Unit 1 Personal/Community HealthInjury Prevention and Safety

Personal Health CareSafety and Injury Prevention

First Aid EmergenciesCommunity and Environmental Health

Personal Health Care

• New Vocabulary:

– Epidermis

– Dermis

– Melanin

– Sebaceous glands

– Melanoma

– Plaque

– Halitosis

– Periodontal disease

– Sclera

– Cornea

– Retina

– Tinnitus

Lesson 1: Healthy Skin, Hair and Nails

• Your Skin: – Your skin is the largest organ on/in

the human body.– Layers of Skin:

• Epidermis: outer, thinner layer composed of living and dead cells

• Dermis: thicker layer made up of connective tissue containing blood vessels and nerves

– Melanin: pigment that gives the skin, hair and iris of the eyes their color

– Three main functions:• Protection • Temperature control• Sensation

– Sebaceous glands: produce an oily secretion called sebum to help the skin and hair from drying out

Healthy Skin, Hair and Nails cont.

• Melanoma:

– The most serious form of skin cancer

– Early detection and treatment are critical in controlling the spread of this cancer

Skin Fun Facts!

• Your skin weighs between 6 and 10 pounds

• The nerve endings in the skin can detect pressure, pain, and temperature. – If you put your hand in a box to

search around for something, you can tell when you've found it by feeling the pressure of the object.

– The ability to sense pain is a warning device. It warns us to quickly pull our hand away from a hot stove, or not to grab hold of the wrong end of a pair of scissors.

– The ability to sense temperature is a safety feature too. It reminds us to bundle up when we go out in winter weather, and to stop and cool off after exercising.

• Your sense of touch allows you to tell the difference between: – rough and smooth– soft and hard– wet and dry

• Some parts of your skin have more nerve endings than other parts:– Some parts are more sensitive to

touch than others are. – Your fingertips, tongue, and lips

have the most nerve endings. It is interesting to see just how well your sense of touch works.

Lesson 2: Healthy Teeth and Mouth

• Your teeth:– You can make choices

that help keep your teeth and mouth clean and healthy

– Plaque: combination of bacteria and other particles (small bits of food) which adhere to the outside of a tooth

• How often should you see a dentist?

Healthy Teeth and Mouth cont.

• Tooth and Mouth Problems:

– Halitosis: bad breath

– Periodontal disease: inflammation of the periodontal structures (gums)

– Impacted wisdom teeth: each of the four hindmost molars in humans, which usually appear at about the age of twenty

Mouth Fun Facts! • Taste buds:

– Special organs of taste– 10,000 or so taste buds are located

primarily on the surface of the tongue and are associated with tine elevations called papillae

• Taste cells – Aka gustatory cells

• There are 4 primary taste sensations:– Sweet– Sour– Salty– Bitter

• Other taste sensations include:– Umami

• Detects flavor enhancers in prepared foods

• Smell and taste function closely together and aid in food selection because we usually smell food at the same time we taste it

Lesson 3: Healthy Eyes and Ears

• Your Eyes:

– Parts of the Eye:• Sclera: white part of the

eye; protects the inner layers of the eye and supports/shapes the eyeball

• Cornea: transparent tissue that bends and focuses light before it enters the lens

• Retina: inner layer of the eye wall

Healthy Eyes and Ears cont

– Vision:• When light passes

through the cornea, pupil, and lens to reach the retina, an image forms.

• Clear/sharp/normal vision = 20/20 – This means that you can

stand 20ft away from the Snellen Eye Chart and read the top eight lines

• Nearsightedness: – the inability to see

distant objects clearly• Farsightedness

– the inability to see close objects clearly

Eye Fun Facts!

• Visual receptors:– Rods:

• Provide black and white vision

– Cones:• Provide color vision

• Amblyopia (“lazy eye”): – The suppression of the image of one eye

usually due to that eye having a significantly poorer acuity or being turned in/out. Children with amblyopia can have some functional field loss and poor or absent depth perception. Patching of the stronger eye and/or the use of glasses may be prescribed.

