BASIC

PSYCHOLOGY.
-FCCH
Tutor: P. Mutua
Email: philipmutua6@gmail.com
 Course Outline
Introduction to psychology
Human growth and development
Cognitive psychology
Motivation and emotions
Personality
Guidance and counseling (include practical sessions)

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 Module outcomes
By the end of this module, the learner should;
Explain the development of psychology and its influences on health
Explain the physical, cognitive and socio-emotional influences on
human behavior
Explain the value system in human behavior
Explain the theories of counseling in the understanding of human
behavior
Counsel and guide the community in health care delivery
Identify the commonly abused drugs in the community.
 Definition of Terms
 PSYCHOLOGY
-The scientific study of human behavior and mental or cognitive processes.
 The scientific study of human mind including its structure and functioning, usually
observed in behavior.

 BEHAVIOUR
 Any activity of an organism that is capable of being observed in response to its
environment.
 Behaviour includes all of our outward or overt (open) actions and reactions, such as
verbal and facial expressions and movements.

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MENTAL PROCESSES
 Refer to all the internal and covert activity of our mind such
as thinking, feeling and remembering. 
NOTE:
The word Psychology has its origin from two Greek words
‘Psyche’ and ‘Logos’, ‘psyche’ means ‘soul’ and ‘logos’
means ‘study’. Thus literally, Psychology means ‘the study
of soul’ or ‘science of soul’.
 EXPERIENCE
Mental phenomena occurring directly to the individual.

 CHARACTER
An evaluation of an individual`s personality against
some set standards within the society focusing on morals
and ethics.

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 Definitions - Cont’d
 ATTITUDE
A tendency to respond positively or negatively to either a person,
object or situation (an organism’s response to stimuli).

 INTELLIGENCE
The ability to learn abstracts, which include learning of vocabularies,
numbers, concepts, reasoning, making judgment and problem
solving skills.

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 Historical Background
The development of psychology can broadly be traced into
four periods:

• Ancient Greek period,

• Pre-modern period,
• Modern period and
• Current status

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 Ancient Greek period:
Some of the key contributors were:
Socrates who was interested in studying the reincarnation of
soul (embodiment in fresh). Soul or mind was considered as
the representation of individuals. 
Plato,  a bright student of Socrates expanded Socrates
concepts in philosophy about life and soul.

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 Cont’d…
Aristotle in his book “para psyche” (about the mind or soul)
he introduced the basic ideas in psychology today, like law of
association.

However, the notion of psychology was primarily related to

study of soul or mind at that stage and never on the behavior
of the individual. That is why the attention was diverted from
the study of soul or mind.

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 Pre-modern Period:
It was during 1800's that Wilhelm Wundt established
first psychology laboratory in Leipzig, Germany.

He defined psychology as a science of consciousness

or conscious experience. He proposed the Theory
called structuralism.

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 Modern period:
Behaviorists (J.B Wastson, Ivan pavlov and B.F. skinner)
proposed that psychology should study the visible
behavior which can be objectively felt and seen. Hence
they defined psychology as the science of behavior.
They however only focused on observable behaviors and
ignored the role of mental processes. Also,  they
undermined the role of unconscious mind and heredity in
behavior.
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 Current Definition:
The modern day psychology is defined as the
science of behavior and mental or cognitive
processes.

This definition comprises these things:

psychology is science, it studies behavior and it
studies mental process.
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 Aim of Psychologists
To find out why people act as they do to give us
a better understanding (insight) of our own
attitudes and reactions.

