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HEALTHY LIVING

YEAR 7

PUPILS BOOK

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The Curriculum Development Unit (CDU) section of the Ministry of Education
owns the copyright to this Y7 Healthy Living Pupils Workbook. Schools may
reproduce this in part or in full for classroom purposes only. Acknowledgement
must be included on any reproductions. Any other use of this workbook must be
referred to the Curriculum Development Unit, Ministry of Education, Fiji.

© Ministry of Education, Fiji, 2015

Published by

Ministry of Education

Waisomo House

Private Mail Bag

Suva

Fiji

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ACKNOWLEDGEMENT

The following people are acknowledged for their contribution in the

Development of this Pupils Workbook.

The Writers

• Mrs. Alisi Tabu Delainamasi Government School

• Mr. Noe D Ceinaturaga
• Mr. Epineri Vuli
• Mr. Maretino Koroivuki
• Mr. Keasi Delana Jnr
• Mr. Aminio L. Kaivuaqava
Mrs. Virisila Naisele
Rewa District School
Burenitu Village School
Delainamasi Government School
Examination & Assessment Unit
CAS/TEST-(CDU-Primary)
CAS- (CDU-Primary)

The workgroup

Naushad Ali Labasa Primary School.

Rajendra Prasad Lagalaga Indian School
Ramesh Prasad Nabekavu Primary School
Usha Kumar Naduna Arya School
Josaia Natuilagilagi Naduri District School
Mahendran Nair Nagigi Indian School
Arvindra Prasad Naikelikoso Primary School
Rohit Raj Naleba Primary School
Sabeena Sami Navoalevu Primary School
Avinash Anand Nair Nubu Primary School
Filimoni Luvuiwai Draladamu Primary
Ashnil Avitesh Chand Daku Primary
Taniela Joji Vunivutu Primary

Vetting Group

Mrs Sainiana Kumuwale Beranaliva Ratu Sauvoli Memorial school

Mr Samuela Qaranivalu Nakelo District School
Mr Timoci Tinaviti Nausori District School

This is not the only textbook to be used by teachers. It is a support material for
them and they can select other available resource materials which might suit
their children in their own context.

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 Table of Content

Unit 1. The Circulatory System 1-2

Unit 2 The Body‟s transport System 3-4
Unit 3 The Human Blood 5-6
Unit 4 Physical and emotional changes 7-8
Unit 5 Accepting gender images 9-11
Unit 6 Peer Pressure 12-13
Unit 7 Dealing with negative Peer pressures 14-15
Unit 8 The Female and Male reproductive System 16-17
Unit 9 HIV 18-20
Unit 10 Preventing HIV 21

Unit 11 Personal Value 22

Unit 12 Maintaining Healthy Relationships 23
Unit 13 Challenging Discrimination in societies 24-26
Unit 14 Personal Rights 27-28
Unit 15 Responsible Behaviour 29-30
Unit 16 What is threatening Behaviour 31-32
Unit 17 Types of Power within Social Groups 33
Unit 18 Ways of Resolving Conflicts 34
Unit 19 Proactive Behaviour 35-36
Unit 20 Preventing Harmful Situations from Occurring 37-44
Unit 21 Following Rules 45
Unit 22 Dealing with Unsafe Situations 46-48
Unit 23 Effects of Alcohol on the Family and the 49
Community
Unit 24 Effects of Tobacco on the Individual, Family and 50-51
the Community
Unit 25 Being Responsible
Unit 26 Community Wellness
Unit 27 Community Safety
Unit 28 Voluntary organisations 57-58
Unit 29 Diseases. 59-60
Unit 30 Air Borne Diseases 61
Unit 31 Nutrients in Food 62-63
Unit 32 Food Preservation and Additives 64-66
Unit33 Genetically Modified Food 67
Unit 34 Care of Public Amenities 68-69
Unit 35 Water Supply in Rural Areas 70-72
Unit 36 Environmental Issues 73-74

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UNIT 1: THE CIRCULATORY SYSTEM
KEY WORDS: heart, valve, cardiovascular, septum, chamber, ventricle, atrium

The cardiovascullar system or circulatory system, consists of the heart, blood

vessels, and blood. The cardiovascular system carries needed substances to cells
and carries waste products away from cells. In addition, blood contains cells that
fight disease.

The Heart

Blood travels around our body thousands of times a day. The organ that pumps
the blood around the body is the heart. It is in the front of the chest, between the
lungs.

A person‟s heart is about the size of his fist. It is made of strong muscles. The
heart has a right side and a left side. The right side of the heart is completely
separated from the left side by a wall of tissue called septum. Each side has two
chambers. Each upper chamber or atrium receives blood that comes into the
heart. Each lower chamber or ventricle or ventricle pumps blood out of the heart.
In each side of the heart, the atrium and ventricles are separated by a valve. A
valve is a flap of tissue that prevents blood from flowing back ward.

Source: Na Mate Vaka Viti 2011

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EXERCISE

Complete this concept map to show what makes up the cardiovascular or

circulatory system.
Cardiovascular
system

is made up of

the heart

Complete the table about the chambers of the heart below.

Heart Chambers
Questions Upper Chambers Lower Chambers
What are these chambers
called?
How many are there?

What is the function, or

job of these chambers

Fill in the blanks.

Another name for the cardiovascular system is the ___________________ system.
A flap of tissue that prevents blood from flowing backward is a ______________.
Three things that are carried throughout the body by the cardiovascular system
are the ____________________________________, _________________________, and
_____________________________________.

UNIT 2: THE BODY’S TRANSPORT SYSTEM

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KEY WORDS: heart, valves, capillaries, arteries, veins, ventricle, artery, loop,
aorta

How Blood Travels Around the Body

Blood travels around the body in tubes called blood vessels. After leaving the
heart, blood travels through three
kinds of blood vessels. Arteries carry
blood away from the heart and into
the capillaries. Capillaries are tiny
vessels where substances are
exchanged between the blood and
body cells. Blood flows from the
capillaries into veins. The veins carry
blood back to the heart.

The overall pattern of the body‟s blood

flow consists of two loops. In the first
loop, blood travels from the heart to
the lungs and then back to the
heart. In the second loop, blood is
pumped from the heart through the
body and then returns again to the
heart. In the first loop, oxygen-poor
blood flows from the right atrium into
the right ventricle, where it is pumped to the lungs. In the lungs, the blood picks
up oxygen. Blood then flows to the left atrium of the heart. In the other loop, the
oxygen-rich blood moves from the left atrium to the left ventricle. The left
ventricle pumps the oxygen-rich blood to the rest of the body. Blood leaves the
left ventricle through the aorta, the largest artery in the body. After the blood has
travelled through the body, oxygen-poor blood comes back to the right atrium of
the heart.

The pulse

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Each time the heart beats, the walls of the arteries expand. As the heart rest
before its next beat, the walls of the arteries contract. This regular expansion
and contraction of the walls of the artery to push the blood along is called the
pulse. We can feel the pulse in our bodies at places where a large artery comes
to the surface of the skin. The easiest place to feel the pulse is on the wrist.
Actually, there are two pulse points in the wrist, but the one on the thumb side
is stronger.

We can count our heartbeats by counting our pulse beats. When we are resting,
our pulse is about 70 to 80 beats per minute. When we move about, the pulse
rate (number of beats per minute) increases because our heart beat faster.

EXERCISE

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Describe the loop in which the blood picks up oxygen
What is the largest artery in the body called?
Each time the heart beats, what does it do to blood?
Why is blood carried to the lungs?
Why is blood carried to all the parts of the body?

In the table below, name the three types of vessels and state their functions.

Name of vessel What is its functions

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UNIT 3: THE HUMAN BLOOD
THEME: Human Growth and Development

KEY WORDS: white blood cells, red blood cells, plasma, platelets

The Blood

The blood keeps moving around our body all the time. It carries digested food
and oxygen to all the parts of the body. It also carries waster products away.

What is blood made up of?

About two thirds of the blood in our body is water, with many substances
dissolved in it. This watery part is called plasma. The other one third is made up
of solid things called red blood cells, white blood cells, and platelets. The red and
white blood cells and platelets floats in the plasma.

THE HUMAN BLOOD

Red blood cells

There are more red blood cells than white blood cells in the blood. The red cells
give the blood its red colour (oxygen makes it bright red). The work of the red
blood cells is to carry oxygen around the body. The red cells are made in the
bone marrow (soft, brownish-red apart inside the bone).

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White blood cells

These cells fight disease germs that enter the body. This is why they are called
soldiers of the body. The white blood cells are made in the bone and also in some
other parts of the body.

Platelets

These are tiny bodies that assist in making the blood clot at wounds e.g. when
we cut ourselves.

Plasma

It delivers food to all the parts of the body. It also carries waste materials from all
parts of the body to the lungs, kidneys and the skin to be removed by these
organs.

How much blood do you have in your body?

A boy or a girl who weigh 45 kilograms has about 4 litres of blood. An adult has
about 5 litres of blood.

To have healthy blood, we should eat well balanced meals. Liver, eggs, green
leafy vegetables, fruits, beans and dhal are some of the food that makes healthy
blood. A person whose blood is not healthy suffers from a condition called
anaemia. An anaemic person looks pale, feels weak and tired and cannot work
properly.

EXERCISE Answer the following questions in your exercise books.

Write down the functions of white blood cells, red blood cells, platelets and
plasma.
What is anaemia?
Anaemia is a serious health problem. What sort of foods must be eaten to avoid
suffering from anaemia?

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UNIT 4: PHYSICAL AND EMOTIONAL CHANGES

KEY WORDS: feelings, mood swings, sensitive, self, conscious, shortcomings,

criticisms

Physical changes
For girls, early physical changes begin from about 8-13 years .Physical changes
around puberty include:

breast development
changes in body shape and height
growth of pubic and body hair
the start of periods (menstruation).

