Adult Health NUR 304: Exam # 2 Study Guide (Chs 6, 7, 14, 15, 16, 20, 21, 26, 28, 29, 31, 32, & 35) (Test #2 Spring 2016: 6,12, 13, 14, 15 ,16, 20, 21)

NUR 304: Exam # 2 Study Guide (Chs 6, 7, 14, 15, 16, 20, 21, 26, 28, 29, 31, 32, & 35) (Test #2 Spring 2016: 6,12, 13, 14, 15 ,16, 20, 21). Ch 6 Common modes of value transmission Value • Belief about worth of something, what matters, and acts as a standard to guide one’s behaviors. • A person’s values influence beliefs about human needs, health, and illness; the practice of health behaviors; and human responses to illness. • A child is not born with values, but forms values from information/environment, family, and culture. • (ex) individuals who place a high value on health and personal responsibility often work hard to reach their fitness goals Modeling • Children learn what is of high or low value by observing parents, peers, and significant others • May lead to socially acceptable or unacceptable behaviors • (ex) child may choose to try cigarettes b/c they see their parents smoking Moralizing • Children are taught a complete value system by parents or an institution (e.g., church or school) that allows little opportunity for them to weigh different values • (ex) Jewish kids who attend religious-based high school and are restricted to interactions in the religious community grow up knowing only one set of beliefs/values Laissez-faire • Children are left to explore values on their own (no single set of values is presented as best for all) and to develop a personal value system. • This approach often involves little or no guidance and may lead to confusion and conflict. • (ex) children whose parents aren’t home to oversee time to do homework or for dinner, leaving them to parent themselves for the most part, leading to possibly making poor decisions. Reward & Punishments • Children are rewarded for demonstrating values held by parents and punished for demonstrating unacceptable values • (ex) parenting where children are either rewarded for holding the same values or punished for developing values their parents do not share (i.e. child choosing not to go to college) Responsible choice • Encourage children to explore competing values and to weigh their consequences. • Support and guidance are offered as children develop a personal value system • (ex) parenting in which a child is open to attend a party with friends, be around drinking, come home, and choose not to drink by discussing pros/cons with parents; or allowing a child to research other faiths and choose one that they relate to Three main activities of the valuing process