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THE SCOPE OF
PSYCHOLOGY
 Scope of Psychology (Branches):
The field of psychology can be understood by various subfields of psychology making
an attempt in meeting the goals of psychology.
1. Physiological Psychology:
In the most fundamental sense, human beings are biological organisms.
Physiological functions and the structure of our body work together to
influence our behavior.
Biopsychology is the branch that specializes in the area. Bio-
psychologists may examine the ways in which specific sites in the brain
which are related to disorders such as Parkinson’s disease or they may
try to determine how our sensations are related to our behavior.
NOTE: Biological psychology studies
how physical and chemical changes in
our bodies influence behaviors for
example, how the brain, nervous
system and hormones effect on
behavior.
 Scope of psychology cnt’d
2. Developmental Psychology:
Here the studies are with respect to how people grow and
change throughout their life from prenatal stages, through
childhood, adulthood and old age.
Developmental psychologists work in a variety of settings
like colleges, schools, healthcare centers, business centers,
government and non-profit organizations, etc. They are also
very much involved in studies of the disturbed children and
advising parents about helping such children .
3. Personality Psychology:
This branch helps to explain both consistency and
change in a person’s behavior over time, from birth
till the end of life through the influence of parents,
siblings, playmates, school, society and culture.
It also studies the individual traits that differentiate
the behavior of one person from that of another
person.
4. Health Psychology:
This explores the relations between the psychological factors
and physical ailments and disease.
Health psychologists focus on health maintenance and
promotion of behavior related to good health such as
exercise, health habits and discouraging unhealthy behaviors
like smoking, drug abuse and alcoholism.
Health psychologists work in healthcare setting and also in
colleges and universities where they conduct research. They
analyze and attempt to improve the healthcare system and
formulate health policies.
5. Clinical Psychology:
It deals with the assessment and intervention of abnormal behavior.
As some observe and believe that psychological disorders arise from a
person’s unresolved conflicts and unconscious motives, others
maintain that some of these patterns are merely learned responses,
which can be unlearned with training, still others are contend with the
knowledge of thinking that there are biological basis to certain
psychological disorders, especially the more serious ones.
Clinical psychologists are employed in hospitals, clinics and private
practice. They often work closely with other specialists in the field of
mental health.
6. Counselling Psychology:
This focuses primarily on educational, social and career
adjustment problems.
Counselling psychologists advise students on effective
study habits and the kinds of job they might be best suited
for, and provide help concerned with mild problems of
social nature and strengthen healthy lifestyle, economical
and emotional adjustments.
They also do marriage and family counselling, provide
strategies to improve family relations.
7. Educational Psychology:
Educational psychologists are concerned with all
the concepts of education.
This includes the study of motivation,
intelligence, personality, use of rewards and
punishments, size of the class, expectations, the
personality traits and the effectiveness of the
teacher, the student-teacher relationship, the
attitudes, etc.
8 . Social Psychology:
This studies the effect of society on the thoughts,
feelings and actions of people.
Our behavior is not only the result of just our
personality and predisposition. Social and
environmental factors affect the way we think, say
and do. Social psychologists conduct experiments
to determine the effects of various groups, group
pressures and influence on behavior.
9. Industrial and Organizational
Psychology:
The private and public organizations apply
psychology to management and employee training,
supervision of personnel, improve communication
within the organization, counselling employees and
reduce industrial disputes. Therefore, the physical
aspects of employees are given importance to make
workers feel healthy.
10. Experimental Psychology:
It is the branch that studies the processes of sensing,
perceiving, learning, thinking, etc. by using scientific
methods.
The outcome of the experimental psychology is
cognitive psychology which focuses on studying
higher mental processes including thinking, knowing,
reasoning, judging and decision-making.
11. Environmental Psychology:
It focuses on the relationships between people
and their physical and social surroundings. For
example, the density of population and its
relationship with crime, the noise pollution
and its harmful effects and the influence of
overcrowding upon lifestyle, etc.
12. Psychology of Women:
This concentrates on psychological factors of women’s behaviour
and development.
It focuses on a broad range of issues such as discrimination
against women, the possibility of structural differences in the
brain of men and women, the effect of hormones on behaviour,
and the cause of violence against women, fear of success,
outsmarting nature of women with respect to men in various
accomplishments.
13. Sports and Exercise Psychology:
It studies the role of motivation in sport,
social aspects of sport and physiological
issues like importance of training on muscle
development, the coordination between eye
and hand, the muscular coordination in track
and field, swimming and gymnastics.
14. Cognitive Psychology:
It has its roots in the cognitive outlook of the Gestalt
principles. It studies thinking, memory, language,
development, perception, imagery and other mental
processes in order to peep into the higher human mental
functions like insight, creativity and problem-solving.
The names of psychologists like Edward Tolman and
Jean Piaget are associated with the propagation of the
ideas of this school of thought.
 Assignment

1. Discuss the importance of

psychology in community health
2. Discuss the relevance of
psychology in health care practice
HUMAN GROWTH AND
DEVELOPMENT
 Introduction
Development: sequence of changes over a full span of life.
It is about how the biological infant turns into the social adult.
Growth: an increase in body size.
Average growth rate during prenatal stage of development is shown
below:
At 4 weeks the embryo is one- fifth of an inch
At 8 weeks the embryo is 1 inch
At 28 weeks the fetus is 16 inches
At 38 weeks the fetus is 20 inches
Development: indicates changes physically, mentally and
 Principles of development
1. Sequential: e.g., motor development (at 2 months an infant
raises his hand; at 4-7 months, it shows improvement in eye
and hand coordination; at 7 months can sit & stand up
holding a chair)
2. Irreversible: uni-directional i.e. does not switch back and
forth - mental and social developments to go with biological
development
3. Progressive Change: In cognitive (mental) development the
progress is from sensory knowledge to initiate thinking.
 Factors influencing human development
1. Intelligence: High grade intelligence speeds up
development, while low grade intelligence is
associated with retardation e.g., the age of first
walking or talking in children
2. Sex: at birth, boys are slightly bigger than girls, but
girls grow more rapidly & mature sooner than boys.
Girls mature sexually a year before boys: Girls
develop mentally earlier than boys & reach their
mental maturity slightly sooner.
 Factors influencing human development (Cont’d)
3.Glands of internal secretion: parathyroid glands(throat) secrete
calcium for bone and muscle development: thyroid produce thyroxin
for physical & mental dev’nt. Lack of it results to ‘deformed idiots’:
sex glands delay the onset of puberty etc.
4. Nutrition: feeding is important during early years of life. Vitamin
content is important at young age- defective teeth, rickets, skin
diseases etc, relate to incorrect diet at babyhood and childhood.
5. Fresh air and Sunlight: Size, general health condition, and
maturing age of the child are influenced by the amount of fresh air
and sunlight the child gets, especially during the early years of life
 Factors influencing human development (Cont’d)
6. Injuries and disease: Any injury to the child, such as head injuries, toxic
poisons from diseases and drugs, bacterial poisons from diseased tonsils or
typhoid fever, will retard to a certain extent the child’s development.
7. Race: white children develop sooner than children in the black, Indian &
Negro races
8. Culture: immigrant groups or minority groups learns the language & customs
of the majority group. (minority groups tend to preserve the values & some of
their cultural practices - acculturation)
9. Position in the family: The 2ND, 3RD or 4TH child within a family generally
develops more quickly than the first-born, not because of any pronounced
intellectual difference, but because of the fact that the younger children learn
from imitating their older brothers and sisters. Lastborns tend to mature slowly
because they are ‘babied’ such that they cannot develop their hidden abilities.
 Factors influencing human development (Cont’d)
10. Heredity: transmission of physical characteristics from parents to
children through their genes.
Influences aspects of physical appearance such as height, weight,
body structure, eye color, hair texture, intelligence, aptitudes etc.
Diseases/conditions such as obesity, heart disease, asthma, diabetes
etc can be passed through genes.
11. Environment: represents the sum total of physical &
psychological stimulation the child receives. Good schools, peer
groups, family etc