For boys, physical changes usually start around 9-14 years. Physical changes
include

growth of the penis and testes (testicles)

height increase
change in body shape
growth of body and facial hair
deepening of voice.
Produces sperm

Emotional changes
Also it can be noticed that the child shows strong feelings and intense emotions
at different times. His moods might seem unpredictable, and these emotional
ups and downs (mood swings) can lead to increased conflict. This is partly
because the adolescent‟s brain is still learning how to control and express
emotions in a grown-up way.

Young people get better at reading and processing other people‟s emotions as
they get older. They are more sensitive to adults emotions. But while they are
developing these skills, they can sometimes misread facial expressions or body
language.

Then adolescents is likely to be more self-conscious, especially about his/her

physical appearance and changes. Adolescent self-esteem is often affected by
appearance, or by how teenagers think they look. As he/ she develops, he/she
might compare his/her body with those of his/her friends and peers.

They also go through a “safe from failure; without errors or shortcomings

and beyond criticism” stage of thinking and acting. Their decision-making
skills are still developing, and he‟s/she‟s still learning about the consequences of
his/her actions.

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As we grow up, our family and the community where we live in begin to have
expectations from us. These expectations normally differ according to our sex
and age. An expectation for males is usually different from females and this
usually shapes the roles and responsibilities we play in our homes and in the
community at large. Such expectations help each of us to be a better person
when growing up. It also reinforces our traditional values, customs and practices
that will be part of our everyday life.

EXERCISE 1

In your book, draw a table like the one below and list down all the things that
are expected of you from your family and community.

Expectations from Expectations from

family Community
Language I use

My Behaviour

The Roles I play

My Religion
Beliefs

My Traditional
customs

EXERCISE 2 Essay writing

Male and Female roles and responsibilities in our community always differ. In a
compare and contrast essay, explain your views on this. Take into consideration
the “gender equality” enshrined in Fijis constitution against our traditional
customs and practices.

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UNIT 5: ACCEPTING GENDER IMAGES
THEME: Human Growth and Development

KEY WORDS: emotionally, socially, independent

While growing up, we experience many changes physically, emotionally and

socially. We begin to notice how our body is changing and how these changes are
similar or different from our peers. We are more concerned of how people look at
us. We want to become more independent and at times we want a new identity.
All these changes are normal and must not worry us. However it is most
important to accept these changes to take place and of course, to accept what
have become of us or what others have become.

Gender roles and responsibility

We are at a time where gender roles are very much different from decades ago. In
our different societies, roles in our families depend on our culture, traditions and
customs. For instance, in the i-Taukei culture, women used to be seen the one to
do all the household chores while the men were to go out and find ways to
provide for the family. Nowadays, women are also expected in finding jobs to
provide their family with what they need.

EXERCISE Below are some statements that contain gender assumptions. You
are to agree or disagree with these statements.

Boys are stronger than girls. __________

The way you look is more important than the way you behave. __________
Girls are more emotional than boys. ____________
Looking after children is not a man‟s job. ___________
Girls want to get married more than boys. ___________
A girl should always do what her boyfriend tells her. ___________
Sport is more important for boys than girls. ___________
Girls need to find a good husband; boys need to find a good job. __________
A boy who likes cooking and looking after children is not a real boy. ___________
10. Boys are less good at showing sympathy than girls. __________

In small groups rewrite the above ideas so that girls and boys are equal. For
example, “Sport is important for boys and girls”. Each group will have to read
out their rewritten ideas.

What is gender?
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Key words: sex, gender

Steps to follow

Explain that males and females have a range of different experiences as they
move through life. There are some things that we typically associate with being a
female and some with being a male. In this activity we will explore and start to
question the extent to which these differences are biological or physical, and the
extent to which they are learnt through tradition and culture.
Start by writing two words on the board.

Ask the group: What are some of the words we tend to think of to describe a
female? Make a „word web‟ on the board with the words provided by the
students. Repeat for males.

Give students 10 minutes to make their own word webs in their notebooks (as
an option, they could work with a partner).

Point out that some of the differences on the lists are to do with the biological
characteristics that define males and females. These are the differences people
are born with. We use the word sex to describe the biology of being male or
female. Point out that other differences are to do with gender. These are the
differences that are shaped by our culture and history and the way that societies
organise what males and females do. We come to believe that these things are
part of being male or female because this is how things normally happen. These
beliefs and practices can be changed.

Ask students to note all of the characteristics on their list that are to do with
gender (or do this as a group using the word web on the board).
Ask students to copy the definitions of sex and gender into their notebooks.
Sex is a word used to describe the biological characteristics that define the
differences between males and females.

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Gender is a word used to describe the way in which ideas about how males and
females should behave influences what happens. This includes things like the
way they dress, the things they do and the way they relate to others. Gender roles
and expectations are learned, can change over time, and can vary within and
among cultures.

Summary points: This activity has helped us to learn that:

The word sex is used to describe the biological differences between males and
females.
The word gender is used to describe the roles and expectations of males and
females that are learned in the community.
Gender roles and expectations can be changed.

Activity 3

Expectations on Expectations on Expectations on

males females both
+

At age 5?

At age 10?

At age 15?

In adulthood

In the time of
your
grandparents

UNIT 6: PEER PRESSURE

KEY WORDS: impact, imitate, fact

Understanding peer pressure

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To understand what peer pressure is and why it has such impact on our lives we
need to recognize the fact that fitting in and being part of a group is part of life.
As it is very important for our survival that we have other people around us, we
learn from a very early age to imitate others. We learn from other people and
they learn from us. Peer pressure then is the feeling that someone your own age
is pushing you towards making a certain choice good or bad.

Positive peer pressure

There are many positive examples of how peer influence can make a person grow
and develop new skills. A classmate shows you how to solve a difficult maths
problem. Maybe you admire your friend and you want to be more like him or her.
In turn, you may influence your classmate to like the same movies or music as
you do.

Negative peer pressure

Peers can also have a negative impact on you. Your classmate might try to make
you write nasty comments about someone on the walls of the school toilet. You
may end up shoplifting just because some friends want you to do it, although
you know that it‟s wrong. These situations are all
examples of negative peer pressure. Spoken Pressure: Also
called direct pressure. It’s
One explanation of why peer pressure is so when a person asks you
powerful is that people want to be loved and directly to do something or
accepted by others. It is easier to be says things that push you
directly toward a certain
influenced to do things that you wouldn‟t choice.
normally do if you‟re in a crowd. The idea that
“everyone else is doing it so why shouldn’t I?”
can make sensible people behave in strange ways.

EXERCISE 1 Answer these questions

How would you define peer pressure?

What is the difference between positive and negative peer pressure?
List three examples of positive peer pressure you have witnessed.
List three examples of negative peer pressure you have witnessed.
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Why is it easy to get pressured to do things your peers want you to do?
Why do you think peer pressure exists?
Do you think that peer pressure is different in different cultures/communities?
Do you think that it would be possible to live in a community with no peer
pressure at all?

EXERCISE 2 Do the following activity in your exercise book

1. Identify a peer-pressure situation from your own experience.

2. Create a "peer pressure log" by dividing your page into the following five
sections:

Section 1: Who pressured you?

Section 2: What activity/behaviour were you being pressured to do?
Section 3: What arguments did the person(s) pressuring you use?
Section 4: How did you respond? If you tried to resist, what did you say or do?
Section 5: What might you say or do in the future to resist peer pressure?

Remember

Don’t change so people will like you. Be yourself and the right
people will love the real you.

UNIT 7: DEALING WITH NEGATIVE PEER PRESSURE

THEME: Human Growth and Development

KEY WORDS: inner strength, self-confidence,

Saying No to Negative Peer Pressure

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Almost everyone has experienced peer pressure before, either positive or
negative. Peer pressure is when you or other people your age try to get you to do
something. It is so easy to give in to peer pressure as everyone wants to fit in
and be accepted. Especially when everyone seems to be doing it. At times people
give in because they do not one to hurt others and at times cannot get out of the
situation.

How do peers pressure?

Make a person feel bad for not following the group

Give explanations for why you should do it
Pressure to end relationship with you
Peers do things together to encourage you to join, e.g. wear the same t-shirts,
have the same tattoo etc.

How can you resist peer pressure?

Understand your values and beliefs

Have self confidence
Talk to responsible and trusted adults
Choose your friends wisely
Don‟t give excuses, speak your mind

Tips on how to say “No”

Stand up straight
Look them right in the eye
Speak in a firm voice
Saying it quickly and being polite
Choosing words well; instead of saying, “I can’t” say, “I don’t want to”.

EXERCISE 1 True or False

Peer influence comes into a variety of forms. _____________________

It is very easy to say “No” to peer pressure. ___________________
You must always follow what our peer says to you. ______________
A friend is not a real friend if he or she doesn‟t respect your decisions.
______________
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Always try to walk away from a situation where you might be pressured on.
_____________________
Choose your friends wisely. ______________________
Always think of the consequences of your action. _________________
“Going with the flow” is okay. ___________________

EXERCISE 2 Narrative Writing

In a narrative essay, relate a story about peer pressure. Choose a topic that will
best suit your narrative and describe the sequence of events carefully.
Remember, a narrative always have a happy ending.

EXTENSION

Role play the following situations or make up your own:

A. You are in a supermarket with your friends and each of them slips a chocolate
bar into their bags. They encourage you too as well.

B. Your friend offers you a cigarette.

C. Your friends are teasing an unpopular boy, and trying to get you to join in.

D. Your friends are going jogging but you‟d rather watch television.

E. Your friends invite you to drink alcohol.

UNIT 8: THE FEMALE AND MALE REPRODUCTIVE SYSTEM

STRAND 1: Human Growth and Development

KEY WORDS: reproduce, pregnancy, organs, survive

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Human beings reproduce to survive. They need to keep reproducing to avoid
extinction in the ecosystem. In order to reproduce, humans have body parts to
make it happen. These body parts make up the reproductive system in males
and females. Human reproduction is a marital process in which the male and
female engage in only after marriage.

