State Mental Healthcare Management - Assignment Example

?Number The examination of the effects of health educators in the self efficacy otherwise known as locus of control in teenagers would lead in a seemingly endless list. Before looking at the effects, it is perhaps important to look at what locus of control/ self efficacy entails. Anyone who wields self-efficacy in abundance will harbor a state of peace and calmness when handling situations or activities that are perceived as hard tempting and challenging. Such people will not succumb to peer pressure hence will be able to refrain from self destructive behavior such as irresponsible sexual activities or drug abuse. On the contrary, those with little or no self-efficacy have no control of tempting and hard situation and will hence succumb to activities such as irresponsible sexual activity and unnecessary drug use. The big question that arises is “can people with low self-efficacy be helped to improve on the same?” the answer is a big reassuring yes. Through health education programs to people especially adolescents can be helped to adequately improve their self efficacy. But exactly how can this be achieved? It is very simple; the adolescents through the health educator programs are taught to always consider the long term effects of their actions rather than just the tempting pleasurable impact of the situation at hand. In the process the adolescents are taught to always weigh immediate tempting pleasurable effects of the situation and the future devastating effects. If the future effects outweigh the effects presented in that moment in terms of risk then the adolescents should avoid the situation but if the future benefits outweigh the present risk then they should cautiously consider other factors then undertake the activity if no other risks are involved (Bastani 67). In short the adolescent are cautioned to always think out of the box when faced with such a situation. For example through ‘one on one dialogues’ and ‘abstain from sex’ campaigns adolescents can be made aware of the impact of irresponsible sexual activities. The adolescents can be educated on the benefits of abstaining and refraining from irresponsible sex amongst themselves. Safe sexual activities such as abstaining and use of condoms can also be instilled in such adolescents in the process. Adolescents who have undergone the educator program will easily avoid irresponsible sex than those who haven’t simply because they will have the knowledge of what they are getting into (Karimzadeh 105). Number 2 Brief interventions in substance use treatment. This was the title of an article posted on www.ncbi.nlm.nih.gov/booksNBK64942/. The article is generally about the model used by professionals such as psychologists, nurses, social workers among others to individuals who can’t access special care or those who simply don’t want to access it. One of the brief interventions mentioned is the stages of change model. The stages of change model were credited with the success of helping smokers quit the vice. Support that involves a huge deal of motivation directed to the person who wants to deal with the substance abuse problem is vital for the model to prove successful. The first stage that was identified is where the individual gives excuses. Afterwards a new phase is arrived at where the individual admits that the drug use indeed is a problem to him or her, but he or she is not ready to quit the vice. Later, the individual enters a new phase where the individual has given a thought of trying to quit and is now preparing to do so. The next stage is the most important it is referred to as the action stage because it is the stage where the individual now put his or her words and intentions into action by literally halting the consumption of the drug. It mostly happens four weeks after contemplation of stopping the vice but it might sometimes even take six months. In this stage the individual should receive ample and regularly support to help cope with the withdrawal symptoms. After the action stage the individual enters another stage where he or she has achieved of comfort without the drug use and has learned ways of handling the withdrawal symptoms however a relapse is possible at this stage and hence the individual should be constantly supervised and given support to avoid a relapse scenario. The individual has now gone through the most difficult stage and is now in a stage where he or she is now in full control of his or her urges. The final stage in the individual taking control of his or her life and making sure he is in touch with people who might give support in case the temptation to relapse is realized. Number3. Tuberculosis and Bloom’s Taxonomy ?Knowledge:  Tuberculosis can be a health menace particularly because it is highly contagious and it is an airborne illness. People are social beings and interact on a regular basis making its transmission very easy. ?Comprehension: ?1.Listing the symptoms of TB. ?2. Stages of TB. ?3. Factors that might lead to TB infections. ?4. People at risk of getting infected. ?5. How to avoid infection in public places. ?6. Prevention and cure of TB. ?7. The effect of not following medication as prescribed. ?8. TB that resists medication, ?Application ?1. Steps one should take if they suspect that have gotten infected. ?2.Illustrate the correct set of behavior in public areas in a bid to avoid infection ?Analysis: ?1. Are you at the risk of getting infected? ?2. Do you anyone who is at the risk of getting infected and isn’t practicing the prevention techniques? ?3. Show the difference between coughs that are caused by TB and those that are caused by other infections. ?Synthesis: ?1. Draw a chart showing the area most susceptible to infection of TB in your area. ?2. Draw a chart showing the employee/staff most likely to get infected in your workplace ?Evaluation: ?1. Do you support the motion that public transport should be abolished in TB prone areas? ?2. What precautions should employers take to ensure their staff does not get infected? ?3. Should more funds be allocated to the education about TB or to the treatment of the disease? Support your thought. ?4. What do you think leads to drug-resistant tuberculosis? Number4 Multiple