Understanding Human Behavior A Guide For Health Care Professionals 9th Edition Honeycutt Solutions Manual Download

Understanding Human Behavior A Guide for
Health Care Professionals 9th Edition

Honeycutt Solutions Manual
Full download at link: https://testbankpack.com/
SECTION III
Behavior and Problems in Living
31
Copyright © 2018 Cengage Learning®. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or i n part.
CHAPTER 9
Common Threats to Adjustment
OBJECTIVES
After completing this chapter, you should be able to:
• Describe how different stages of life present new challenges to a person’s adjustment.
• Explain the significance of peer pressure on adolescents.
• Discuss how learning problems can make school difficult for a student.
• Compare and contrast healthy and unhealthy family relationships.
• Describe cultural stressors that can occur in each of these life stages: childhood, adolescence,
adulthood.
• List strategies parents can use to improve a child’s behavior.
SUGGESTED ACTIVITIES
Role-play Situations
Situation A: A middle-aged woman, Mrs. Y., has lost her husband through a sudden heart attack. She is a
very dependent person, having relied on her husband to handle all business matters and maintenance of
the house. She is competent as a homemaker and a mother, but always depends on her husband for
emotional support and decisions.
Actor 1: A friend (a health care professional) who is talking with Mrs. Y.
Actor 2: Mrs. Y. who has not adjusted to her role as head of the household.
Situation B: A health care professional, employed in a general hospital in a town of about 15,000 people,
is well aware of the impact of hospitalization on a patient and always makes an effort to help new patients
adjust to hospitalization.
Actor 1: The health care professional described above in relation to any one actor below.
Actor 2: A 5-year-old child who has never spent the night away from home and has been admitted with
a diagnosis of “fever of unknown origin.”
or
An active businessperson whose physician has prescribed complete bed rest.
or
A 60-year-old person with injuries from an automobile accident in which the spouse was killed.
Note: Following each role-play, allow time for small group discussion to critique the health care
professional’s interaction with the patient and suggest other appropriate interactions.
Topics For Discussion
1. How to help a young child (3–5 years old) adapt to a major change in the home or family situation.
2. How to help a student away from home for the first time cope with homesickness.
3. Why it is important for a student to handle homesickness effectively (i.e., not give up and return
home).
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Questioning Session
1. Why is change a threat to adjustment?
2. What life stages are most likely to involve significant changes?
3. What does “crisis” mean?
4. What are some examples of a life crisis?
5. Why is illness always a threat to adjustment?
6. How can one deal effectively with change so that adjustment is not seriously threatened?
REVIEW QUESTIONS
1. What are six stages of life that can challenge a person’s adjustment?
2. Identify one significant change that occurs in each of the six life stages.
3. How does peer pressure affect adolescents?
4. What are three examples of sexism?
5. What are three learning problems that can make school difficult for a student?
6. How do healthy family relationships differ from unhealthy family relationships?
7. What are two cultural stressors that can occur in childhood? Adolescence? Adulthood?
8. What are three strategies parents can use to improve a child’s behavior?
9. Describe possible symptoms of an autism spectrum disorder.
SAMPLE ANSWERS TO REVIEW QUESTIONS (ANSWERS WILL VARY.)

1. Early childhood, middle childhood, adolescence, young adulthood, middle adulthood, older adulthood
(senescence).
2. Any one of the following for each life stage:
a. Early childhood: learn gross motor skills, fine motor skills, communication skills, social skills; may
experience separation anxiety upon entering daycare or school.
b. Middle childhood: new school, new classmates, new teachers; some children experience social or
academic difficulty.
c. Adolescence: establish own identity (separate from parents), peer relationships gain importance,
romantic and/or sexual relationships begin.
d. Young adulthood: independence from parents, completing high school, beginning a job or college,
setting up one’s own home, marrying, starting a family (assuming the role of parent).
e. Middle adulthood: children leave home, physical changes (hormonal changes, health problems),
disappearing youth, realizing that some goals may not be achieved.
f. Older adulthood (senescence): death of friends, family members, or spouse; financial insecurity,
health problems, loss of independence, loss of dexterity, loss of mobility.
3. Developmentally, teens are struggling to establish an identity separate from that of their parents. Peer
relationships provide a sense of belonging. Disappointment or rejection by peers poses a major threat
to a teen’s adjustment. Many teens choose clothing, music preferences, and social/sexual behaviors
they believe will gain the approval of their peers.