However, the increase in teenage unwanted pregnancy is a worrying trend that

brings a lot of social issues for young females involved. Its negative impact can
be very embarrassing for many people in society.

The Reproductive System

The reproductive system is a collection of organs in our body that is responsible

for creating a new life. Human beings have these reproductive systems which are
very unique in their functions. The outside parts of the reproductive system are
called genitals.

The Female Reproductive System

The human female reproductive system is made up of ovaries, egg tubes,

uterus, cervix and vagina. All these are a vital part of the reproduction process.
Below is a diagram of how the parts are set up in the female body.

The Male Reproductive System

The male reproductive system includes the testes, prostate glands, sperm
ducts, urethra and penis. All these are a vital part of the reproduction process.
Below is a diagram of how the parts are set up in the male body.

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EXERCISE 1

Fill in the blanks.

1. The outside parts of the male reproductive system are the penis and the
_________________.

2. The outside parts of the female reproductive system are the labia and the
_________________.

3. In both males and females, urine is stored in the _________________ and

leaves the body through the urethra.

4. Both males and females have an opening where bowel movements come out.
It is called the _________________.

5. The outside parts of the Reproductive System is called the _________________.

UNIT 9: HIV

What is HIV

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“HIV” stands for Human Immunodeficiency Virus. To understand what that
means, let‟s break it down:

H – Human – This particular virus can only infect human beings.

I – Immunodeficiency – HIV weakens your immune system by destroying

important cells that fight disease and infection. A "deficient" immune system
can't protect you.

V – Virus – A virus can only reproduce itself by taking over a cell in the body of
its host.

HIV is a lot like other viruses, including those that cause the "flu" or the
common cold. But there is an important difference – over time, your immune
system can clear most viruses out of your body. That isn't the case with HIV –
the human immune system can't seem to get rid of it. That means that once you
have HIV, you have it for life.

We know that HIV can hide for long periods of time in the cells of your body and
that it attacks a key part of your immune system –. Your body has to have these
cells to fight infections and disease, but HIV invades them, uses them to make
more copies of it, and then destroys them.

Over time, HIV can destroy so many of your good cells that your body can't fight
infections and diseases anymore. When that happens, HIV infection can lead to
AIDS, the final stage of HIV infection.

WHAT IS AIDS

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“AIDS” stands for Acquired Immunodeficiency Syndrome. To understand
what that means, let‟s break it down:

A – Acquired – AIDS is not something you inherit from your parents. You
acquire AIDS after birth.

I – Immuno – Your body's immune system includes all the organs and cells that
work to fight off infection or disease.

D – Deficiency – You get AIDS when your immune system is "deficient," or isn't
working the way it should.

S – Syndrome – A syndrome is a collection of symptoms and signs of disease.

AIDS is a syndrome, rather than a single disease, because it is a complex illness
with a wide range of complications and symptoms.

As noted above, AIDS is the final stage of HIV infection, and not everyone who
has HIV advances to this stage.

WHAT SHOLUD I DO IF I KNOW I HAVE HIV

The only way to know for sure if you have HIV is to get tested. Testing is
relatively simple. You can get an HIV test from your doctor or healthcare
provider, community health center, and family planning clinic

HOW DO SOMEONE GETS HIV

Certain body fluids from an HIV-infected person can transmit HIV.

These body fluids must come into contact with a mucous membrane or damaged
tissue or be directly injected into your bloodstream (by a needle or syringe) for
transmission to possibly occur. Mucous membranes are the soft, moist areas
just inside the openings to your body.

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HOW IS HIV SPREAD

Having sex with someone who has HIV.

Sharing needles, syringes, rinse water, or other equipment (“works”) used to

prepare injection drugs with someone who has HIV.

HIV is NOT spread by:

Air or water

Insects, including mosquitoes or ticks

Casual contact, like shaking hands, hugging or sharing dishes/drinking glasses

Drinking fountains

Toilet seats

HIV is not spread through the air and it does not live long outside the human
body.

HOW CAN WE PREVENT HIV

The best way to prevent ourselves from HIV is Abstinence. Abstinence is the
most reliable and dependable way to avoid infection is not to have sex.

EXERCISE 1 Answer these questions

How is HIV spread?

What is the long form of HIV?
Why is HIV dangerous?
Define abstinence?

EXERCISE 2. True or False

HIV virus is spread by mosquitoes. ____________

There is no cure for HIV _____________
HIV is the same as AIDS _____________

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HIV is a non-communicable disease _____________
You can‟t tell when people are infected with HIV because they look
healthy.______________

UNIT 11: PERSONAL VALUES

THEME: Building Healthy Relationships

KEY WORDS: value, crudely, compass

What are values?

Values are what we find meaningful in life. They are what you care about and
consider being important. Values are different for everybody, and they can
change over time.

Values are different from goals. Goals can be „achieved‟ whereas values are more
like compass directions that we want to head in. For example we might have the
goal of obeying our parents, which sits within the value of „being a good child‟, or
the goal of going for a jog every morning while placing value upon exercise and
physical health.

How are personal values formed?

The environment in which one is raised up in plays a very important role in
forming values for that person. How a person is being raised in a family/
community and what kind of beliefs (religious or traditional) is bestowed upon
him will help to produce what he values in life.

As shown above, our values will be influenced greatly by the environment we live
in.

EXERCISE 1

Do you know your personal values? List down five different things that you value
in your life (first being the highest value and fifth being the lowest).
“Values change over time”. Identify two personal values of yours that have
changed now. Describe how those two values have changed. Why did it change
and from when did it change.
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UNIT 12: MAINTAINING HEALTHY RELATIONSHIPS

THEME: Building Healthy Relationship

KEY WORDS: responsible support

Having a good relationship with those around us is important in our everyday

life. Good relationships demand responsible behaviour from both or all people
concerned including us. To be responsible, we need to take a look at all the
relationships we have in our lives. This is important because at times we focus
so much on one relationship that we lose sight of the importance of our other
relationships like friends, family and other people who can help us reach our
goals.

EXERCISE

Below you can create a map of your support system. In the circle you can write
your name. In the boxes you can write the names (and telephone) of the people
of the organization who are or could be part of the support system. Some
examples of people or places in your support system may be parents, friends,
teacher, place of worship, health clinic, your school. Feel free to draw in extra
boxes if necessary.

In this support system, we will notice that at times we need to depend on each
other. Therefore we will need to have respect with each other and support one
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another in a way or two. In this way, we will be able to maintain our
relationships with those in our support system.

UNIT 13: CHALLENGING DISCRIMINATION IN SOCIETIES

THEME: Building Healthy relationship

KEY WORDS: discrimination, racism, disability

What is discrimination?

Discrimination means to identify the differences between things by placing them

in separate groups and then acting differently towards each group on the basis,
justified or not, of their differences.

Discrimination is not necessarily a bad thing. In fact, many times, it is an

extremely *good* thing. For instance, we discriminate when we differentiate a
poisonous plant or fungus from an edible one. Many people however,
discriminate based on irrelevant way of thinking, such as race (racism), religion,
disability etc. For example, some men think that women are not good in most
work. Nobody has any right to discriminate against these.

EXERCISE 1

In your groups, think about and discuss different types of discrimination.

Complete this table to show what you think.

Type of What is an How that might What I could do

discrimination example? make someone in response to it?
feel?
racism
religion
age
disability

EXERCISE 2

Pick a type of discrimination from the list above and write a compare and
contrast essay on it. Try to highlight real life examples from experiences in your
community.

24
UNIT 14: PERSONAL RIGHTS
THEME: Building Healthy Relationships

KEY WORDS: right, equality, justice, assault

EXERCISE 1

Read the following poem and discuss it with your teacher

I Have A Right
I have the right to stand for what I believe
I believe in truth, justice and equality for all
I have the right to my own opinion
I believe in freedom of thought, freedom of speech
To choose what I want to be and go where I need to go
We all have our rights to freedom of our religion
To speak is our decision, to make our choice and to be free

What kind of rights do you have at home

Are they similar to the ones stated in the poem above? If no, how do they differ?
We hear of many different kinds of rights. List down at least three.

What is a personal right?

Your personal rights are the rights that you have over your own body. With
personal rights are related rights that will protect and safeguard you from all
sorts of assaults and trouble. For example, nobody has the right to inflict any
form of harm on you. If someone does, you have the right to report it to the
police and that person will be punished for it. However, with all the rights come
its responsibilities. We must be responsible for exercising our rights in the
correct way.

25
ACTIVITY 2

Below are some rights stipulated under The Constitution of the Republic of
Fiji. Write down your responsibilities with these rights. You can use the 2013
Constitution to assist you in answering the question.

Rights Responsibility
The right to personal freedom e.g. I have to follow the laws of Fiji and my
community
The right to life
Right to education
Right to health
Rights of children
Right to adequate food and water

EXTENSION

If you want to know more about your rights, you can look it up in the
Constitution of the Republic of Fiji under the Bill of Rights Section. Copies
of the constitution are available for all Fijian languages at any Government
Office. You can also access it at: www.fiji.gov.fj

26
UNIT 15: RESPONSIBLE BEHAVIOURS
THEME: Building Healthy Relationships

KEY WORDS: disability, burgling

While we have our rights, it is important that we behave in a way that does not
conflict with the rights of other people or group. Just like you, other people have
rights and we must learn to respect their rights too.

Respecting the rights of other people

Exercise 1

Given below are some behaviours. Tick the ones that you must follow and put a
cross on the ones you must not follow

Borrowing your friends shoes to wear

Burgling a house

Writing drawings on someone‟s front door

Breaking a window of a neighbour‟s house when playing with a ball

Helping your younger brother in his studies

Joining a human rights group in your community

Stopping a group bullies from teasing a student in school

Deliberately hurting another person

Making fun of a person with disabilities

Making an awareness on “rights” in your community

27
Activity 2 Read this story carefully

Alena is a twelve year old girl. She was born blind. She lives in her village in an
island. She is not attending school like other children in her village because she
could not read anything written in the books and also on the board. When she
was six years old, her mother wanted her to receive education and enrolled her
to the school in their village. Unfortunately, she could not survive in school for a
number of reasons. Not a teacher in that school was prepared to teach her. The
children made fun of her disability and the school could not afford to buy special
books for her to read. These made her want to stay away from school.