ASSIGNNMENT: Write short notes on Learning and reinforcement;

 Stages of Development

1. Prenatal:
Major body structures are forming – health of the
mother is of primary concern
Approaches to labor, delivery & childbirth, with
potential pregnancy and delivery complications and
risks, advances in tests, technology & medicine
Evidence of nature (genetics) and nurture (nutrition
& environmental factors) during pregnancy can lead to
birth defects
 2. Infancy
Unproportional appearance (head is large in proportion to
body)
Girls have less muscle tissue & weigh less than boys.
Behavioral reflexes are present from the moment of birth
Example: They react to slight stimuli such as moving light &
gentle touch
Sensory motor coordination:
1 month can stare at an attractive object
2 ½ months – swipe at an object
4 months – raise hands to catch the object
 3. Childhood (Pre-schoolers)

Development is rapid (physically, cognitive, and

socially)
Rate of growth is slower than in infancy.
There are changes in body proportion.
Example: head growth is slow: Trunk growth is rapid;
Limb growth is rapid
6 years sufficient eye & hand coordination, timing, and fine
muscle control to demonstrate any skill is achieved.
The child develops language skills & can ask the why
 QUESTION???

WHY DO WE SEND CHILDREN

TO SCHOOL AT THE AGE OF
SEVEN?
 4. Childhood /Puberty7 - 14 years

Physical growth begins to slow down.

A adolescent growth spurt begins at the age
of 10 and 12 for girls and boys respectively.
Muscle tissue increases and they grow
stronger.
Motor development tends to be smooth
accurate and well coordinated
 4. Childhood /puberty 7 - 14 years (Cont’d)

Puberty – biological event in which

hormonal changes promote rapid physical
growth & sexual maturity in both sexes.
Marked by menarche (1st menstrual cycle in
girls) & nocturnal emission (sperm
ejaculation) in boys.
Puberty is not a period by itself – a gate way
to adolescence.
 5. Adolescence /Teenage (15-24 years)

Period btn childhood & adulthood

Sexually active, delinquent (tendency to
commit crimes),
 Drug use and alcohol abuse, may commit
suicide
Are risk takers.
Exposed to STDs
 5. Adolescence /Teenage (15-24 years) – cont’d

Family and school guidance are essential

and helpful for adolescents to cope up with
challenges of this period.
Early maturation of boys may enhance self-
image –an advantage socially and athletically.
For girls early maturation may result in early
sex which is a risky behaviour.
 6. Adulthood (25-60 years)

Typical life goals and concerns take shape.

Typical life goals:
Education and family
Children’s lives and personal property
Good health, retirement, leisure and the
community.
 6. Adulthood (25-60 years) – Cont’d

Typical life concerns:

Relationship with friends
Occupational worries
Health fear
 7. Old Age/ Aging (Above 60 years)

• Also called elderly life/late adulthood

• Characterized:
less growth & development
Loss of memory
Deteriorated intellectual function
Decreased mobility
Higher rates of diseases (NCDs eg.
Neurodegenerative diseases such as Alzheimer’s )
 8. Death and Dying

The most difficult developmental task – accepting

the inevitable: death!
One is dead when the physiological processes
have stopped:
1. When the heart has stopped beating
2. When breathing has stopped
3. No longer registers brain activity
 Stages of Dying

STAGE 1: GRIEF
It is inconceivable for our unconscious to
imagine an actual ending of our own life here on
earth
In our unconscious mind, we can only be killed
– it is inconceivable to die of a natural cause of
old age
Experiencing the loss of a loved one define
 Stages of Dying

STAGE 2: DENIAL
First typical reaction is to deny
it… Eg. “this is not possible.
This cant be happening to me.
This is a mistake”.
Against reality
 Stages of Dying (Cont’d)

STAGE 3: ANGER
The individual realise that death is
approaching & often expresses anger…
e.g “why me? Many others don’t wear
masks and don’t get COVID-19”.
Anger may be directed at others –
close relatives, the hospital staff, and
 Stages of Dying (Cont’d)