4. Any of the following:
• Being denied a job or promotion based on one’s gender.
• Being treated differently (at home, school, or work; as a customer; as a member of any group).
• Words, comments, or jokes based on stereotypes about gender.
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5. Any three of the following:
• ADD/ADHD.
• Learning disorder, such as dyslexia.
• Intellectual disability.
• Behavior disorders.
6. In a healthy family, family members are caring and respectful toward one another and work together
to solve conflicts in a way that protects each person’s dignity. In an unhealthy family, there may be
poor communication, and family members may not trust one another or feel that other family members
care about them. Winning, “being right,” or being in control of family life become more important
than working together.
7. Examples of cultural stressors in childhood, adolescence, and adulthood include:
• Childhood: school pressure, peer relationships.
• Adolescence (any two): peer pressure, drugs, sexual activity.
• Adulthood (any two): discrimination, sexism, harassment.
8. Any three of the following:
• Develop a warm, caring relationship with children.
• Explain and model socially appropriate behavior.
• Keep rules and expectations clear, simple, and age appropriate.
• Enforce rules calmly and consistently.
• When necessary, explain what rule the child has broken, then punish the child with time-out or loss
of a privilege; do not use put-downs, hit, or yell.
34
CHAPTER 10
Effects of Trauma
OBJECTIVES
• Discuss why victims of a traumatic experience may need psychological counseling, in addition to
treatment for physical injuries.
• Identify normal reactions to a traumatic experience.
• Describe the symptoms of the following psychological disorders: anxiety disorder, panic disorder,
post-traumatic stress disorder (PTSD), phobias, and depression.
• List traumatic effects of each of the following: war or terrorism, rape, domestic violence, and child abuse.
• Explain the phrase “blaming the victim.”
Topics for Discussion
1. Compare the effects of a trauma experienced by many people (natural disaster, war, terrorism) to the
effects of a trauma experienced by an individual.
2. What kinds of help might be appropriate for a woman who has been treated several times for injuries
inflicted by her partner or spouse?
3. Why do some people blame a victim for “causing” a traumatic event? How is being blamed likely to
affect the victim?
4. Why is it important for trauma survivors to talk about their emotions as soon as possible after the
event? How might a health care professional encourage survivors to express their feelings?
Questioning Session
1. What is a trauma?
2. What are examples of traumas a person may experience?
3. How does a traumatic experience affect a person’s adjustment?
4. Why are the emotional aspects of a trauma more difficult to treat than the physical injuries?
5. Why is it important that a health care professional reassure trauma victims that their emotional
reactions to trauma are normal?
REVIEW QUESTIONS
1. Discuss reasons that someone who has experienced a trauma may need psychological counseling as
well as treatment for any physical injuries.
2. Why should health care professionals be familiar with the effects of traumatic experiences?
3. What are examples of normal reactions to trauma?
4. What are possible symptoms of each of the following psychological disorders: anxiety disorder, panic
disorder, post-traumatic stress disorder (PTSD), phobias, and depression?
5. What are the traumatic effects of the following: war and terrorism, rape, domestic violence, and child
abuse?
6. What does “blaming the victim” mean?
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• Psychological trauma includes powerful emotions: fear, terror, anger, rage, or grief.
• Victims may experience depression, panic attacks, nightmares, or flashbacks.
• Victims may develop a phobia or a distrust and fear of people.
• The victim needs understanding and emotional support.
• A victim needs to process emotional aspects of the event, which may require professional
counseling to regain the previous level of adjustment.
• A victim of trauma may not be ready to resume normal daily activities as soon as others expect.
2. Health care professionals need to inform victims about normal reactions to traumatic experiences and
know when a referral for psychological counseling would be appropriate.
3. Any of the following normal reactions to trauma:
• Some common initial reactions include feeling shocked, stunned, dazed, numb, or disconnected
from the rest of the world.
• After the initial reactions have passed, individuals may become moody, irritable, or anxious.
Physical symptoms such as sweating or rapid heartbeat can occur. Sleeping and eating patterns may
change. Some individuals may have recurring memories or dream about the experience.