• Nystagmus: – Involuntary movement of the eye. This can be

horizontal, vertical, circular or mixed. Because the eyes are moving, a child with nystagmushas difficulty maintaining fixation on objects resulting in reduced visual acuity and fatigue.

Healthy Eyes and Ears cont.

• Your Ears:– Three main sections:

• Outer Ear: – visible part – contains the auricle

• Middle ear: – directly behind the

eardrum – Hammer (malleus), anvil

(Incus) and stirrup (stapes)

– connected to the throat by the Eustachian tube

» equalizes pressure when you swallow or yawn

• Inner ear: – semicircular canals

» where balance is controlled

Healthy Eyes and Ears cont.

• Hearing and Balance:– Receptors in your inner ear are

stimulated by a sound wave– Impulse goes to brain and

interpreted as sound– Eardrum vibrates– Vibrations cause fluid in cochlea to

move and impulses are sent about your sense of balance

– Tiny hairs in the ear sense movement and send nerve impulses to the brain

– As you move the brain makes adjustments to maintain balance

• Tinnitus: condition in which a ringing, buzzing, whistling, roaring, hissing or other sound is heard in the ear in the absence of external sound

Ear Fun Facts!

• What causes hearing loss?– Hearing loss can happen because

a person was born with parts of the ear that did not form correctly and thus do not work well. Other problems can happen later because of an injury or illness, including:• middle ear fluid • serious infections, such as

meningitis • head injury • listening to very loud music,

especially through headphones • repeated exposure to loud sounds,

such as machinery or loud music

• About 3 in 1,000 babies are born with hearing impairment, making it the most common birth defect!

Safety and Injury Prevention

• New Vocabulary:– Personal safety

– Cyber bullying

– Occupational Safety and Health Administration (OSHA)

– Personal flotation device (PFD)

– Vehicular safety

– Graduated licensing

– Road rage

– Defensive driving

Lesson 1: Personal Safety and Protection

• Safety Strategies:– The key to personal safety

is learning how to recognize and avoid dangerous situations

– Personal safety: the steps you take to prevent yourself from becoming the victim of crime

– Learn to protect yourself:• Self-defense: project a

strong, confident image of yourself

Personal Safety and Protection cont.

• Staying Safe Online

– Online precautions• Keep your identity private

• Keep online relationships online

• Don’t respond to inappropriate messages

• Let your parent/guardian know what you are doing online

– Cyber bullying: cruel or hurtful online contact• 40% of teens say they have

been bullied online

• What should you do if you are being bullied online?

• Avoiding Internet Predators

– Internet predators use online contact to build trust to lure victims to a face-to-face meeting

• The Accident Chain:

– An unsafe situation

– An unsafe habit

– An unsafe action

– The accident

– The consequences

Lesson 2: Safety at Home and in Your Community

• Safety at School:

– What are some ways the following people can promote safety on your school’s campus?• School staff

• Students

• Parents

Safety at Home and in Your Community cont.

• Occupational Safety and Health Administration (OSHA)

– Agency within the federal government that is responsible for promoting safe and healthful conditions in the workplace

Safety at Home and in Your Community cont.

Ages 16 & 17 Must have

completed 7th grade to work

while school in session.

Ages 14 & 15 Must have

completed 7th grade to work

while school in session

Ages 12 & 13

SCHOOL

IN

SESSION*

4 hours per day on any school day

8 hours on any non-school day or

on any day preceding a non-

school day.

48 hours per week

3 hours per school day outside of

school

8 hours on any non-school day

18 hours per

May be employed only during

school holidays and vacations

(usually construed to include

weekends). May never be

employed on any school day,

either before or after school. [

SCHOOL NOT IN

SESSION

8 hours per day

48 hours per week

8 hours per day

40 hours per week

8 hours per day

40 hours per week

SPREAD OF HOURS 5 a.m. – 10 p.m. However, until

12:30 a.m. on any evening

preceding a nonschoolday

.

