
| Robert J. Havighurst (learning) | living and growing are based on learning, and that a person must continuously learn to adjust to changing societal conditions. He described learned behaviors as developmental tasks that occur at certain periods in life. |
| Roger Gould. (transformation) | Studied men and women between the ages of 16 and 60 years, labeling the central theme for the adult years as “transformation,” with specific beliefs and developmental phases. |
| Daniel Levinson and Associates. (pattern of life) | pattern of life at any point in time is formed by the interaction of three components: the self , the social and cultural aspects of one's life (family, career, religion, ethnic background), and the particular set of roles in which one participates |
| Lawrence Kohlberg (moral development) | person's moral development is influenced by cultural effects on one's perceptions of justice in interpersonal relationships. |
| Carol Gilligan. (female viewpoint) | Gilligan's theory views females as developing a morality of response and care, and males as developing a morality of justice. |
| James Fowler (faith) | Postulated a developmental theory of the spiritual identity of humans, based on work by Piaget, Kohlberg, and Erikson. |
| Kubler-Ross (grief) | 5 stages: denial,anger,bargaining,depression, acceptance. |
| self-concept | One's self-image or self-concept has the power to either encourage or thwart personal growth. Key factors include developmental considerations, culture, internal and external resources, history of success and failure, stressors, and illness or trauma. |
| body image | Body image is the subjective view a person has about his or her physical appearance. |
| self esteem | perceptions of self. (high or low) |
| anxiety | Anxiety is defined as a subjective experience which means it is based on a patient's perception. Four levels of anxiety are described: • Mild • Moderate• Severe • Panic |
| stress | Stress is defined as a non-specific response of the body to any demand. 3 stage reaction to stress: • alarm reaction • resistance stage • exhaustion stage |
| stressors | A stressor is anything that is perceived as challenging, threatening, or demanding. Stressors may be either internal (eg, an illness, a hormonal change, or fear) or external (eg, loud noise or cold temperature). |
| objective effects of anxiety and stress | 1.Change in appetite, activity, or sleep. 2.Change in elimination patterns. 3.Increased pulse, respirations, blood pressure |
| subjective effects of anxiety and stress | •Feels threatened or nervous •Is inattentive •Is withdrawn and isolated •Blames others for own faults •Demonstrates aggressive behaviors •Becomes overly dependent on others •Becomes a workaholic •Exhibits attention-seeking behaviors |
| defense mechanisms as psychological processes utilized to relieve or avoid anxiety and stress | paralysis,somatizing(stomach ache),conversion (hives). |
| defense mechanisms as physiological processes utilized to relieve or avoid anxiety and stress | acting out,constructive action (working late),repression,sublimation (Unacceptable thoughts), regression,displacement (kicks the dog),projection,denial, rationalization,suppression, identification. |
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russianalaskan
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