In groups of three or four, discuss the questions below and present them in
class.

Does Alena have a right to education?

Why isn‟t she in school?

Who is to be blamed for this?

If you were the Head Teacher of the school, state three things you would have
done to accommodate Alena in school?

If you were one of the kids in school, what would you have done to help Alena?

If you were Alena‟s mother, how would feel when Alena can‟t continue studying
there?

If you were Alena, how would you feel when the school could not accommodate
your disability?

If you were the Minister of Education and heard about this, what would you do
about it?

28
UNIT 16: WHAT IS THREATENING BEHAVIOUR?

Threatening behaviour is a behaviour that causes physical or emotional harm to

others, or threatens to. It can range from verbal abuse to the destruction of a
victim‟s personal property. People with threatening behaviour tend to be
irritable, impulsive and restless.

Threatening behaviour is intentional, meaning it‟s done on purpose, violates

social norms, and causes a breakdown in a relationship. Emotional problems are
the most common cause of threatening behaviour.

Occasional outbursts of threatening are common and even normal. Threatening

behaviour is a problem because it occurs frequently or in a pattern. Generally
speaking, threatening behaviour stems from an inability to control behaviour or
from a misunderstanding of what behaviours are appropriate.

Threatening behaviour can be reactive, or in retaliation. It can also be proactive,

as an attempt to provoke a victim. It can be either overt or secretive.

Threatening behaviour can also be self-directed.

The key to handling threatening behaviour is to understand what the cause is.

What Causes Threatening Behaviour?

A variety of factors can influence threatening behaviour, including:

family structure

relationships with others

work or school environment

societal or socioeconomic factors

individual characteristics
29
health conditions

psychiatric issues

life experiences

Children

Threatening in children is often a byproduct of poor parenting, biological factors,

or a lack of relationship skills. In many cases, the child is exposed to aggression
or violence and imitates that behaviour. A child might receive attention for it
from parents, teachers or peers. When parents ignore the behaviour or
unknowingly reward it, they can further encourage it.

Threatening can also be a result of the inability to deal with emotion, especially
frustration. If they become frustrated, they may be unable to rectify or express
the situation effectively. Children with attention-deficit hyperactivity disorder
(ADHD) or other disruptive disorders may show lack of attention, lack of
understanding, or impulsiveness. The consequences can be viewed as
threatening behaviours, especially if they disrupt social situations.

Adults

In adults, threatening can develop from negative life experiences or mental

illness. In some cases, people who suffer from depression, anxiety, or post-
traumatic stress disorder (PTSD) unintentionally exhibit aggressive behaviours
as a result of their condition. For those without an underlying medical or
emotional disorder, threatening behaviour is usually a response to frustration. It
can also occur when someone stops caring about others or
the consequences of their behaviour.

Asserting yourself

30
How do you feel when someone takes advantage of you? Can you tell them to
stop? Are you able to express how you are feeling about what is happening?

When people have difficulty asserting themselves, others tend to take advantage.
If a person is to get their needs met, they will have to speak up from time to time
when others are violating their rights.

Assertiveness may be necessary because others are hurting their feelings or

attempting to pressure them into doing something they don‟t want to do. Being
assertive entails both letting people know what their needs are and being
determined that other people will treat them appropriately.

Lack of assertiveness is a problem for many . It can cause a variety of

interpersonal difficulties. It is also often found in certain types of disorders, such
as depression. Assertiveness is a valuable coping tool in dealing with anger. The
aim of assertiveness is to set limits and boundaries on the actions of people
and/or to ask for our needs to be met.

Why Don’t People Assert Themselves?

One reason people don't assert themselves is that they think they don‟t have a
right. They mistakenly believe that their feelings and wants don't count and that
other people's needs are more important than their own.

If a person is assertive, they are

simply setting appropriate boundaries and limits.
afraid of being rejected.
more trouble than it's worth.

Activity

Role play assertiveness in your class

31
Name four situations where assertiveness is useful.

UNIT 17: TYPES OF POWERS WITHIN SOCIAL GROUPS

Reward Power: The view that you will be rewarded by a group or other
environmental influence for certain behaviour. The more valuable the reward the
greater the power. Rewards can include things such as praise or honors as well
as money, goods and services.

Coercive Power: This power influences behaviour with fear or the withholding of
rewards. This is seldom physical punishment, but refined emotional
disadvantage or loss of reward.

Legitimate Power: Group members' perception that the group has the real right
to influence them. Expressions such as "should", "ought to", "must", give
legitimacy to expected behaviour from a group such as family/parents, teachers,
or religious organizations.

Expert Power: People accept the influence of individuals who are known experts
recognized for their expertise. Teachers are subject experts and their students
accept their instruction.

Referent Power: An individual's identification with a group grows as s/he

associates more with that group. The stronger the relationship the greater the
influence of the group and certain members of the group on the individual. If the
individual maintains the identification with the group, the greater its referent
power, e.g. movie stars are used on advertisements to encourage us to buy the
products.

Exercise 1.
Discuss a type of power that exists in your group and comment on
the advantage and disadvantage to the group members
EXERCISE 2

Dictionary exercise

“Empowerment” find this word in your dictionary

what does it mean

why is it important
32
where can it be used within your social groups

UNIT 18: WAYS OF RESOLVING CONFLICTS

Theme; Building Healthy Relationships

Some ways of resolving conflicts

Separate yourself from the situation and take time to cool out.

Focus on the issue, not your position about the issue.

Accept and respect individual opinion, work to develop common agreement.

Do not make the situation as a competition, where one wins and the other loses

out. Work towards a solution where both parties can have their needs met.

Focus on areas of common agreement and interest instead of disagreement and

opposition.

Never jump to conclusions or make assumptions about others feelings and

thoughts.

Listen without interrupting; ask for feedback if needed to assure a clear

understanding of the issue.

Forget the past and stay in the present

Build „power with‟ NOT „power over‟ others

Nonviolent ways of resolving conflict resolution

Non resistant
Recognize impulse behaviour
Dialogue and communication
Don‟t try to change others personality

33
Compromising
Collaboration
Source: www.sustainable.org/creating-
Discuss on the facts and current situations community/conflict
Very accommodative
Ask for other viewpoints to be explained

UNIT19: PROACTIVE BEHAVIOUR

THEME: Building Healthy Relationships

KEY WORDS: proactive, threats, consequences, control

We live in a world full of surprises. Every day, we meet new challenges, people,

situations and even threats. It is important therefore to possess a proactive

behaviour in your life. A proactive behaviour is acting in advance in a future

situation rather than just reacting. Instead of waiting for something to happen,

you take control and make it happen. A proactive behaviour can change what is

about to happen to you or to the people around you.

Read these scenarios and discuss with your groups the following questions.

Scenario 1

You overheard that a group of boys were planning on bashing up another boy
from your school this afternoon.

What proactive behaviour you can make to stop the above scenario from
happening?

If you were one of the boys in the group and you feel that what your group is
planning will not resolve anything, how can you persuade the others in the
group not to carry out your plans?

Scenario 2

Your friend told you to help him break into a house in your community. He said
that there were many good things you two can steal from that house.

What proactive behaviours will you take to prevent this from happening?
34
What are the serious consequences of helping/not helping your friend in his
plans? Draw a table like the one below in your book and fill it.

Consequences of helping your friend Consequences of not helping your

to steal from that house friend to steal from the house

Scenario 3

You come to school the next morning only to find out that your desk had been
ransacked. Some of your books pages were torn. Some had writings in it. The
books were scattered on the floor.

What would you have done to prevent this from happening?

If you were the person that ransacked the desk, how would you feel if someone

did the same thing to your belongings?

If you were the teacher of this class, what advice would you give to students to

help in preventing these types of behaviour to occur?

35
UNIT 20: PREVENTING HARMFUL SITUATIONS FROM
OCCURRING
THEME: Building Healthy Relationships

KEY WORDS: impact, harmful situations

Those with bad behaviour and attitudes always find themselves in harmful
situations. When a harmful situation occurs, everyone involved in it (families,
community) will feel its impact. We should take all necessary action to prevent
harmful situations to occur- whether in school, in our community or homes.

How can we prevent harmful situations?

Always be aware of behaviours and situations that signal danger.

Isolate yourself from dangerous situations
Stay away from bullies
Always talk things over
Avoid stirring up trouble with those who like trouble

Scenario 1

SUICIDE

EFFECTS OF SUICIDE

The effects of suicidal behaviour or completed suicide on friends and family

members are often disturbing. Individuals who lose a loved one to suicide are
more at risk for becoming preoccupied with the reason for the suicide, wondering
if they could have prevented it. Together with this there are so many other
detrimental effects of suicide on the families, friends and the community at
large.

Why Students Commit Suicide?

They think that they do not have an alternative because no one:

listened to them.
wants to listen to them.
was there to share their problem

Because of peer pressure

36
Because they became emotional and thought by taking their life they will teach a
lesson to others but they don‟t know they are actually ending their own life and
thus are not aware of the devastation they have caused to their friends, family
members, relatives, community, etc.

Effect on Family

Family members may experience a great range of conflicting emotions about the
deceased
Individuals left behind by the suicide of a loved one tend to experience
complicated grief in reaction to that loss.
Low self-esteem among the family members.
Parents will feel shy living in the community as the community would
unknowingly blame the parents for the suicide.
Extreme feelings of isolation and emptiness, avoiding doing things that bring
back memories of the departed, new or worsened sleeping problems, and having
no interest in activities that the sufferer used to enjoy
Survivors may experience a great range of conflicting emotions about the
deceased, feeling everything from intense emotional pain and sadness about the
loss, helpless to prevent it, longing for the person they lost, and anger at the
deceased for taking their own life to relief if the suicide took place after years of
physical or mental illness in their loved one. This is quite understandable given
that the person they are grieving is at the same time the victim and the
perpetrator of the fatal act.

