[Q4] HEALTH 9

• Types of intentional injuries

  • Self-inflicted
  • Assault
• Self-inflicted injuries

  When a person harms himself/herself on purpose
• Assault


  When a person/persons harms others on purpose
• Classifications of assault

  • Those that were committed within the family
  • Those that were committed by peers
  • Those that were committed by the other groups
  • Those that were committed by the family, peers, and other groups
• Suicide


  The intentional taking of one's own life
• Parasuicide


  A suicide attempt in which a person does not intend to die
• Domestic violence


  An act that includes physical assault (hitting, pushing & shoving) sexual abuse, and verbal abuse
• Bullying


  An unwanted, aggressive behavior that is repeated or over time
• Types of bullying

  • Verbal bullying
  • Social bullying
  • Physical bullying
  • Cyberbullying
• Stalking


  A pattern of behavior that makes you feel afraid, nervous, harassed or in danger, when someone repeatedly contacts you & follows you
• Extortion


  The act of using force or threats to force people to hand over their money or properties on favors, usually outside or near the school
• Gang


  Mostly street-based group of young people who regard themselves & may be seen by others as a group that engages in a range of criminal activity and violence
• Kidnapping


  Taking away or forcefully moving a person against his/her will and holding him/her in just captivity
• Terrorism


  Use of violence for political goals and putting the public or a great number of people in fear
• Types of terrorism

  • State terrorism
  • Bioterrorism
  • Cyberterrorism
  • Ecoterrorism
  • Nuclear terrorism
  • Narcoterrorism
• Verbal abuse


  Cruelty that involves the use of words
• Sexual abuse


  Molestation (seeing other person as a sexual object), incest, rape
• Risk and protective factors

  • Individual factors
  • Family factors
  • Peer and social factors
  • Community factors
• Individual risk factors


  • History of violent victimization
  • Involvement with drugs, alcohol, or tobacco
  • High emotional distress
  • History of treatment for emotional problems
  • Attention deficits, hyperactivity, or learning disorders
  • Low IQ
  • Poor behavioral control
  • Antisocial beliefs and attitudes
  • History of early aggressive behavior
  • Deficits in social cognitive or information processing abilities and conflict in the family
• Family risk factors


  • Authoritarian child rearing attitudes
  • Low emotional attachment to parents or caregivers
  • Poor family functioning
  • Harsh, lax, or Inconsistent disciplinary practices
  • Low parental education and income
  • Poor monitoring and supervision of children
  • Low parental involvement
  • Parental substance abuse or criminality
• Peer and social risk factors


  • Association delinquent peers
  • Lack of involvement in conventional activities
  • Involvement in gangs
  • Poor academic performance
  • Social rejection by peers
  • Low commitment to school and school failure
• Community risk factors


  • Diminished economic opportunities
  • High level of family disruption
  • High concentrations of poor residents
  • Low levels of community participation
  • High level of transiency
  • Socially disorganized neighborhoods
• Individual protective factors


  • Intolerant attitude toward deviance
  • High educational aspirations
  • Highly developed social skills/competencies
  • High IQ
  • Positive social orientation
  • Highly developed skills for realistic planning
  • High grade point average (as an indicator of high academic achievement)
  • Popularity acknowledged by peers
  • Religious beliefs
• Family protective factors


  • Connectedness to family or adults outside the family
  • Ability to discuss problems with parents
  • Perceived parental expectations about school performance are high
  • Frequent shared activities with parents
  • Involvement in social activities
  • Consistent presence of parent during at least one of the following: when awakening, when arriving home from school, at evening mealtime, or when going to bed
  • Parental/family use of constructive strategies for coping with problems (provision of models of constructive coping)
• Peer and social protective factors


  • Possession of affective relationship with those at school that are strong, close, and prosocially oriented
  • Membership in peer relationships with groups that do not condone antisocial
  • Involvement in prosocial activities
  • Commitment to school prosocial activities (an investment in school and in doing well at school)
  • Close relationships with non-deviant peers
  • Exposure to school climates with the following characteristics: intensive supervision, clear behavior rules, firm disciplinary methods, engagement of parents and teachers
• Community protective factors


  • Increased economic opportunities
  • Low level of family disruption
  • Low concentrations of poor residents
  • High levels of community participation
  • Low level of transiency
  • Socially organized neighborhood