Intelligences In retrospect my educational experiences though out my life have been mostly inclined to improve my special ability so that I could look at all the angle of a situation before making any conclusions. I was led to believe by my instructors that things are not always as they seem and if I wanted to know what they really entail I had to look deeper than what was being presented. This was quite easy for me because I have a paranoiac perception of everything I always have the perception that there is a hidden agenda in everything and this perception doesn’t fade until I have proved the perception wrong. As a result critical analysis of a phenomenon is must before making a conclusion. I do not like basing anything on speculation unless I am pretty sure that the speculation isn’t really a speculation but an accurate prediction. As a result area that were concerned with mathematical logic and visual acuity are my favorite (Prochaska 46). Was this effective? Yes, it definitely was to date me still use the qualities to figure my way out situations. Given another chance I wouldn’t change anything about the way I was taught garner information. This is because I don’t think any other methods could prove successful in enhancing my learning. My instructors were intelligent enough match my learning style with my personality thus making the learning process ‘a piece of cake’ for m Number 5 Program Critique After attending an education program about sexual deviance and ways to avoid unsafe sexual practices, I had the following to say about the whole program. Generally the educator prepared a very informative piece of presentation of which he presented very well. However there were certain aspects about his presentation that I think he should have improved on. First was that his presentation was awfully long and he did not give any break for his four hour presentation. That fact that his presentation had no jokes did no help at all. He also did not involve his audience in his presentation. In that I mean that he did not ask any questions nor involve the audience in activities to help them understand the content of the presentation such as role play. All he did was to give a 4 hour lecture and conclude. The presentation was boring and some of the audience did not even get what he was talking about at the end of the presentation. He might have had a presentation that had ample knowledge might have benefitted his audience but in the end half of his audience did comprehend what he presented. Number 6 Behavior Change in a Group Setting In a group setting a health educator may not have the ability to know the effects of his or her work but there are various ways he or she can influence the behavior of the group members. Such ways include using group synergy to help the member think as like one unit thus help each other understand the concepts. However, the educators should not forget that the group members have different backgrounds and might therefore need different levels of attention. The educator should therefore make an effort of understanding the member’s psychosocial and socioeconomic backgrounds so as to device different methods to make all the members understand the presentation. The presentation should also include areas where the audience can participate through questions or role play. One might think that individuals in a group setting might not get the information needed because the instructor’s attention is divided among a group of other individuals. However, I think that if the group proceedings are well managed individuals are likely to get more than they could have gotten if it was an individual one on one presentation. What do I mean by this? First of all, the members of the group get a sense of belonging and they get to know they are not alone. Secondly, every member of the group will get something different from the presentation and when they share amongst themselves what they get. A better comprehension of the presentation is achieved. The information gotten from the group participation (knowledge, skills and awareness) will then be used by the individual in their daily activities thus avoiding risky healthy practices. The self efficacy obtained will further facilitate his any also give the individual the confidence to refrain from activities that pose health hazards. In conclusion I will say that a group setting the individual will not only learn from the health instructor but also from other members and he or she will also have a chance to educate the members of the group thus further improving self-efficacy skills Number 7 1. What is Differentiation of Instruction and why is it important? Differentiation of instruction is the crafting of teaching style and the environment of learning to cater to the audience’s different learning styles, psychosocial background and capabilities. It is important because every member of the audience is unique and has different abilities and it is therefore only fare to craft a style that suits all. 2. How can groups effectively be used in the learning process? They can be effective by enhancing group synergy, helping members learn from each other, helping the members share their experiences with each other and helping the member improve confidence when they realize they can also help others. Through role plays and participation the members in a group are also able to get a better grasp of the content 3. Describe how cooperative learning can be used in health education? Cooperative learning in health education can be used to engage the members of the group/audience in the presentation. Activities such as Brainstorming, role plays, and group assignments make the member also have something to contribute in the presentation hence making the entire process more comprehensible and fun as well. Works Cited Bastani, F. (2010). Impact of preconception health education on health locus of control and self-efficacy in women. 2012. Web. 1/4/2013. http://applications.emro.who.int/emhj/V16/04/16_4_2010_0396_0401.pdf Karimzadeh, Shirazy, K. To design a theory based health education program Department of Health Education. Tehran:Tarbiat Modaress University, 2008. Print. Prochaska, James. Changing for good. NY: Avon books, 1995. Print Read More