Effect on the Nation

Loss of a life of a young leader who would have contributed to the economy.
Setting bad examples to the peers and other groups of people in the country.
Exerting pressure on the current legislation.
Pressure on the nation in terms of pumping more finance to create awareness,
counseling and programs to try and prevent other future attempts.
Alarming Statistics for the country
Loss of Labour force
It is a crime

37
 WAYS TO GET AWAY FROM THINKING ABOUT SUICIDE

Talk to your School Counselor/Friend or Parents

If you have suicidal thoughts that you cannot get rid
of, seek help immediately
With you counselor, friend or parents, begin working
through the reason behind your suicidal thoughts
Whatever the source of your feelings, they can be
dealt with appropriately, and things can get better.

Refocus
Refocus your thoughts on your strengths, your
abilities and what you have to offer to the world.
Refocus your attention on things you like to do.
What hobby or activities do you like the most? How
long has it been since you have done it? Make
plans to pursue this favourite hobby or activity as
soon as possible.

Get involved in Physical Activity or Sports

Physical activity is a great way to let off steam. If
you do it with a friend or a sports team, the time
spent with others will also strengthen you
emotionally.
Being Physically involved in sports will make you
realize your potential to excel and be Part of a
team – thus taking away loneliness

Talk to a spiritual leader.

If you are religious (or even perhaps if
you are not) and have access to a
spiritual leader, try talking to him or her.
Some people prefer talking to people of
38
faith than one trained primarily in psychology. Those called to religious ministry
are trained in helping people in crisis, including those in despair and suicidal.
He or she can help you ease the pain by offering a new perspective and giving
you some things to think about.

Find a support group.

There may be support groups, both
online and in your community, where you
can find comfort by talking to other
people who have suicidal thoughts or who
have attempted suicide in the past and
set up a social network of understanding
people for helping you through difficult
times.

Realize that you can make fresh choices for change every day
Be bold and change the situations that are
making you unhappy. Change schools.
Live with no friends for a while. Move out
of wherever you are living. Leave an
abusive relationship. Accept your parents'
disapproval of your personal choices or
lifestyle and work through the emotional
issues these situations can cause.

HOW CAN THE PARENTS ASSIST IN

THE PREVENTION OF SUICIDE?

Get Help Immediately

If your child has a plan and the means to commit suicide, call the police or the
paramedics immediately. Your child must be protected.
If your suicidal child is under the influence of drugs or alcohol, arrange for
him/her to be supervised constantly while detoxing of getting sober. Then the
suicidal ideation should be reassessed. If your child is no longer suicidal, you
should definitely consider seeking treatment for your child for substance abuse.

39
Follow Up and Supervise
Continue to take threats seriously: Follow through is important even after the
child calms down or informs the parent “they didn‟t mean it.” Avoid assuming
behaviour is attention seeking.
Access school supports: If parents are uncomfortable with following through on
referrals, they can give the school counselor permission to contact the referral
agency, provide referral information, and follow up on the visit.
Maintain communication with the school. After such an intervention, the school
will also provide follow-up supports. Your communication will be crucial to
ensuring that the school is the safest, most comfortable place for your child.

Be Gentle and Persistent

Be sure to offer help in a gentle and persistent manner. Teenagers are not
necessary comfortable talking about depression or suicide and therefore may not
want to talk initially. Stay with your child and show unconditional love and
support.
Do not lecture your child. They will not likely to be receptive to a lecture at this
time. Just listen and offer your support in a way that they acknowledge the
seriousness of their situation.

Investigate the Tunnel Vision

Sometimes the problem that is causing your child to consider suicide can
actually be solved rather simply, but they may have tunnel vision and cannot see
any way out of their predicament.
Motivate your child and make them feel very important. Let them promise to you
that they would not betray your trust in taking their life.
Assist them get out of the tunnel vision.

Scenario 2

RAPE

Rape is a type of sexual assault usually perpetrated against a person without

that person's consent. The act may be carried out by physical force, abuse of
authority or against a person who is incapable of valid consent, such as one who
is unconscious, incapacitated, or below the legal consent. The term rape is
sometimes used interchangeably with the term sexual assault]

Effects of Rape

40
Victims of rape can be severely traumatized by the assault and may have
difficulty functioning as well as they had been used to prior to the assault, with
disruption of concentration, sleeping patterns and eating habits.
Pregnancy and disease transmission

Scenario 3

Trauma

Trauma is defined as the emotional response someone has to an extremely

negative event. While trauma is a normal reaction to a horrible event, the effects
can be so severe that they interfere with an individual‟s ability to live a normal
life. In a case such as this, help may be needed to treat the stress and
dysfunction caused by the traumatic event and to restore the individual to a
state of emotional well-being.

What Are the Main Sources of Trauma?

Trauma can be caused by an overwhelmingly negative event that causes a

lasting impact on the victim‟s mental and emotional stability. While many
sources of trauma are physically violent in nature, others are psychological.
Some common sources of trauma include:

Rape

Domestic violence

Natural disasters

Severe illness or injury

The death of a loved one

Witnessing an act of violence

Trauma is often but not always associated with being present at the site of a
trauma-inducing event. It is also possible to sustain trauma after witnessing
something from a distance. Young children are especially vulnerable to trauma
and should be psychologically examined after a traumatic event has occurred to
ensure their emotional well-being.

What Are the Signs of a Person Suffering from Trauma?

41
While the causes and symptoms of trauma are various, there are some basic
signs of trauma that you can look out for. People who have endured traumatic
events will often appear shaken and disoriented. They may not respond to
conversation as they normally would and will often appear withdrawn or not
present even when speaking.

Another telltale sign of a trauma victim is anxiety. Anxiety due to trauma can
manifest in problems such as night terrors, edginess, irritability, poor
concentration and mood swings. While these symptoms of trauma are common,
they are not exhaustive. Individuals respond to trauma in different ways.
Sometimes trauma is virtually unnoticeable even to the victim‟s closest friends
and family. These cases illustrate the importance of talking to someone after a
traumatic event has occurred, even if they show no initial signs of disturbance.
Trauma can manifest days, months or even years after the actual event.

Emotional Symptoms of Trauma

Emotion is one of the most common ways in which trauma manifests. Some
common emotional symptoms of trauma include denial, anger, sadness and
emotional outbursts. Victim of trauma may redirect the overwhelming emotions
they experience toward other sources, such as friends or family members. This is
one of the reasons why trauma is difficult for loved ones as well. It is hard to
help someone who pushes you away, but understanding the emotional
symptoms that come after a traumatic event can help ease the process.

Physical Symptoms of Trauma

Trauma often manifests physically as well as emotionally. Some common

physical signs of trauma include paleness, lethargy, fatigue, poor concentration
and a racing heartbeat. The victim may have anxiety or panic attacks and be
unable to cope in certain circumstances. The physical symptoms of trauma can
be as real and alarming as those of physical injury or illness, and care should be
taken to manage stress levels after a traumatic event.

Short-Term and Long-Term Effects of Trauma

All effects of trauma can take place either over a short period of time or over the
course of weeks or even years. Any effects of trauma should be addressed
immediately to prevent permanence. The sooner the trauma is addressed, the
better chance a victim has of recovering successfully and fully.

42
Short-term and long-term effects of trauma can be similar, but long-term effects
are generally more severe. Short-term mood changes are fairly normal after
trauma, but if the shifts in mood last for longer than a few weeks, a long-term
effect can occur.

Scenario 4

STRESS MANAGEMENTS

What is Stress?

"stress is not necessarily something

bad – it all depends on how you take
it. The stress of exhilarating, creative
successful work is beneficial, while
that of failure, shame or infection is
harmful."

The most commonly accepted definition of stress is what we feel when we think
we've lost control of events.

Not only life-threatening events trigger this reaction: We experience it almost any
time we come across something unexpected or something that frustrates our
goals. When the threat is small, our response is small and we often do not notice
it among the many other distractions of a stressful situation.

Unfortunately, this mobilization of the body for survival also has negative
consequences. In this state, we are nervous, anxious, jumpy and irritable. This
actually reduces our ability to work effectively with other people. With trembling
and a pounding heart, we can find it difficult to execute precise, controlled skills.
The intensity of our focus on survival interferes with our ability to make fine
judgments by drawing information from many sources. We find ourselves more
accident-prone and less able to make good decisions.

There are very few situations in modern working life where this response is
useful. Most situations benefit from a calm, rational, controlled and socially
sensitive approach.

In the short term, we need to keep this fight-or-flight response under control to
be effective in our jobs. In the long term we need to keep it under control to avoid
problems of poor health and burnout.

Note:

43
Warning: Stress can cause severe health problems and, in extreme cases, can
cause death. While these stress management techniques have been shown to have
a positive effect on reducing stress, they are for guidance only, and readers should
take the advice of suitably qualified health professionals if they have any concerns
over stress-related illnesses or if stress is causing significant or persistent
unhappiness. Health professionals should also be consulted before any major
change in diet or levels of exercise.

ACTIVITY 1.

In your groups of three, write a story about a harmful situation. It can be real or
made up. Remember to describe the sequence of events properly in the story and
how the situation affect other characters you include in your story. Write the
story in a Vanguard sheet or brown paper so that everyone else can see when it
is pasted on the wall.

ACTIVITY 2

Using the same story your group made up;

Identify the harmful situation

What is the reason for that situation to eventuate
Who was responsible for that situation
What are some ways it could be avoided altogether

ACTIVITY 3

Rewrite the story your group made up. Only this time, you will modify it to have
a character with a positive attitude that will change the ending of the story. Try
to make a better ending with this modified story.