7 a.m. – 7 p.m., except that from

June 1 through Labor Day, until 9

p.m.

7 a.m. – 7 p.m., except that from

June 1 through Labor Day, until 9

p.m.

http://youthrules.dol.gov/law-library/state-laws/index.htm

Lesson 3: Outdoor Safety

• Outdoor Recreation:– Know your limits

– Bring supplies

– Plan for the weather

– Wear appropriate clothing

– Tell people your plans

• What are some outdoor precautions you take?

• Water Safety:– Always enter the water

feet first

– Wear/have a personal flotation device available

• Every year, more people die in boating accidents than in airplane crashes or train wrecks!

• Personal Flotation Device (PFD):– Life jacket

Lesson 4: Safety on the Road• Auto Safety:

– Paying attention and following the rules of the road are the keys to safe driving

– Vehicular Safety:• Obeying the rules of the road and

exercising common sense and good judgment while driving

– At least 25% of car crashes happen when a driver is distracted.

– Pay attention to the following: • Other drivers• Road conditions• Your physical state• Your emotional state

• Teen Drivers:– Lack of experience– Take more risks– Underestimate hazards

• Graduated licensing: system that gradually increases driving privileges over time

• Road Rage: Responding to a driving incident with violence– Honking, shouting, flashing

lights– Chasing or tailgating– Cutting off another car or

forcing it off the road

• Defensive driving: Being aware of potential hazards on the road and taking action to avoid them

First Aid and Emergencies

• New Vocabulary:– First aid

– Good Samaritan Law

– Universal precautions

– Chain of survival

– Defibrilator (AED)

– Cardiopulmonary Resuscitation (CPR)

– Shock

– Fracture

– Dislocation

– Concussion

– Hurricane

– Tornado

– Flash floods

– Earthquake

Lesson 1: Providing First Aid

• First Aid:

– immediate, temporary care given to an ill or injured person until professional medical care can be provided

• Check – Call – Care

1. Check the scene, then check the victim.

2. Call 9-1-1 or the local emergency number.

3. Care for the victim until professional medical help arrives!

Providing First Aid cont.• Check:

– Assess the situation and immediate environment for possible dangers to you and the victim.

– Determine whether or not the victim is conscious by tapping him on the shoulder and shouting, “Are you OK?”

– Check whether or not the person is breathing and has a pulse. Make sure there is no severe bleeding.

– Examine the victim’s body from head to toe checking for other injuries. Also, look for a medical alert tag.

• Call– Calling for professional medical

help is the most important thing you can do in an emergency.

– Follow these steps when calling for help:• Speak slowly and clearly• Identify yourself and the

phone number you are calling from

• Give the exact location of where the accident is or describe landmarks

• Describe what has happened. Give details about the victim and any treatment that has been given.

• Ask for advice. Let the person on the other end give you instructions.

• Hang up last!VIDEO

Providing First Aid cont.• Care

• As the first person on the scene of an accident your goals are to:– Identify the injuries– Give emergency treatment– Contact rescue personnel– Prevent further injury

• If the person is conscious identify yourself as someone who has first-aid training and ask for permission to give care.

What if the person is a child or is unconscious?• When giving care in an emergency:

– Monitor the injured person’s condition– Do not move the person unless there are nearby dangers.– Help the person rest comfortably.– Keep the person from getting overheated or chilled

Providing First Aid cont.

• Barriers to Action:– The presence of bystanders– Uncertainty about the victim– The nature of the injury or

illness– Fear of disease transmission– Fear of not knowing what to

do or doing something wrong

• Universal Precautions:– Steps taken to prevent the

spread of disease through blood and other body fluids when providing first aid or health care• Wearing gloves• Washing hands

• The Good Samaritan Law• What is it?