STAGE 4: BARGAINING
Individuals try to negotiate.
They may promise to live a more
healthy life if their lives are saved,
or if only they could live a little
longer
 Stages of Dying (Cont’d)

STAGE 5: DEPRESSION
When the dying person can no longer deny the
death, anger is replaced by a powerful feeling of
loss which may cause severe depression
The person may withdraw and easily cry.
One should not try to cheer up the dying person
The person should be given the opportunity to
work through death.
 Stages of Dying (Cont’d)

STAGE 6: ACCEPTANCE
They come to terms with death
This stage may be relatively without
feelings.
People at this stage give the
impression that they are quietly
waiting.
 Stages of Dying (Cont’d)

NB: These stages do not always

occur in the same sequence- they
may overlap
Not all individuals experience all
stages
Culture, personality traits and
 ASSIGNMENT

DISCUSS THE ASPECTS OF DEATH

VALUE SYSTEMS IN PSYCHOLOGY
 Value System – DEFINITION

Definition 1: Societal, religious,

moral, economic, or material ideas
accepted either distinctly or
implicitly by a person or a
specific culture
 Value System – DEFINITION (Cont’d)

Definition 2: Values /Value System is

a coherent (sound/clear) set of
beliefs/values adopted and/or evolved by
a person, organization, or society as a
standard to guide its behavior in
preferences in all situations.
 Value System – Cont’d

Values are ideals that guide or

qualify your personal conduct,
interaction with others, and
involvement in your career.
They help you to distinguish what
is right from what is wrong.
 What influences your value system?

Nurture (Family System/Structure)

Spiritual influence
Environmental influence
Education influence
Personal experience
 QUESTION?

Can your value system

affect your counseling
ability?
 Ethics
Discipline that is concerned with
human conduct and moral decision
making.
Involves making decisions of a moral
nature about people and their interaction
in society
 Importance of Ethics

Ensures that the

therapist/doctor/counselor acts
responsibly in caring for the client.
Ensures the client is protected
(confidentiality)
Ensures the care giver interacts with the
client in defined role – not abandon or
 Types of Ethics

Mandatory Ethics: The view of ethical practice

that deals with the minimum level of professional
practice.
Positive Ethics: An approach taken by practitioners
who want to do their best for clients rather than simply
providing the minimum
Aspirational Ethics: The view of ethical practice that
deals with the higher level of professional practice that
addresses doing what is in the best interests of the
 4 Factors of the Ethical Code

Confidentiality
Welfare of the client
Professional Relationships
Counselor’s Competence
 The Need for Ethical Standards

Ensuring competent professional behavior

Responsibility to public trust
Professionals monitor their own and other
members’ professional behavior
Controversies over the development of
Ethical Codes
Ethical dilemmas
Character and virtue
 How do counselors make ethical decisions?
Identify the ethical dilemma: is it mainly ethical, legal,
moral?
Identify potential issues: evaluate the rights and
responsibilities of all parties
Look at the relevant ethics code for guidance
Consider applicable laws
Consult
Brainstorm various courses of action
Identify the consequences of each action
Decide on the best possible course of action
 SELF-CONCEPT

The individual's belief about himself or

herself, including the person's attributes and
who and what the self is (Baumeister 1999)
How someone thinks about, evaluates or
perceives themselves.
To be aware of oneself is to have a concept of
oneself.
 SELF-CONCEPT – Cont’d
How you perceive your behavior,
abilities, and unique characteristics.
For example, beliefs such as "I am a
good friend" or "I am a kind person"
are part of an overall self-concept
.
 Confidentiality
It all about privacy and respecting someone’s
information/interest/wishes. 
It means that professionals should not share personal details about
someone with others, unless that person authorizes them or it’s
absolutely necessary to do so.
 ‘Professionals’ in this context includes people like doctors, nurses,
Community health workers, social workers, counselors, support
workers, and employers.
In a health and social care setting, confidentiality means that the
practitioner should keep a confidence between themselves and the
patient – as part of good care practice. 
 The Johari Window Model