UNIT 21: FOLLOWING RULES

THEME: Safety

KEY WORDS: behaviour, guidelines, fairness

44
Importance of Rules

EXERCISE 1

In the table below, list down some rules applicable in these settings.

Rules in
Rules at home Rules in School
Community/Village
e.g No swearing

Answer the following questions.

Why do you have rules at home?
Who monitors these rules at home?
Why do schools need rules?
Who monitors the rules in your community/village?
If there were no rules in schools, what do you think will happen?

ACTIVITY

Divide yourself into groups of 3. Discuss and list down some rules for safe
behaviour at school, at the playground and at home. Write your points down.
Present what you have discussed as a group to the whole class. Write down all
the new points presented by the other groups.

UNIT 22: DEALING WITH UNSAFE SITUATIONS

THEME: Safety

KEY WORDS: emergency, abstinence, substance,

45
perpetrator, deliberate, scars, self esteem

Substance Abuse

EXERCISE

Read the poem below and complete the activities that follow.

How drugs can impact your life

Have you ever been tempted?

Have you ever wanted to try?
If you ever take a drug,
You‟ll always be tired
And be slow as a slug.

There are so many illnesses

sure to be caught,
Your lungs,
Your heart and
Your brain Will rot.

If you ever take drugs

You will never turn back,
You will be trapped forever
under the spell
Never ever try to be tempted!!

Adapted from Ryan Groisboecfk

In groups, discuss and present to the class:

The different types of illegal drugs (substance) available in Fiji

How it is available to users
The negative effects of these substances
How you can keep away from it
The positive outcomes of abstaining from those substances

Physical Abuse

If someone is deliberately hurt causing them physical harm, such as cuts,

bruises, broken bones or other injuries it is physical abuse. It can include
hitting, shaking, throwing, poisoning, burning and slapping.
46
u`
A person may abuse the other using his or her own physical strength, using an
object or weapon, or using size or presence to intimidate and control the other.
Children are at most risk to physical abuse because perpetrators overpower
them too easily. Most perpetrators are parents, relatives, family members,
classmates and even teachers.
Whoever they may be, if you think you have been physically abused, it is better
to inform the relevant authorities.

EXERCISE 1

You will evaluate your relationship with another person whom you feel you are
always in conflict with. After this activity you will need to write a detailed letter
to this person to seek for forgiveness (if you have been abusing the person) or to
ask him to refrain from the abuse.

I am evaluating my relationship with _______________________________

Some examples of physical abuse are given below. Tick any that you may have
done to this person or they have done to you.

I have done to This person have

this person done to me
pushing
grabbing
hitting, slapping, punching
Pulling hair
Kicking
Throwing objects at another person
Biting
Pinching
Spitting
Arm twisting
Trapping someone in a room
Chasing
Standing in the doorway to
block someone from leaving or entering
Hiding money so the person can‟t leave
Identify all the abuses you may have implicated and write the letter
mentioned above

Emotional Abuse

47
Emotionally abusive behaviour is anything that intentionally hurts the feelings of
another person. It is when a person tries to control the other person‟s feelings or
thoughts in order to gain power over them.
There are dozens of way to be emotionally abusive: rolling eyes, sighs, grimaces,
tone of voice, disgusted looks, cold shoulders, swearing etc.
Though emotional abuse doesn‟t leave physical scars, it can have a esteem. If
you are experiencing emotional abuse it is really important that you seek help.

REFLECTIVE EXERCISE
Think of a time a person really hurt you emotionally. Try to remember the details
of what happened leading up to that situation, during the situation and after the
situation took place. What did the person do to you? Where and when was this?
How did you feel? What did you want to do at that time? What did you do? How
did you come out of that circumstance? In a paragraph write down what
happened that day and clearly describe how you felt.

UNIT 23: ALCOHOL – EFFECTS ON THE FAMILY, AND THE

COMMUNITY.
THEME: Safety

48
 KEY WORDS: alcohol, alcohol abuse, drugs, addiction

INTRODUCTION: ALCOHOL

Many people spend a lot of money on alcohol. They also give reasons why they
choose to drink. Some people drink alcohol only at special gatherings. Teenagers
drink because they believe drinking makes them seem older and more mature.
Some people drink to have fun and feel romantic. Others drink to relax and
forget their problems. Also, some teenagers drink to be accepted by their friends.

However, regardless of the reason for starting to drink alcohol, such people risk
serious harm to their health in addition to creating numerous family and social
problems.

EXERCISE 1

Draw a table like the one given below and on it list some effects of drinking on
families and on the community at large.

Effects of alcohol
On the family On the individual On the community
e.g Less money left to e.g Get into trouble with the e.g violence amongst
spend on food police people

Discuss with your teacher and see if you can add a few more to your table.
Keeping in mind of what you have listed, write a short paragraph saying why you
should not drink alcohol.
List down ways people can prevent alcohol abuse.

UNIT 24: TOBACCO – EFFECTS ON THE FAMILY, INDIVIDUAL

AND THE COMMUNITY.
THEME: Safety
49
KEY WORDS: tobacco, tobacco abuse, drugs, addicted, cigarette

SMOKING

Most people start smoking when they are young and are addicted by the time
they reach adulthood. Three of the main reasons that young people smoke are to
look mature, to be like their friends, and to experiment. Since teens see older
people all around them smoking, especially their parents and relatives, they
smoke to act older. If their friends or peers smoke, they may feel pressured into
doing the same to be accepted. The last reason is the excitement of
experimenting with something that is forbidden.

Some have tried to quit but have returned to cigarettes because smoking is such
a strong addiction. It is a habit that is very difficult to break. A habit that can
contribute to numerous health risks on individuals and one that can be very
costly to the family.

Answer these questions

List down some health problems smokers will face later on in life.

State some social problems that can arise from smoking tobacco.

How will be these problems affect their families?

Do you think smoking is cool? If yes, state why.

Why do people get addicted to smoking?

How can you prevent yourselves from starting to smoke?

ACTIVITY – Creative Poster

In groups of two or three, create a colorful poster that will highlight the negative
effects of smoking to a person. At the end of the lesson, the poster can be put up
on the wall or on the corridor.

50
EXTENSION WORK – Interview

Find a person who smoke tobacco in your area and interview him/her. You can
use some interview questions below.

How long have you been smoking?

At what age did you start smoking?

How did you start smoking?

Why did you start smoking then?

Why do you smoke now?

How much do you smoke in a day/week?

Analyze your findings and present it to your teacher. (Calculate how many years
the person have been smoking, state what age he started, for what reasons and
how much it costs for him to smoke per week)

UNIT 25: BEING RESPONSIBLE.

THEME: Safety

KEY WORDS: intruders, security

51
What is responsibility?

• Responsibility is taking care of your duties.

• Responsibility is answering for your actions.

• Responsibility is accountability.

• Responsibility is trustworthiness.

There are other types of responsibilities- family responsibilities and community

responsibilities
Family responsibilities mean treating your parents, siblings, and other
relatives with love and respect. Following your parents' rules, and doing chores
and duties at home is also your responsibility. When at home, your
responsibility is to see that your family is safe from thieves and intruders.

Community responsibility- As a part of the community, you're responsible for

treating others as you want to be treated, for participating in community
activities and decisions, and for being an active, contributing citizen. Pick up
trash to keep the community clean.

EXERCISE 1

Think of how safe your house is from intruders. In your exercise book, list down
all the people living in it – Names, sex, age and which part of the house they live
in.
Think of and write ways they can be protected from unwanted intruders- e.g. is
the door properly locked, does your house have proper fence/gate, is the door
always closed and locked, do you have lights outside, how can you help your
family to protect yourselves from intruders.

Stranger Danger

Some places can be thought of as a Safe Place even though we don‟t know them
very well or have never been to them before. Schools and stores can be examples

52
of Safe Places. Try to think of some Safe Places in your home, community and
town and write it in the table below.

Safe Places
Home Community/Village Town
e.g. In the cupboard

What is the phone number to your nearest police station?

What is the emergency number of the police?

What will you do if you feel threatened in your house by a visitor or by a family
member?

Who can be the Safe People you can turn to for safety- at home, in the
community and in towns?

EXTENSION

Groupwork

Organize yourself and those you live together in the same community/village to

be in the same group. Your group has to draw a map (on newsprint) of your

community/settlement. In this map all group members are to draw your

residences and clearly mark the shortest and safest routes to the Safe Place

each have indicated in the activity above.

UNIT 26: COMMUNITY WELLNESS

THEME: Safety

53
KEY WORDS: tragedy, willingness, nurture, encounter, success

What is community wellness?

Wellness is not just about what each of us does as individuals. It is also about
how we affect each other and the impact that we can have together on the health
of our community.

A healthy community is more than a group of healthy individuals. We know that

tragedy can strike at any time and in communities as small as ours, everyone
can be affected.

Community wellness is about the ability and willingness of people to act together
– in good times, and in bad – in ways which benefit everyone.

Healthy communities are built on the relationships that we nurture and the
efforts that we make to work through the problems we encounter along the way.
It is also about celebrating our successes as a community.

ACTIVITY 1

Everyone has a role in community wellness. Everyone needs to support your

community in whatever way they can. Everyone needs to work hand in hand.

The activity below will require you to think of and identify the people that you
can count on to help you in times when you most need it in your community.
Use your books to fill out their names, phone contacts, address and in what way
they can help out.

e.g. Dr. Anjay S.

ph.no: 324516
in case of sickness

Community
name

ACTIVITY 2.

54
http://www.yukonwellness.ca/images/Paths_to_wellness.jpg

Study the picture above and in a paragraph write down some messages
portrayed in it.

UNIT 27: COMMUNITY SAFETY

55
It is a safety of any community that we live in. Everyone should contribute to the
safety of our communities by looking after everyone caring for one another

Community safety is not just an issue for police and fire and rescue authorities.
Town Councils contribute in a variety of ways.

