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doe 25
| Question | Answer |
|---|---|
| First Aid | the immediate emergency care given to someone suffering an injury or illness until professional help arrives |
| 5 main objectives of First Aid | Preserve life ,Protect the unconscious – maintain open airways and breathing. Prevent the condition from worsening, Promote recovery – comfort and reassure the casualty. Procure medical aid – call for professional assistance early. |
| Responsibilities of a first aider | Ensure Personal health and safety: Maintain a caring Attitude Maintain composure , Maintain up to date knowledge and skills |
| characteristics of a good First Aider | Tactful - Shouldn't be alarming Observant - noticing all signs Resourceful - Making best use of all things available Gentle - caring and and shouldn't cause further pain Empathetic - should be comforting |
| Important Items in a First Aid Kit | Adhesive bandages, gauze pads, and antiseptic wipes, Scissors and tweezers, Disposable gloves, Instant cold pack, Triangular bandage and safety pins, Saline solution, Pain relief (e.g. paracetamol) |
| code switching | Code-switching refers to the practice of adjusting one’s language, speech patterns, tone, or vocabulary depending on the cultural context or the audience. |
| DRSABCD | Danger(check d for urself, surroundings, use senses), response (is casuality responsive? roll into recovery position), send for help000, airways(check, clear, check for breathing), breathing(commence rescue breathing), cpr,(30 comp) defibrillation |
| real risk | Something that actually exposes the participant to the possibility or even probability of being hurt or even having a close call. Eg. Surfing in an area where sharks are reported to be. |
| percieved risk | Refers to the illusion of danger or the possibility of being injured. Eg. Rock Climbing with correct harnessing systems, something may be faulty with the equipment. |
| risk assessment | A risk assessment is a systematic process that involves identifying, analysing and controlling hazards and risks. centered on People Environment Activity. |
| minimal impact | Minimal impact is a way to make sure that large groups of people protect our natural areas by not changing the environment around them |
| leave no trace principles | 1. leave surrounding the way u found it 2. plan ahead, consider weather, route, paths, food 3. take nothing, leave nothing 4. not harming surrounding environment |
| health | Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. |
| 5 dimensions of health and wellbeing | social, spiritual, mental, physical, emotional |
| Aboriginal and Torres Strait islander view on health | - holistic manner. health refers to the physical wellbeing of the person as well as the social, emotional, and cultural wellbeing of the community.recognises the importance of connection to land, culture, spirituality, ancestry, family and community. |
| health equity | Health equity refers to the idea that everyone should have the same opportunities to achieve good health, regardless of their socio-economic status, race, gender, or other factors. |
| health status | An individual's or a population's overall health, taking into account various aspects such as life expectancy, amount of disability and levels of disease risk factors. |
| aboriginal health status | Aboriginal and Torres Strait Islander people in Australia experience significantly poorer health status compared to non-Indigenous Australians. This includes higher rates of chronic disease, higher mortality rates, and lower life expectancy. |
| indicators of health status | morbidity (ill health), incidence (no/rate of new cases), prevalence (no. proportion of cases present at a given time), life expectancy, mortality |
| sociocultural factors that effect health outcomes | These conditions include socioeconomic status, social networks, family and cultural background, food security, early life experiences, and access to affordable, culturally appropriate health care. |
| environmental factors | he physical surroundings in which we live, work and play. Environmental factors include workplaces, housing, roads and geographical access to resources such as health care. |
| Aboriginal Social economic status (SES) | income + occupation + education =SES, aboriginal people --> less of everything on average |
| environmental factors for aboriginal people | access to healthcare (ower levels of access to, and use of, health services and resources such as GPs, hospitals and pharmacies due to geographical location.), housing (ventaliation and hygiene, overcrowding --> increased risk of poor sanitation) |
| gender stereotypes | Are oversimplified and generalised beliefs about the characteristics, attributes, and roles of men and women (they are generally traditional roles). -socially constructed. harmful--> limit an individual’s potential and reinforce inequality. |
| gender discrimination | Is the unequal or unfavourable treatment of an individual of a group based on their gender e.g pink tax, gender pay gap |
| consent- FRIES | Freely given-Consent must be given without pressure or manipulation Reversible-Consent can be withdrawn at any time Informed- full understanding Enthusiastic- excited and comfortable Specific- applies to the exact act, time, and situation |
| intimacy | Social-share interests, spend time tgt Spiritual-share thoughts, feelings, beliefs, and experiences Physical- affectionate touching Emotional-Being vulnerable in expressing thoughts etc Intellectual-healthy curiosity and learning from each other |
| grooming | intentional behaviours that manipulate and control a child, as well as their family, kin and carers, other support networks, or organisations in order to perpetrate child sexual abuse. |
| signs of grooming | getting trust, giving gifts, isolating from others, manipulating, evade detection: targetted --> build trust --> isolation --> sexualisation-->control |
| abuse | is a pattern of behavior used to control or harm another person. |
| power imbalance | the unequal distribution of control and power between two people. |
| emotional abuse | he use of verbal abuse, threats, rejection, put downs and other behaviour in order to have control over another person e.g gaslighting |
| physical abuse | is any actual or threatened attack on someone’s physical safety or bodily integrity. This also includes harming or threatening to harm pets or possessions. |
| financial abuse | includes taking someone’s money, withdrawing access to household funds, controlling all the household spending or excluding someone from financial decisions that impact them. |
| social abuse | is behaviour that limits, controls or interferes with someone’s social activities or relationships with others. e.g excessive questioning |
| sexual abuse | s any actual or threatened sexual contact without consent, such as unwanted touching, rape, exposure of genitals or making someone view pornography against their will. |
| coercive control | Perpetrators can use many different types of abusive behaviour to exert power and dominance --> is ongoing, attempts to normalise behaviour |
| barriers to leaving 9Fs | Fear-safety concerns Friends-via isolation, reluctance to seek support Fatigue- Finances Fantasy-that abuse may change Family Feelings-attachment Forgiveness-must forgive to continue Faith |
| contraceptives | no no to baby, e.g oral contraceptive (tweaks with hormones), IUD (device inserted into uterus), injection (of progesterone), implant, condoms (male vs female), emergency contraceptive (pill) |
Created by:
tephs