Communication model/ theory

Used to enhance the individual’s perception on others.
This model is based on two ideas-
trust can be acquired by revealing information about you to others
and
learning yourselves from their feedbacks.
Each person is represented by the Johari model through four
quadrants or window pane.
Each four window panes signifies personal information, feelings,
motivation and whether that information is known or unknown to
oneself or others in four viewpoints. .
 The Johari Window – Cont’d
1. Open/self-area or arena
Information about the person his attitudes, behavior, emotions,
feelings, skills and views will be known by the person as well as
by others.
This is mainly the area where all the communications occur and
the larger the arena becomes the more effectual and dynamic the
relationship will be.
Feedback solicitation: is a process which occurs by
understanding and listening to the feedback from another person.
 The Johari Window – Cont’d
2. Blind self or blind spot
Information about yourself that others know in a
group but you will be unaware of it.
Others may interpret yourselves differently than you
expect.
The blind spot is reduced for an efficient
communication through seeking feedback from others.
 The Johari Window – Cont’d
3. Hidden area or facade
Information that is known to you but will be kept unknown from
others.
This can be any personal information which you feel reluctant to
reveal.
This includes feelings, past experiences, fears, secrets etc.
We keep some of our feelings and information as private as it affects
the relationships and thus the hidden area must be reduced by
moving the information to the open areas – seeking feedback from
others.
 The Johari Window – Cont’d
4. Unknown area 
The Information - unaware to yourself as well as others.
Includes the information, feelings, capabilities, talents etc.
This can be due to traumatic past experiences or events which
can be unknown for a lifetime.
The person will be unaware till he discovers his hidden qualities
and capabilities or through observation of others.
Open communication is an effective way to decrease the
unknown area and thus to communicate effectively.
INTRODUCTION TO COUNSELLING
THEORIES (Counseling Methods)
 1. PSYCHOANALYSIS/PSYCHODYNAMIC THEORY (Sigmund Freud)
Also known as the historical perspective
Based on the unconscious forces that drive behavior
Analyzes past relationships such as traumatic childhood experiences and sexual
experiences in relation to an individual’s current life.
Treatment and healing is achieved by revealing and bringing these relationships. 
Techniques used include:
Free association – freely talking to the counselor/therapist about whatever comes
up without examining,
Dream analysis - examining dreams for important information about the
unconscious),
Transference – redirecting feelings about certain people in one’s life onto the
counselor
2. BEHAVIORAL THEORY (IVAN PAVLOV &
B.F.SKINNER)
Based on the belief that behavior is learned
Classic conditioning – Focused on the effects of
a learned response (e.g., a dog salivating when
hearing a bell) through a stimulus (e.g., pairing
the sound of a bell with food).
Operant Conditioning – People learn to operate
on the environment to produce desired
consequences.
Focusses on unwanted and destructive
behaviors through behavior modification
techniques such as positive or negative
reinforcement/punishment.
 3. HUMANISTIC THEORY (Abraham Maslow/Gestalt/Carl Rogers)
Counselors care most about the present and helping their clients
achieve their highest potential.
Believe in the goodness of all people and emphasize on a person’s
self-growth and self-actualization.
Counselors belief that clients control their own destinies
Counselors need to show their genuine care and interest
Focuses more on what’s going on in the moment vs what is being
said in therapy/counseling.
Counselors help clients to find meaning in their lives by focusing on
free will, self-determination, and responsibility
 4. COGNITIVE THEORY (Aaron Beck)
Focuses on how people’s thinking can change feelings and
behaviors. 
Counseling is brief in nature and oriented toward problem
solving
They focus more on their client’s present situation and
distorted thinking than on their past*
*Combines with Behavioral therapy to form a theory
practiced by counselors and therapists
CBT is used to help clients with a number of mental
SUBSTANCE ABUSE
 Definitions
Drug:  any chemical entity or mixture of entities, other than
those required for the maintenance of normal health (like
food), the administration of which alters biological function
and possibly structure (WHO)
Drug/substance Abuse: any use of drugs that either causes
physical, psychological, legal, or social harm to the individual
or to others affected by the drug user's behavior
Drug Misuse: Use of drugs or chemicals in greater amounts
than prescribed by a doctor, or for purposes other than those
intended by the manufacturer
 Definitions – Cont’d
Psychoactive Drug: a drug that specifically affects thoughts,
emotions, or behavior
Illicit Drug: a drug that is unlawful to possess or use
Dependence: a strong compulsion to continue taking a
particular drug
Physical dependence: based on the idea that drug-taking behaviors continue
in order to avoid negative consequences associated with physical withdrawal
symptoms (e.g., heroin user who presents hypersensitivity to pain and
inability to sleep following cessation of the drug);
Psychological dependence: based on the idea that drug-taking behaviors
persist based on the craving for the positive effects associated with using the
 Definitions – Cont’d
Tolerance: repeated administration of a given dose of a drug
that often results in reduced response to the drug. In essence,
over time an increased amount of a drug is needed to achieve
its desired effects
TASK: DISCUSS 3 TYPES OF TOLERANCE
Withdrawal: definable illness that occurs with a cessation or
decrease in drug use after the body as adjusted to the presence
of a drug to such a degree that it cannot function without the
drug.
NB: Not all drugs are associated with an identifiable
 Definitions – Cont’d
Drug expectancy: a person's anticipation of or belief about
what he or she will experience upon taking a drug
Addiction: overwhelming involvement with using a drug, in
which the person feels a need to have it, develops a tolerance
to it and has a strong tendency to resume use of it after
stopping for a period
 Commonly Abused Substances/Drugs
1. Prescription &/Over-the-Counter (OTC) Medicine
Abuse of medicine happens if one:
Takes medicine prescribed for someone
else!
Takes extra doses or use a drug other than
the way it’s supposed to be taken (2×3 taken
as 3×2)