– It is a legal principle that prevents a rescuer who has voluntarily helped a victim in distress from being successfully sued for 'wrongdoing.'

• Why do we need it?– We need it to keep people

from being reluctant to help a stranger in need for fear of legal repercussions if they make a mistake in treatment.

– This doctrine was primarily developed for first aid encounters and every state has its own adaptation of it.

Providing First Aid cont.

• First Aid for Bleeding– Severe bleeding can be

life threatening

– Types of Open Wounds• Abrasions

• Lacerations

• Punctures

• Avulsions

• Controlling Bleeding– Above the heart

– Cover wound with sterile dressing

– Apply pressure

– Add more gauze if blood starts to soak through

– Secure the gauze

– If bleeding does not stop after 5 mins call for medical help

Providing First Aid cont.

• Types of Burns:• First Degree Burn (minor):

• Involves only the outer layer of skin (epidermis)

• Skin becomes red, swollen and painful

• Second Degree Burn (minor): • Involves the epidermis and dermis• Skin becomes very red and develops

blisters• Severe pain and swelling

• Third Degree Burn (severe):• Most serious kind of burn• Involves all layers of skin• Skin can appear charred/black or

white/dry• May see muscle and even bone• May destroy nerve endings so pain

may not be felt

• Treatment:– Minor Burns:

• Treatment: – apply cool water until pain

decreases– Cover burn loosely with sterile

gauze bandage– Over-the counter pain reliver– Minor burns usually heal without

further treatment

– Severe Burns:• Medical attention is needed• Treatment:

– While waiting for advanced medical personnel:

» Stop the burning» Cool the burn with cool

water for at least 15 mins.» Place a clean dry dressing

over the affected area. If clothes are stuck to the burn do not remove them. Do not put any ointment or medication on the burn.

» Monitor the person until ambulance arrives

Lesson 2: CPR and First Aid for Shock and Choking

• Chain of Survival: Sequence of actions that maximize the victim’s chances of survival1. Call to emergency

medical services

2. CPR

3. Defibrillation• Defibrillator: device that

delivers an electric shock to the heart to restore normal rhythm (AED)

4. Advanced care

• CPR (Cardiopulmonary Resuscitation):– First-aid procedure that

combines rescue breathing and chest compressions to supply oxygen to the body until normal body functions can resume

CPR and First Aid for Shock and Choking cont.

• Breathing Failure:

– The inability to inhale oxygen

– Signs/Symptoms:

• Absence of breathing movements

• Bluish color to the lips, tongue and fingernails

– Treatment:

• Perform rescue breathing immediately– Rescue breathing is a method of inflating a person’s lungs with air

from your lungs

CPR and First Aid for Shock and Choking cont.

Rescue Breathing:1. Open airway by tilting head back while

lifting jaw.

2. Look, listen and feel for breathing.

3. With the head tilted back pinch the nose closed.

4. Using a barrier make an airtight seal over the victims mouth and give 2 slow breaths until the chest rises

5. Check for a pulse using two fingers on the side of the neck.

6. If there is a pulse, give 1 breath every 5 seconds for adults, 1 breath every 3 seconds for children and 1 breath every 3 seconds for an infant.

CPR and First Aid for Shock and Choking cont.

Adult Child Infant

Hand Position Two hands on the center of the chest

Two hands or one hand on the center of the chest

Two or three fingers on the center of the chest (just below the nipple line)

Compress About 1 ½ - 2 inches About 1 – 1 ½ inches About ½ - 1 inch

Breathe Until chest clearly rises (about 1 second per breath)

Until chest clearly rises (about 1 second per breath)

Until chest clearly rises (about 1 second per breath)

Cycle:(1 rescuer)

30 compressions 2 breaths

30 compressions 2 breaths

30 compressions 2 breaths

Cycle:(2 rescuers)

30 compressions 2 breaths

30 compressions2 breaths

15 compressions 2 breaths

Rate About 100 compressions per minute

About 100 compressions per minute

About 100 compressions per minute

VIDEO

CPR and First Aid for Shock and Choking cont.