Their work which is carried out through community safety partnerships are :

emergency planning – ensuring that plans are in place to deal with

emergency situations such as flooding, earthquakes, tsunami, civil unrest or

terrorist incidents

regulation, licensing and trading standards – such as alcohol and

entertainment licenses to help maintain public order, food hygiene

certification for businesses to prevent food poisoning

contributing to anti-social behaviour strategies through a range of council

services including lighting, street cleansing, planning and leisure

new governance arrangements for policing and crime plans including the

introduction of community police posts, police and crime stoppers and police

and crime panels.

UNIT 28: VOLUNTARY ORGANISATIONS

56
THEME: Safety

KEY WORDS: voluntary organisations, projects, Non-Government Organizations,

agencies

In a society, voluntary organisations are necessary as they perform a number of

functions for the welfare of its members, the development of the country and

combination and solidarity of the society and nation. Below are four major
responsibilities of Voluntary Organisation:

Man is a sociable being. The urge to act in groups is essential to him. People

therefore form groups and associations voluntary for their benefit as also of

others with a view to lead a full and richer life.

They enable the individuals to learn the basics of groups and political action

through participation in the governing of their private organisations.

The state does not have the necessary financial resources and manpower to meet

all the needs of its citizens. It can therefore have the responsibility of providing

them minimum needs. The voluntary organisations by raising additional

resources locally and also some are funded by international financial institutions

can meet uncovered needs and enrich local life.

Voluntary organisations also help the government during disasters as they

provide relief assistance and manpower to affected areas

SOME VOLUNTARY ORGANISATIONS IN FIJI

Fiji Red Cross Society

57
To bring assistance without discrimination to the wounded to prevent and
alleviate human suffering wherever it may find. Its purpose is to protect life and
health and ensure respect for the human being. It promotes mutual
understanding, friendship, cooperation and lasting peace amongst all people.
Types of serves offered by them are
Providing wheelchairs
Collect blood for blood bank
Help people during natural disasters
Saint Johns
They provide first aid and disaster preparedness. They recognize healthcare and
humanity.

Answer these questions

What are voluntary organisations?

Name five voluntary organisations in Fiji

What do they do?

Why do they do what they do?

Where do they get their items, money from?

When do they give out help?

Extension Work
Collect some information about a particular Voluntary Group that is actively
involved in your community or area. Describe the forms of assistance they
provide, how do they pick who will be assisted, and how do they come up with
their assistance. Write it up in a paragraph with a topic in your book.

UNIT 29: DISEASES

58
THEME: Personal and Community Health

KEY WORDS: scabies, ringworm, dhani, sores, parasites

EXERCISE 1

Read the notes given below and answer the questions that follow.

Scabies (The Itch)

Scabies is a skin disease caused by a crab-shaped mite that burrows into your
skin. It can affect people of all ages. Even people who keep themselves very clean
can get scabies. Scabies spread by close contact with someone who has scabies.
It can also be spread by sharing towels, bed sheets, and other personal
belongings.

Scabies causes severe itching that is usually worse at night and a rash with
tiny blisters or sores. Scabies will not go away on its own. You need to use a
special cream or lotion that a doctor prescribes. In severe cases, your doctor may
also give you pills to take.
Some scabies medicines are not safe for children, older adults, and women who
are pregnant or breast-feeding. To avoid dangerous side effects, be sure to follow
your doctor‟s instructions carefully.
If you have scabies, you and anyone you have close contact with must all be
treated at the same time. This keeps the mites from being passed back and forth
from person to person. You must also carefully wash all clothes, towels, and
bedding.

QUESTIONS

Write down the answers to the following questions in your exercise books.

Some ways in which scabies is spread are given in the notes. List these down in
your exercise books.
Refer to your answers to (1) above. How do you think the spread of the disease
can be prevented?
While it may be necessary to see a doctor for the treatment of scabies, how else
can you ensure that the disease is cured quickly?

EXERCISE 2
Use the words below to correctly fill in the blanks.

59
Dhani, exposed, fungal, help, rough, infection, Treatment

Ringworm and Dhani

Ringworm is a __________________ infection growing in the form of a ring. The

affected area of the skin is _________________ and itchy.

________________ is another fungal infection that causes white patches on the

skin. Most fungus _________________ grow in the form of a ring. They often itch.
_____________________ of such infections involve washing the infected part
everyday with soap and water.

The affected areas must be kept dry and ___________________. Medical

________________ must be sort if fungal infection persists.

EXERCISE 3 Preventing Water Borne Diseases

Answer these questions

What are water-borne diseases?

List names of common water borne diseases

What are some causes of water-borne diseases?

How does it spread?

State some preventative measures you can practice to avoid anyone in your
household from water-borne diseases.

UNIT 30: AIR BORNE DISEASES

THEME: Personal and Community Health

60
KEY WORDS: disinfectant, sputum

Preventing Air-borne Diseases through Good Habits

Always cover your mouth and nose when coughing or sneezing
Stay in bed when you are sick. If you go near other people, you may pass on the
disease to them
Keep windows open to allow air to move in and out freely.
Do not spit on the ground. If you have to spit, spit in the toilet or in a drain, or
the hand basin where the sputum can be washed away. Do not spit in the
kitchen sink. A sick person should spit into a container which contains
disinfectant
If a paper handkerchief is used to trap sputum or nose discharge, burn the
handkerchief
Keep your body healthy by eating good food and exercising regularly.

Answer the following questions in your book

Give reasons why spitting is bad

Name some common air-borne diseases
Describe how these air-borne diseases are spread
State how these diseases can be prevented from spreading
One of your friends has a bad cough. He has been going around coughing all day
and spitting around in the school compound. What would you tell him and why?

UNIT 31: NUTRIENTS IN FOOD

61
An essential nutrient is a nutrient that the body cannot synthesize on its own

but must be provided by the diet. These nutrients are necessary for the body to

function properly. The six essential nutrients include carbohydrates, protein, fat,

vitamins, minerals and water.

Carbohydrates

Carbohydrates are the main energy

source for the brain. Without

carbohydrates, the body could not

function properly. Sources include

fruits, breads and grains, starchy

vegetables and sugars. In Fiji we have a lot of it, namely cassava, dalo, yam,

breadfruit, kumala etc.

Protein

Protein is the major structural

component of cells and is

responsible for the building and

repair of body tissues. Protein is

broken down into amino acids,

which are building blocks of protein.

Fat
62
Fat is an energy source that when

consumed, increases the absorption of

fat-soluble vitamins including vitamins A,

D, E and K.

Vitamins

Vitamin C is necessary for the structure of blood vessels, bone and ligaments.
Rich sources include citrus fruits, strawberries and peppers and vegetables

Source:
https://www.google.com/search?q=fruits+and+vegetables+
in+fiji
Minerals

Sodium helps to maintain fluid volume outside of the cells

and helps cells to function normally. Potassium maintains
fluid volume inside and outside of cells and prevents the
excess rise of blood pressure with increased sodium intake.
Rich sources include bananas, potatoes and tomatoes.
Calcium helps to maintain and build strong bones and teeth.
Include three servings of calcium-rich foods per day including
milk, low-fat cheese and yogurt.

Water

63
Water helps to maintain homeostasis in the body and transports nutrients to cells.
Water also assists in removing waste
products from the body. All
beverages and high-moisture foods
such as soup and watermelon
contain water and count towards
your daily water requirement. Adults
should consume 25 to 35 milliliters
of fluids per kilogram body weight or
2 to 3 liters per day.

Source; https://www.google.com/search?q=Fiji+water+image&safe

UNIT 32: FOOD PRESERVATIVES

64
KEY WORDS: preservation, additives, artificial, natural, nutrients

Food preservation has long been used by our elders in the past. In these modern
times, preservatives are still necessary to ensure the safety of foodstuff available
for consumption.

EXERCISE

Write down two main functions of preservatives in food.

List at least three food preservatives

Food preservatives are classified into two:

natural and artificial preservatives.

65
List down three natural food preservatives
List down three artificial food preservatives

Source: https://www.google.com/search?q=additives&safe=active&rlz=1T4LENP_enFJ468FJ472&source

Seen above are some purposes of food additives, where it is used and problems it
can create. In groups of three, discuss the table shared above.

UNIT 33: GENETICALLY MODIFIED FOODS

THEME: Personal and Community Health
66
KEY WORDS: species, genes, vitamins, ecosystems, endangered

What are Genetically Modified Foods (GMF)

Genetically Modified Food is where genes in

plants have been changed or enhanced to

produce better foods. Some advantages of

using modified foods are that we can create

bigger crops and crops that can be higher in vitamins. Some disadvantages of

using modified foods are the unknowns. If genetically modified food is safe for

our consumption, ecosystems can become altered by introducing new species

and animals that could be endangered.

ACTIVITY

Answer these questions

What is genetically modified food?

Give examples of food that has been genetically modified here in Fiji.
Describe the advantages and disadvantages of genetically modified food.
Get into your groups and compare the positive and negative effects of GMF on
our diet. Give examples of GMF available in our country. State your groups‟
opinion on the using of GMF in our household. Also state the reasons for your
opinion. Present this in class. Write down other new things that other groups
present.

EXTENSION

Most children do not have any understanding on Genetically Modified Foods.

Make awareness on it through posters, cartoons or pamphlets. Make your work
informative, colorful and eye-catching.

UNIT 34: CARE OF PUBLIC AMMENITIES

67
Types of Toilets

A . Flush Toilet

A flush toilet is a toilet that disposes of human liquid and solid waste, by using water
to flush it through a drainpipe to another location for disposal,
thus maintaining a separation between humans and their
waste.

Since flush toilets are typically not designed to handle

waste on site, their drain pipes must be connected to
waste conveyance and waste treatment systems. When a
toilet is flushed, the wastewater flows into a septic tank or
sewage system and from there to a sewage treatment
plant.

Water sealed toilet

A water sealed toilet is like a regular cistern flush toilet except that the water is
poured in by the user, instead of coming from the cistern above. When the water
supply is not continuous, any cistern flush toilet can become a water sealed
toilet.