 Commonly Abused Substances/Drugs – Cont’d
Types of prescription drugs that are most
often abused:
a. Pain relievers e.g., panadols
b. Medicine used to treat attention deficit
hyperactivity disorder- cognitive enhancing drugs
e.g., amphetamine, Ritalin etc.,
c. Anxiolytics – Anxiety medicines e.g.,
norepinephrine, and dopamine
 Commonly Abused Substances/Drugs – Cont’d
d. Diazpam
Generic name for Valium
A benzodiazepine substance that affects the central nervous
system (CNS) by amplifying the depressant effects of
GABA, an inhibitory neurotransmitter, to subsequently
decrease brain activity 
Prescription drug to:
Relieve anxiety.
Prevent seizures.
Manage skeletal muscle spasm.
 Commonly Abused Substances/Drugs – Cont’d
Abuse of the drug occurs  Dizziness.
 Confusion.
when a person:  Slurred speech.
Takes more diazepam than  Blurred vision.
prescribed.  Tremors.
 Difficulty urinating.
Takes more frequent doses
 Incontinence – lack of voluntary control
than prescribed. of urination.
Takes the drug without a
prescription to get high or to
modify the effects of other
drugs.
Effects of it’s abuse:
 Commonly Abused Substances/Drugs – Cont’d
e. Morphine
Medication is used to treat severe pain. 
Belongs to a class of drugs known
as opioid analgesics.
It works in the brain to change how your body feels
and responds to pain
Given by injection into a vein, into a muscle, or
under the skin – under the instructions of a doctor. 
Dosage may be based on weight, medical condition
 Morphine – Cont’d
When misused, it can lead to symptoms
such as;
Restlessness,
Mental/mood changes
(including anxiety, trouble sleeping, thoughts
of suicide),
Watering eyes, runny nose,
nausea, diarrhea, sweating, muscle aches, or
 Commonly Abused Substances/Drugs – Cont’d
f. Pethidine/Meperidine
An opioid used to treat pain, particularly
during childbirth.
Given by injection and provides pain relief
for up to four hours.
The most common side-effects are feeling
dizzy or sleepy, sweating and feeling sick
Pethidine/Meperidine – Not suitable in the following persons – incase, should
be given with caution!
 Pregnant (other than during labor) or breastfeeding women.
 Those with liver or kidney problems.
 Those with prostate problems or any difficulties passing urine.
 Persons with any breathing problems, such as asthma or chronic obstructive pulmonary disease (COPD).
 Those with low blood pressure (hypotension).
 Those with thyroid or adrenal glands problems.
 The epileptic.
 Those with bile duct problems.
 Those constipation lasting for more than a week or have an inflammatory bowel problem.
 Those with muscle weakness condition – called myasthenia gravis.
 Those with recent severe head injury.
 Persons who have ever been dependent on drugs or alcohol.
 Persons who have ever had an allergic reaction to a medicine.
 Those taking any other medicines such as nonprescription, herbal and complementary medicines.
 Pethidine – Effects
Feeling sick (nausea) or being sick (vomiting) –
Advise the client stick to simple foods and drink plenty
of water to replace any lost fluids
Feeling dizzy, sleepy or drowsy- advise the client not
to drive, operate any machine or drink alcohol
Other common effects include headache, dry mouth,
constipation, feeling flushed, itchy skin rash, sweating,
feeling confused, difficulties passing urine, shallow
breathing – advise the client to visit their doctor
 Commonly Abused Substances/Drugs – Cont’d
2. Alcohol
Among the most abused drugs in
Kenya
Heavy drinking is associated with liver
and other health problems or leads to a
more serious alcohol disorder or even
accidents and injury
 Commonly Abused Substances/Drugs – Cont’d
Effects of Alcohol
Failure to fulfill major obligations at work, school,
or home.
Accidents leading to injuries, disability or death.
Common cause of liver failure.
Heart enlargement
Cancer of the esophagus, pancreas, and stomach.
Commonly Abused Substances/Drugs – Cont’d
 Commonly Abused Substances/Drugs – Cont’d
3. Marijuana/Bhang
Affects the perception of time, distance, and speed.
Upsets coordination, causing unsteady hands, a change in gait,
uncontrolled laughter, and a lag between thought and facial
expressions.
May cause sexual dysfunction
May trigger illusions and hallucinations, difficulty in recalling
events in the immediate past, slowed thinking and narrowed
attention span, depersonalization, euphoria(intense excitement),
depression, drowsiness, lack of sleep (insomnia), difficulty in
making accurate self-evaluation, a lowering of inhibition, loss of
 Commonly Abused Substances/Drugs – Cont’d
4. Miraa/khat
Drug found in the leaves of a wild, East African shrub called Catha
edulis. The plan contains a central nervous system stimulant called
cathinone
 Stimulant (khat has a stimulant effect when chewed that is similar
to the leaves of the coca plant, which is used for making cocaine)
Common Side Effects:
Medical complications such as dental disease, weight loss,
constipation, hemorrhoids, impotence, blurred vision, dizziness,
ulcers, headaches, elevated blood pressure, Heart arrhythmias, and
dilated pupils;
 Commonly Abused Substances/Drugs – Cont’d
5. Cocaine
Highly addictive drug that ups your levels of alertness, attention, and energy.
It is a stimulant that is made from the coca plant.
Its other names include:
Coke
Snow
Rock
Blow
Crack.
Comesin a few different forms – a fine, white powder is the most
common. Can also be made into a solid rock crystal.
EITHER SNIFFED, RUBBED INTO THE GUM, INJECTED OR
 Commonly Abused Substances/Drugs – Cont’d
 Convulsions and seizures
Cocaine – Effects
 Heart disease, heart attack, and stroke
Short term effectts  Mood problems
 Extreme sensitivity to touch, sound, and  Sexual trouble
sight  Lung damage
 Intense happiness - euphoria
 HIV or hepatitis if you inject it
 Anger/irritability
 Bowel decay if you swallow it
 Paranoia – extreme distrust
 Loss of smell, nosebleeds, runny nose,
 Decreased appetite and trouble swallowing, if you snort it
Serious Side Effects
 Headaches
 Commonly Abused Substances/Drugs – Cont’d
6. Heroine
Opioid drug made from morphine, a natural
substance taken from the seed pod of the opium poppy
plants grown in Southeast and Southwest Asia,
Mexico, and Colombia.
Can be a white or brown powder, or a black sticky
substance known as black tar heroin.
Other common names include big H, horse, hell
dust, and smack.
 Heroine- cont’d
Short Term Effects
dry mouth
warm flushing of the skin
heavy feeling in the arms and legs
nausea and vomiting
severe itching
clouded mental functioning
going "on the nod," a back-and-forth state of being conscious and
semiconscious
 Heroine – cont’d
Long Term Effects liver and kidney disease
insomnia lung complications, including
collapsed veins for people who pneumonia
inject the drug mental disorders such as
damaged tissue inside the nose depression and antisocial
for people who sniff or snort it personality disorder
infection of the heart lining and sexual dysfunction for men
valves irregular menstrual cycles for
abscesses (swollen tissue filled women
with pus)
constipation and stomach
cramping
 Substance Abuse - Prevention
A. Primary Prevention:
 Involves helping at-risk individuals avoid the development of addictive behaviors.
Usually directed to children and adolescents at risk.
Emphasizes the realistic risks of drug and alcohol abuse which provides an
understanding of the problem.
The physician should support any reluctance the child expresses about giving
in to peer pressure to smoke or drink
Interventions include: child protection and referral activities, Explanation of
the consequences of smoking and substance abuse, preferably at a point when
the child is receptive to such information but is not yet being pressed by peers
to join them in such activities.
Special programs such as the Youth Friendly Services are good especially for
teenagers and adolescents.
 Substance Abuse - Prevention
B. Secondary/Relapse Prevention:
Consists of uncovering potentially harmful substance use prior to the onset of
open symptoms or problems.
Maintaining alertness for early signs of drug abuse or a history suggestive of
drug abuse is the main way that physicians can detect the early stages of
disease or relapse
Use of benzodiazepines should be avoided in patients with any substance
abuse history; if not, only small amounts (with no refills) for a short course of
therapy should be provided
Recovering addicts may have legitimate physical conditions that require
opiate analgesics for pain management or may have other legitimate
indications for psychotropic medications - Withholding such indicated
treatment may cause an even greater risk for relapse than giving an
 Substance Abuse - Prevention
C. Tertiary Prevention:
Involves treating the medical consequences of drug
abuse and facilitating entry into treatment so further
disability is minimized.
Family, friends and physicians may help prevent
relapse, so that people who have been treated
successfully are maintained in remission – do not re-
enter drug use and abuse
 CLASS ACTIVITY