4. Possible symptoms of anxiety disorder, panic disorder, post-traumatic stress disorder (PTSD), phobias, Commented [m1]: AU: new text OK?
and depression include the following:
a. Symptoms of anxiety disorder include worrying almost constantly, difficulty sleeping, shakiness, COMP: Carry forward this author query in pages.
and nervousness.
b. Symptoms of panic disorder include recurring anxiety or panic attacks, during which the person
has difficulty breathing, has a pounding heart, chest pain, numbness, tingling, dizziness, or
faintness.
c. Symptoms of PTSD include recurring nightmares or flashbacks of the traumatic experience,
feeling irritable, jumpy, or in danger. Others may feel numb, have difficulty remembering the
event, and lose interest in work and leisure activities.
d. Symptoms of a phobia include intense, irrational fear of a specific type of situation; the fear has
lasted 6 months or more.
e. Symptoms of depression include sadness, lack of interest in work and leisure activities, difficulty
concentrating and making decisions, restlessness, difficulty sleeping, and sudden changes in
appetite or weight.
5. For each category, any of the listed possibilities:
• Effects of war and terrorism include fear, feelings of helplessness and vulnerability, grief, distrust
between nations or national groups, recurring thoughts about the event.
• Effects of rape include physical trauma (including the possibility of pregnancy and/or a sexually
transmitted disease), fear, anger, being blamed (“you brought it on yourself”), being accused of
lying (especially if the rapist is a relative, a family friend, or an authority figure such as a minister
or teacher), humiliation during police interrogation, the humiliation of the medical examination,
future difficulty with intimacy.
• Effects of domestic violence include low self-esteem, guilt, fear, injury, death, perception of
violence as acceptable family behavior, acceptance of the violent member of the family as a role
model for future adult behavior.
• Effects of child abuse include shame, guilt, suppressed anger, repressed emotions and memories,
negative self-concept, low self-esteem, distrust of adults, perception of the world as a hostile place.
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6. “Blaming the victim” refers to holding the victim, rather than the perpetrator, responsible for a violent
act: being in a particular location where the traumatic event occurred, being out late at night, being
with a particular person or group, style of dress, behavior (drinking, flirting, accepting a ride with
someone).
37
CHAPTER 11
Defense Mechanisms
OBJECTIVES
• State the purpose of defense mechanisms.
• Name common defense mechanisms.
• Define rationalization, projection, displacement, daydreaming, escape into illness, repression, and
withdrawal.
• Explain how occasional use of a defense mechanism can contribute to good adjustment.
• Compare substance dependency and defense mechanisms.
• Define alcoholism, addiction, tolerance, drug dependency, and codependency.
Role-play Situations
Note: Assign observers to note examples of defense mechanisms.
Situation A: A clinical laboratory worker has just broken an expensive piece of equipment and uses a
defense mechanism. (The actor playing the clinical laboratory worker will have the option of using any
one of the defense mechanisms.)
Observers should note the behavior and decide which defense mechanism is being used. Follow-up
discussion will provide an excellent opportunity for reviewing various defense mechanisms and the
behaviors that result. It would not be surprising if a student intends to use a certain defense mechanism,
but the behavior is interpreted by the class as a different defense mechanism. The important point is that
the behavior be recognized as a defense mechanism.
Situation B: Mrs. M., a practical nurse, has accepted employment in a new hospital; upon meeting the
supervisor, she is reminded of her mother. As a child, Mrs. M. was criticized frequently; she felt she could
never please her mother.
Situation C: A surgical technician student is very capable, but never did well in school after having a
teacher who graded very strictly and often said, “You are just too lazy to learn.” The instructor and the
operating room supervisor try to help this student improve.
Situation D: Jeannie, a dental hygiene student, has always been afraid of dentists; she believes the dental
hygiene courses will help her overcome this fear. The class has just started the clinical course, with 3 days
per week in the clinic. Jeannie is not doing well in the clinic; it seems as though she has forgotten
everything she learned in the classroom and laboratory. A classmate tries to give her encouragement.
Questioning Session
1. Define “defense mechanism” in your own words.
2. Describe a defense mechanism. (Continue with this question until five or more defense mechanisms
have been described.)