Pit Toilets

68
A pit latrine or pit toilet is a type of toilet that collects human feces in a hole in the
ground

Bucket /Compost Toilets

Compost Toilet

Compost toilets are used when water / sewer solution would not support a
flush toilet. Here is a sanitary way to turn "waste" into fertilizer. It starts
with the collection device, and ends with the composting device designed
to make fertilized dirt. There is no "waste".

UNIT 35: Water Supply in Rural Areas

KEY WORDS: spring, wells, tanks, preservation, conservation, purify
69
Water supply in rural areas.
Here are some sources of water that is being used by those in rural areas.
Springs
Most spring water is free from germs. In passing
through the different layers of earth, the germs
either die or get filtered out.

To prevent contamination of spring water:

Fence springs to prevent animals
entering them.
Stick a small length bamboo or piping into the ground. This prevents water from
passing over the surface soil.

EXERCISE 1

Why should animals be prevented from springs?

How do you think germs get filtered out from when passing through the earth?
Wells
To have safe drinking water from wells, they need to
be looked after properly. It is advisable to get the water from the well tested for
bacteria at least three times per year. Working with the Ministry of Health for
this purpose is greatly encouraged.

EXERCISE 2

Why do you think water from wells must be tested?

How can you get a person from the Ministry of Health to test come and test the
well water?

70
EXERCISE 3

1. Rainwater and water from taps

Many people use water stored in tanks. The water maybe rain water or water brought in from

wells, rivers or streams. Rain drops are usually free from germs, but once they fall on the roofs

they may get contaminated from dust blown up from the ground. There may also be germs

from the dropping of birds.

i. Put a piece of gauze wire over the opening of the tank to prevent dirt and insects falling in.

ii. Clean out the inside of the tank regularly.

iii. Chlorine powder can also be bought nowadays. This can be sprinkled in the tank to purify the

water. Consult officers from the Ministry of Health before doing this

Why should the tank be cleaned regularly?

Why should we seek advice from the Ministry of Health in helping purifying
water in the tank?

71
Tap water
Many rural areas now have tap water. However, in many cases, the water is not
treated. When treated water is not available, it is best to boil all
drinking water. Boiling water for about ten minutes will kill any harmful germs
in it. Drinking water should be stored in clean, rust free contain-ners, and
protected from dust and insects. Use a clean cup or jug to take water out of the
container. Do not touch the water.

EXERCISE 4

Why is boiled water safe to drink?

Why must drinking water be stored in a clean, rust free container?

72
UNIT 36: ENVIRONMENTAL ISSUES
THEME: Personal and Community Health

KEY WORDS: pollution, deforestation, erosion, climate, climate change

As with many developing countries, we face many challenges on combating

environmental issues. Pollution, deforestation, soil erosion, sea level rise and
climate change are some of these issues. Environmental issues affect every
person, animal and nation on this planet

Pollution

There are
different types of
environmental
pollution- air
pollution, water
pollution, and
earth pollution.

ACTIVITY 1

Identify a type of pollution that is very common in your community.

List down the causes of it

Describe its negative impact on your community

Suggest ways your community can reduce or eradicate this pollution.

73
 Climate Change

Climate Change is any significant change in the climate of the Earth. These
changes can be temperature, precipitation, wind, humidity, etc. Climate Change
occurs because of many things. The heat from the sun and a change in the
Earth's orbit may affect the climate on Earth. The way the oceans on Earth
circulate can have an effect on the Earth's climate. And finally, human activity
can change the climate of the Earth. For example, burning fossil fuels such as
gasoline and coal can affect the climate on Earth. Changing the landscape of the
Earth by cutting forests, filling swamps, laying large amounts of concrete over
grasslands, can have a great effect on the Earth's environment.

ACITIVITY 3

What is climate change?

What causes climate change?

What are some other examples of human activities mentioned above?

Suggest some ways we can reduce climate change

EXTENSION 1

Make awareness to your peers on Environmental Issues through posters, poems,

pamphlet, drama etc.

EXTENSION 2

Prepare a 3 minute speech on the Negative Impacts (on any environmental

issues) to our Community.

74
Abstinence Any self-restraint, self-denial, or self-control. Stay away from
Accountability The state of being liable or answerable to a decision or action
Addiction The state of being free to a habit or practice or to something
that is psychologically or physically habit-forming such as
drugs to such an extent that its cessation causes severe
trauma
Anaemia A disease caused by lack of iron in the body
Arteries A blood vessel that conveys blood from the heart to any part
of the body.
Assault A sudden, violent attack; onslaught
Atrium Either of the two upper chambers on each side of the heart
that receive blood from the veins and in turn force it into the
ventricles.
Bone Marrow Soft, brownish-red part inside the bone
Capillaries One of the minute blood vessels between the terminations of
the arteries and the beginnings of the veins
Carbon Dioxide The gas we breathe out
Cervix Lower end of the uterus
Circulatory The system of organs and tissues, including the heart, blood,
System blood vessels, lymph, lymphatic vessels, and lymph glands,
involved in circulating blood and lymph through the body
Clot A semisolid mass, as of coagulated blood
Coercion Influencing others the hard way
Deforestation The removal of trees
Dhani A kind of skin disease that leaves white patches on the skin
Disability A physical or mental handicap, especially one that prevents a
person from living a full, normal life or from holding a gainful
job.
Discrimination Treatment or consideration of, or making a distinction in
favor of or against, a person or thing based on the group,
class, or category to which that person or thing belongs
75
rather than on individual merit:
Racial and religious intolerance and discrimination
Drugs Any article, other than food, intended to affect the structure
or any function of the body of humans or other animals.
Ecosystem A system, or a group of interconnected elements, formed by
the interaction of a community of organisms with their
environment
Emergency A state, especially of need for help or relief, created by some
unexpected event:
Empowerment To give power or authority to; authorize, especially by legal or
official means:
Endangered Threatened with extinction
Enhanced To raise to a higher degree; intensify; magnify
Equality The state or quality of being equal; correspondence in
quantity, degree, value, rank or ability
Erosion The process by which the surface of the earth is worn away
by the action of water, winds, waves, etc
Extinction The act or process of becoming extinct; a coming to an end or
dying out:
Fallopian Tube One of a pair of long, slender ducts in the female abdomen
that transport ova from the ovary to the uterus
Gender Either the male or female division of a species, especially as
differentiated by social and cultural roles and behavior.

Genes The basic physical unit of heredity

Genitals The outside part of the reproductive system
Genetically Are foods produced from plants or animals that have had
Modified Foods changes introduced into their genes
Harmful Causing or capable of causing harm or harmful
Imitate To follow or endeavor to follow as a model or example
Impairment The state of being weakened or slowed especially mentally or
physically
Influence The action or process of producing effects on the actions,
behavior, opinions, etc., of another or others

76
Intruders To thrust or bring in without invitation, permission, or
welcome
Itching Of, relating to, or characterized by an irritating sensation of
the skin
Justice The quality of being just; righteousness, equitableness, or
moral rightness:
Legitimate According to law; lawful
Menstruation The periodic discharge of blood and mucosal tissue from the
uterus, occurring approximately monthly from puberty to
menopause
Mite Any of numerous small to microscopic germs that are
parasitic on animals .
Nurture To bring up; train; educate
Oxygen The gas that we breathe in
Parasites An organism that lives on or in an organism of another
species, known as the host, from the body of which it obtains
nutriment
Peer Pressure Group forces by members of one‟s peer group to take a
certain action, adopt certain values, or otherwise conform in
order to be accepted.
Perpetrator A person who commits, an illegal, criminal, or evil act
Plasma The liquid part of the blood
Platelets Assist in clotting blood
Pollution The introduction of harmful substances or products into the
environment:
Power The possession of control or command over others; authority
Preservatives Chemical added to food to keep it safe for a long time
Puberty The period or age at which a person is first capable of sexual
reproduction of offspring
Pulse The regular expansion and contraction of the walls of the
artery to push the blood along
Rash Red patches on skin due to infection or scratching
Red Blood Cells Gives the blood its red colour and carry oxygen around the

77
 body
Relationships Connection between persons by blood or marriage
Reproduce To make a copy, representation, duplicate, or close imitation
of:
Responsible Reliable or dependable, as in meeting debts, conducting
business dealings, etc.
Human Rights Fundamental rights, especially those believed to belong to an
individual and in whose exercise a government may not
interfere, as the rights to speak, associate, work, etc.
Ringworm Any of a number of contagious skin diseases caused by
certain parasitic fungi and characterized by the formation of
ring-shaped patches.
Self-Conscious Conscious of oneself or one's own being.
Self Esteem A realistic respect for or favorable impression of oneself.
Shortcomings A failure, defect, or deficiency in conduct, condition, thought,
ability, etc.:
Trustworthiness Deserving of trust or confidence; dependable; reliable
Uterus The enlarged, muscular, expandable portion of the oviduct in
which the fertilized ovum implants and develops or rests
during prenatal development; the womb of certain mammals.
Values Worth or importance
Veins One of the system of branching vessels or tubes conveying
blood from various parts of the body to the heart.
Ventricle Either of the two lower chambers on each side of the heart
that receive blood from the atria and in turn force it into the
arteries
Wellness The quality or state of being healthy in body and mind,
especially as the result of deliberate effort
White Blood The colourless cells in the blood that fight disease germs
Cells

GLOSSARY

78
Reference

1. www.fijisun.com
2. www.fijitimes.com
3. www.psdgraphics.com
4. www.anatomysystem.com
5. www.brainwaves.com
6. www.Asvector.com
7. www.qatarliving.com
8. www.theguardian.com
9. www.linkedin.com
10. www.stanceblog.com
11. www.natureworldnews.com
12. www.demotix.com
13. www.abcnews.go.com
14. www.webmd.com
15. www.nursing411.com
16. www.slt2008.com
17. www.borgenmagazine.com
18. Naiseles album
19. http://www.psychguides.com/guides/trauma-symptoms-causes-
and-effects/

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