Discuss the role of the community in the prevention

of substance use.
COUNSELING AND
GUIDANCE
 Introduction to counseling/talking therapy
Definition: Therapy, in which a person (client) discusses
freely about his/her problems and share feelings, with the
counselor, who advises or helps the client in dealing with the
problems.
Counselling: Type of talking therapy that allows a person
to talk about their problems and feelings in a confidential
and dependable environment.
A counsellor is trained to listen with empathy – by putting
themselves in your shoes*.
 Introduction to counseling/talking therapy – Cont’d
Counselors help clients to deal with negative thoughts and
feelings.
Counseling helps to bring change in life: Change in
thought; Change in emotion; and Change in behavior.
It is a profession
Focuses on a person’s strengths, assets, environmental
interactions, educational background, career development
and personality.
Aim: Discussing problems which are related to personal or
 Introduction to Counseling/talking therapy – Cont’d
Guidance: Kind of advice or help given to an individual
especially students, on matters like choosing course of
study or career, work or preparing for vocation, from a
person who is superior in the respective field or an expert.
It is the process of guiding, supervising or directing a
person for a particular course of action.
The process aims at making students or individuals aware
of the rightness or wrongness of their choices and
importance of their decision, on which their future depends.
 Comparison between Guidance and Counseling
Basis for Guidance Counseling
Comparison
Meaning An advice or a relevant piece of information A professional advice given by a
provided by a superior, to resolve a problem or counselor to an individual to help them in
overcome from difficulty overcoming from personal or
psychological problems.
Nature Preventive Remedial & curative
Approach Shallow. In-depth/comprehensive/complete
What it Does? Assists the person in choosing the best Tends to change the perspective, to help
alternative the client get the solution by themself

Deals with: Education and career related issues. Personal and socio-psychological issues