3. Why are defense mechanisms used?
4. Why are some people threatened by a situation that is not threatening to other people?
5. Why are patients likely to use defense mechanisms during illness?
38
6. What, according to the textbook, is a helpful use of defense mechanisms?
7. What are some dangers of overusing a defense mechanism?
8. Explain the relationship of defense mechanisms to adjustment.
9. How could you improve your own adjustment?
REVIEW QUESTIONS
1. State the purpose of defense mechanisms.
2. Name some commonly used defense mechanisms.
3. Define each of the following terms in your own words, based on information in Chapter 11:
a. rationalization.
b. projection.
c. displacement.
d. daydreaming.
e. escape into illness.
f. repression.
g. withdrawal.
4. Explain how occasional use of a defense mechanism can contribute to good adjustment.
5. Compare substance dependency and the use of defense mechanisms.
6. Develop strategies for modifying one’s use of defense mechanisms as a means of improving
adjustment.

• Protect against loss of self-esteem.
• Relieve feelings of discomfort.
• Enable us to maintain self-respect.
• Provide an apparently logical reason for behavior.
• Make it possible to “save face”.
• Rationalization.
• Projection.
• Displacement.
• Daydreaming.
• Escape into illness.
• Repression.
• Withdrawal.
3. Definitions should be in the student’s own words, but incorporate the basic characteristic of each
defense mechanism:
• Rationalization: offering an apparently reasonable explanation for behavior when the true reason is
too painful to admit.
• Projection: criticizing others for certain characteristics or behaviors that are actually characteristic
of the speaker, or blaming others or circumstances for one’s failures.
39
• Displacement: expressing feelings, especially anger, toward someone other than the one who
aroused the feelings.
• Daydreaming: escaping the present situation by allowing the mind to wander, perhaps fantasizing
about a more pleasant situation.
• Escape into illness: developing an illness that allows one to avoid a situation, without being
consciously aware of the purpose served by the illness.
• Repression: forcing a memory into the unconscious mind because it is too painful to retain in
conscious memory.
• Withdrawal: removing oneself physically from a situation, or remaining in a situation but shutting
off communication and interaction with others.
4. Defense mechanisms protect one against threats to self-esteem.
5. Defense mechanisms are mental devices that protect against threats to one’s self-esteem. Substance
dependency is physical and psychological dependency resulting from the use of addictive substances.
• Be aware of which defense mechanisms you use.
• Be aware of how frequently you use a defense mechanism.
• Identify your reasons for using a defense mechanism.
• Be aware of the circumstances that cause you to use a defense mechanism.
• Seek ways to deal with a threatening situation without the use of a defense mechanism.
40
CHAPTER 12
Frustration and Inner Conflict
OBJECTIVES
• Name internal and environmental factors that could be sources of frustration.
• Explain prejudice as a source of frustration for members of certain groups.
• Discuss emotional reactions to frustration.
• Describe a general approach to dealing with frustration and preventing unnecessary frustration in one’s
life.
• Define inner conflict and explain how it differs from interpersonal conflict.
• List steps for resolving inner conflict.
Inner conflict is recognized more readily after one has had practice in analyzing problem situations. It is
highly desirable that some class time be spent in discussing examples of inner conflict; the sharing of
viewpoints when discussing a variety of life problems can lead to greater insight on the part of
participants.
Topics for Discussion
1. Ways to help a toddler deal with the frustration that results from inability to communicate wants and
needs to parents and other caregivers.
Note: This discussion should bring out the problems of young children who have not yet learned to
verbalize their needs and desires. The discussion should emphasize helping these young children to
develop language skills and helping the young child to cope with frustration.
2. A 16-year-old girl quit school after learning that she was pregnant. What are the implications for
future satisfactions from life?
3. What are the implications for a young child’s behavior patterns if there is much emphasis during early
childhood on “right” or “wrong” and “good” or “bad” behavior?
Note: This discussion should include recognition that it is better to help young children learn what
behavior is acceptable or not acceptable in specific situations, rather than to label a specific
behavior as “good” or “bad,” “right” or “wrong.” This approach leads to the child learning to set
standards for behavior rather than trying to conform to someone else’s standard of “good” or “bad.”
Situations for Role-Play
1. Your coworker is very angry after being criticized by the supervisor. You notice that the procedure she
is performing (while still “fuming” at the supervisor) is incorrect. You do not know whether this can
result in harm to the patient. What conflict do you have? What are some ways to resolve this conflict?