• First-Aid for Choking:– Choking occurs when an object,

such as a piece of food, becomes stuck in a person’s windpipe cutting off the flow of air.

– Signs/Symptoms:• Gasping for breath• Violent fits of coughing• Unable to talk or cough forcefully• Person may become pale, blue or

even unconsciousVIDEO

• If an adult is choking:1. Stand behind the victim and wrap your

arms around his waist2. Make a fist with one hand and grasp it

with your other hand3. Pull your hands into the abdomen

with a quick, upward thrust4. Repeat the abdominal thrusts until the

object is dislodged

• If an infant is choking:1. Sit down and hold the baby face down

over your forearm2. With the heel of your hand, give the

infant five firm blows between the shoulder blades

3. If this doesn’t dislodge the object, turn the infant face up with the head lower than the body. Perform five chest compressions as you would when performing infant CPR

4. If the baby still isn't breathing have someone call EMS while you continue back blows and chest thrusts. If breathing doesn’t resume, begin CPR.

CPR and First Aid for Shock and Choking cont.

• Shock:– Life-threatening condition in

which the heart is not delivering an adequate supply of blood to the body

• Signs/Symptoms:– Cold clammy skin, which may

appear pale or gray– Weak, rapid pulse and altered

breathing– Dull, staring eyes which may

have dilated pupils– Faintness, weakness,

confusion or loss of consciousness

• Treatment:– Call 911 immediately– Lie the person on his back

with the feet elevated– Loosen tight clothing and

cover with a blanket– Do not give anything by

mouth including water

Lesson 3: Responding to Other Common Emergencies

Sprain:• When ligaments or tendons near a

joint are torn or stretched.• Sprains are most common in ankles,

wrists and knees.– Ligament: fibrous bands that attach

bone to bone. They provide stability at joints.

– Tendon: thick strands that attach muscle to bone.

• Signs/Symptoms– Pain with movement– Swelling– discoloration

• Treatment– PRICE: Protect, Rest, Ice, Compression

and Elevation– An x-ray is recommended if it is a

person’s first time with a sprain.

Strain:• Overstretching a muscle or

tendon often results in a strain.• Common areas for strains include

the back, hamstrings and rotator cuff.

• Signs/Symptoms:– Intense pain– Slight swelling– Difficulty moving or using the

affected body part

• Treatment:– Rest– Ice for the first 48-72 hours then

apply heat

Responding to Other Common Emergencies cont.

• Fracture:– A break in a bone– Types of Fractures:

• Open: The end of the broken bone pushes through the skin.

• Closed: The broken bone does not push through the skin’s surface.

– Signs/Symptoms:• Obvious deformity: visible bumps

on the affected side that are not on the unaffected side

• Swelling and discoloration (bruising)

• Inability to move or use the affected body part

• Severe pain• Ask the person if he heard any

cracking noises during the time of injury.

– Treatment:• Open Fracture:

– Stop bleeding– Apply pressure around the

exposed bone. Do not apply pressure directly on the bone

– Immobilize the injured area using a splint.

• Closed Fracture:– Immobilize the area using a

splint.

– In an open and closed fracture it is important to monitor circulation in the fingers and toes. You can do this by feeling for warmth or squeezing the tips of the fingers and toes.

VIDEOS

Responding to Other Common Emergencies cont.

• Muscle and Joint Injuries– Dislocation: A separation of a

bone from its normal position in a joint• Causes include:

– A direct blow – A fall on an out stretched

arm or fall directly on a joint

• Dislocations are common in contact sports, such as football , and in sports that may involve falls, such as basketball and volleyball.