Provided by: Superiors or Experts Skilled and professionally trained

persons
Privacy Open and less private Confidential
Mode One to one or one to many. One to one.
Decision Making By Guide By the Client
 Principles of Counseling
Principle of acceptance: accept the patient with his
physical, psychological, social, economical and cultural
conditions.
Principle of communication: communication should be
verbal as well as non-verbal and should be skilful.
Principle of empathy: instead of showing sympathy put
yourself in patients shoes and then give reflections
accordingly (Empathy is ability to identify with a person.)
Principle of non-judge: mental attitude-do not criticize or
 Principles of Counseling – Cont’d
Principle of confidentiality: always keep the patient’s
name, and the problem strictly secrete and assure the patient
about the same.
Principle of individuality: treat each and every patient as
unique and respect his problem as well.
Principles of non-emotional involvement: not getting
emotionally involved with the patient and avoid getting
carried away with his feelings.
 STUDENT TAKE HOME TASK

1. DISCUSS THE SCOPE OF COUNSELING

2. WHAT ARE THE QUALITIES OF A GOOD
COUNSELOR?
 Who Needs Counseling?
Everyone but the people who lack self confidence
Always in doubt
following need it more Depressed - In apathy about life
– The: Shows anxiety about the future
irritated Resents life and family
angry Remains isolated
distrustful of people Lacks willingness to take any
always suspicious initiatives
Shows territorial behavior.
 Counselling Process
Involves a series of steps which include:

Stage 1: Relationship/rapport building - initial disclosure

Focuses on engaging clients to explore issue that directly
affect them
The counselor establishes rapport (friendly environment)
with the client based on trust, respect and mutual
purpose.
When there is good rapport, a positive psychological
climate is created and vice-versa.
 Skills for relationship building
Introduce yourself.
Invite client to sit down.
Ensure client is comfortable.
Address the client by name.
Invite social conversation to reduce anxiety.
 Watch for nonverbal behavior as signs of client’s emotional
state.
 Invite client to describe his/ her reason for coming to talk.
Allow client time to respond.
 Counselling Process – cont’d
Stage 2: In-depth exploration (problem assessment)
Involves the collection and classification of
information about the client’s life situation and
reasons for seeking counseling.
Assessment refers to anything counselors do to
gather information and draw conclusions about the
concerns of clients
For example: “You are special and I want to get to
 Counselling Process – cont’d

Why Assess a Client?

Enable counselors to make an accurate diagnosis
Determine a person’s suitability for a particular
treatment plan
Enable counselors to develop a treatment plan
Make goal-setting easier and achievement of goals
measurable
Enable assessment of environment or context
Facilitate generation of options and alternatives.
 Counselling Process – cont’d

What to Assess?
Identifying data – name/DoB/gender/residence
Problem presented – Nature/intensity-seriousness
Current lifestyle – how one spends their life?
Family History –parents/siblings
Personal History – education/career/medical history
Description of the Client during the Interview –
guesture/dress
 Counselling Process – cont’d
Stage 3: Goal Setting/Commitment to Action
Goals are the results or outcomes that client wants to
achieve at the end of counseling.
Ways to resolve the issues and what course of action
should be taken to resolve the problem are identified.
1. Focus of the Client = Problem
2. Focus of the Counselor = Problem + Client +
Counseling Process + Goal
 Counselling Process – cont’d
Stage 4: Counseling Intervention
 There are different points of view concerning what a
good counselor should do with clients depending on the
theoretical positions that the counselor subscribes to.
Results after a counseling intervention:
o Client acting upon plans;
o Client managing and coping with daily functioning;
o Existence of a support system and supports being
accessed;
 Counselling Process – cont’d
Stage 5: Evaluation, Termination, Follow -up Or Referral
Terminating the counseling process – conducted with sensitivity with
the client knowing that it will have to end.
Here:
Closure is discussed and planned;
Appointment intervals are lengthened;
Available resources and referrals are identified and accessed;
Assurance provided to the client of the option to return to counseling if
necessary
NB: Stage 1 does not stop and goes on until Stage 5
 When Is A Counselor Not Ready To Counsel???
A counselor should not practice when he/she:
Lacks motivation and creativity
Has prejudices(biases/prejudgements) against the
client
Has preconceptions about the issues faced by the
client
Feels social distance between themselves and their
client
 Misconceptions About Counseling
Faulty beliefs about counseling:
Counseling is only for “crazy people” or people
with “problems”
Counseling is a last resort
Counselor does not know me and can’t help me
Counselors just sit there, nod, and stay silent
Counseling takes forever
Everyone will know I’m seeing a counselor –
 Practical Session
Requirements:
4 Volunteer Counselors versus 4 volunteer clients with
different psychosocial problems:
1. The client who tests positive for HIV after screening
2. The client with five promising partners who wish to marry
her
3. The client with poor academic performance
4. The client with marital problems
5. The college boy on substance (alcoholism and tobacco) –
use
 Additional References
1. Kabir, S.M.S. (2017). Essentials of Counseling. Abosar
Prokashana Sangstha, ISBN: 978-984-8798-22-5,
Banglabazar, Dhaka-1100
2. Kabir, Syed Muhammad. (2017). INTRODUCTION TO
COUNSELING.
3. MacEwan University: Lecture notes, lectures 1-15, Drug
Use and Abuse
 THE END!

Thank You!!!