2. You are to carry out a painful treatment on a 5-year-old child; it is the child’s first hospital experience.
The schedule calls for you to go to lunch in 15 minutes. You know you should take time to establish
rapport with the young patient before doing the treatment, yet the procedure is scheduled now. What is
your conflict? How can you resolve this conflict?
41
3. You have a patient who obviously needs to talk; she has just started telling you how she feels about
the surgery she is to have in 2 days. This patient has been uncommunicative until now, so you are
pleased that she is “opening up.” At this point, the head nurse passes the door and sees you standing
by the patient’s bed. She says, “Since you are not busy, go admit the new patient in room 201.” What
is your conflict? How could you resolve it?
4. Mrs. J. is a nursing supervisor who has three children. Hurricane warnings have been broadcast and
she is worried about her family. A call comes from the administrator’s office: all hospital staff
members are to remain on duty; the hospital is on “Disaster Alert.” Just then, two staff members come
to the supervisor’s office and ask to be allowed to leave, as they need to see about the safety of their
families. What conflicts do the staff members have? What conflicts does the supervisor have? How
could this situation be handled?
Note: Students in the class undoubtedly have personal conflicts. As an additional activity, solicit a
problem from a member of the class. Analyze the problem to identify the conflict. Explore possible
alternatives and their effects. This activity would prepare students for question 10 in the
“Questioning Session” list that follows.
Questioning Session
1. What does “inner conflict” mean?
2. Compare “inner conflict” with “interpersonal conflict.”
3. Compare “conflict between needs” with “conflict between means.”
4. Give an example of inner conflict.
5. What are the three types of inner conflict?
6. How can one resolve inner conflict?
7. How does conflict threaten one’s adjustment?
8. Why are health care professionals likely to experience inner conflict frequently?
9. What type of inner conflict is likely to occur during illness?
10. Assume you have a serious inner conflict. How would you resolve this inner conflict so that you
could maintain relatively good adjustment?
11. What is the meaning of frustration? (Probing questions should result in a full explanation, supported
by examples.)
12. What are some common sources of frustration?
13. What is an effective way of coping with frustration?
14. What changes in behavior could you make to deal more effectively with frustration than you have in
the past?
REVIEW QUESTIONS
1. How does inner conflict differ from interpersonal conflict?
2. What internal factors or characteristics can contribute to internal conflict?
3. What steps can a person take to resolve an inner conflict?
4. Name possible sources of frustration.
5. What are some environmental factors that may contribute to frustration?
6. How can prejudice cause frustration?
7. Describe strategies for preventing or at least minimizing frustrating experiences in life.
42
1. Inner conflict involves (a) two incompatible needs or goals, and (b) the individual must choose
between two or more alternatives for meeting a need or achieving a goal. Inner conflict involves one
person, whereas interpersonal conflict involves two or more people.
2. Any five of the following:
• Value system.
• Beliefs.
• Personality traits.
• Self-concept.
• Standards of behavior.
• Interests.
• Character traits.
3. Steps should be listed in correct sequence but may be in the student’s own words.
a. Recognize that there is a conflict.
b. Identify the two incompatible needs (or goals).
c. Examine interests, values, needs, and other persons relevant to the conflict.
d. Decide how the needs can be met (or the goals achieved).
e. Think through the probable effects of each action.
f. After thorough consideration of each possible action, decide what action you will take.
g. Fully accept the decision you made; do not agonize over the alternative that was discarded.
4. Personal characteristics, the environment, other people, prejudice.
5. Lack of opportunities or resources, weather, opportunities, customs and practices of a community.
6. As a result of prejudice, individuals may experience obstacles because of individual characteristics,
such as gender, race, religion, age, a handicap, socioeconomic status.
• Set realistic goals—high enough to provide challenge but not so high as to be beyond reach.
• Set short-term goals as stepping stones to achieving long-term goals.
• Study your behavior; if you are creating some of your own obstacles, modify your behavior
patterns.
• Develop your skills.
• Identify obstacle(s) to your achieving the goal.
• List each obstacle, and then list all possible ways to deal with each.
• Consider how each way of dealing with the obstacle may affect:
a. your achieving the goal;
b. how you feel about yourself;
c. other people.
• Select a solution that is likely to help you achieve your goal.
• If that does not work, try another possible solution.
• If the obstacle remains, consider substituting a different goal.
• Make what changes you can to remove obstacles; accept that something cannot be changed.
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