– Dislocations are most common in the:• Shoulder• Hip• Knee• elbow • Ankle• finger

– It will temporarily deform and immobilize the joint.

– A dislocation requires prompt medical attention to return the bones to their proper positions.

– Treatment:• Immobilize the joint, do not

attempt to set the joint• Apply cold packs to reduce swelling• Seek immediate medical attention

VIDEOS

Responding to Other Common Emergencies cont.

• Concussion: a jarring injury to the brain that can cause unconsciousness– Traumatic Brain Injury (TBI)

• Signs/Symptoms– amnesia (loss of memory) – confusion – LOC (loss of consciousness) – headache – Dizziness– poor balance – double vision – blurred vision – slurred speech – slow to answer – Emotional– vomit – nausea – glass-eyed…

• Amnesia – Retrograde amnesia:

• can’t remember from before the event– Antegrade amnesia:

• can’t remember things after the event

• Post-concussion Syndrome: – persistent headache, dizziness, fatigue,

irritability… often lasting weeks after the concussion

• Subdural Hematoma:– Description:

• Leading cause of catastorphic death in football players

• Hemorrhaging occurs when the bridging veins between the brain and dura mater are torn

• Caused by acceleration forces of the head rather than the direct trauma

• Acute: 48-72 hours after • Chronic: occurs after a period of time

with other complications

– Signs and Symptoms:• LOC• Decreased pulse

Responding to Other Common Emergencies cont.

Lesson 4: Emergency Preparedness

• Hurricane: a powerful storm that generally forms in tropical areas producing winds of at least 74 mph, heavy rains and sometimes tornadoes

• Tornado: a whirling, funnel-shaped windstorm that causes destruction as it advances along the ground in a narrow path

Emergency Preparedness cont.

• Flash flood: floods in which a dangerous volume of water builds up in a short period of time

• Earthquake: series of vibrations in the earth caused by a sudden movement of the earth’s crust

Community and Environmental Health

• New Vocabulary:– Health care system

– Primary care physician (PCP)

– Specialists

– Medical history

– Health insurance

– Public health

– Smog

– Air quality index (AQI)

– Greenhouse effect

– Global warming

– Noise pollution

– Decibel

– Biodegradable

– Landfill

– Hazardous wastes

– Conservation

– recycling

Lesson 1: Community and Public Health• Health care system:

– Includes all the medical care available to a nation’s people, the way they receive care and the way they pay for it

• Primary care physician:– A medical doctor who provides

physical checkups and general care

• Specialists:– Medical doctors who focus on

particular kinds of patients or on particular medical conditions

– What is an example of a specialist? Be specific!

• Medical history:– Complete and comprehensive

information about your immunizations and any health problems you have had to date• What are some questions that

might be asked on a medical history form?

Community and Public Health cont.

• Health Insurance:

– Includes private and government programs that pay for a part of all of a person’s medical costs

• What are different types of insurance plans?

• Public Health:

– Includes all efforts to monitor, protect and promote the health of the population as a whole

Lesson 2: Air Quality and Health

• Smog:– A brownish haze that

sometimes forms in urban areas

• Air quality index (AQI):– An index for reporting daily air

quality

• Greenhouse effect:– The trapping of heat by gases in

the earth’s atmosphere• The chief greenhouse gas

produced by human activity is carbon dioxide

• Global warming:– An overall increase in the

earth’s temperature

Air Quality and Health cont.

• Noise pollution:

– Harmful, unwanted sound loud enough to damage hearing

• Decibel:

– Unit that measures the intensity of sound

Lesson 3: Protecting Land and Water

• Biodegradable:– Able to be broken down by

microorganisms in the environment

• Landfill:– Specially engineered area

where waste can be buried safely

• Hazardous wastes:– Waste materials with

properties that make them dangerous to human health or the environment

Protecting Land and Water cont.

• Conservation:

– Avoiding waste through careful management of natural resources

• Recycling:

– The processing of waste materials so they can be used again