Topic 7 - Challenge Risk and Safety
Topic 7 - Challenge Risk and Safety
Topic 7 - Challenge Risk and Safety
TOPIC 7
Challenge, risk and safety:
empowering young people
7.1 Overview
7.1.1 Introduction
The years between childhood and adulthood
Our decisions affect our health and wellbeing.
can be exciting and fun, filled with new expe-
riences and opportunities. However, there
are also risks and challenges, and it’s
important to know how to respond posi-
tively to keep yourself and others safe. Some
of the major health issues affecting ado-
lescents relate to mental health, drug use,
sexual health, road safety and the interac-
tions of individuals within these complex con-
texts. In this topic you will explore how a
better understanding of these issues signifi-
cantly improves the decision-making ability,
health and quality of life of young people in
general.
ESSENTIAL QUESTION
How can I rise to meet the challenges facing young people, support others and respond positively while being the
best person I can?
SYLLABUS OUTCOMES
A student:
• plans, implements and critiques strategies to promote health, safety, wellbeing and participation in physical
activity in their communities (PD5-7)
• assesses and applies self-management skills to effectively manage complex situations. (PD5-9)
Pdf_Folio:174
HEALTH FACT
Research has indicated that mental health problems are a growing health concern among young people and are
as common as physical health problems, such as asthma, among adolescents. Nearly 20 per cent of children
and young people in Australia are affected by mental health challenges.
Source: NSW Health, Family Health Kit, Sydney.
Pdf_Folio:175
7.2.2 Depression
The word depression is often used when describing feelings of unhappiness or sadness that are experienced at
some point in our lives. Such feelings are part of a normal and appropriate response to distressing and painful
events such as the loss of a loved one, the ending of a relationship or the disruption of moving schools.
However, when these feelings persist for more than a few weeks, other help is needed. Depression is seri-
ous and, if left untreated, it can have a significant effect on a person’s ability to participate in everyday
life.
‘Depression’ is also the term used to describe a group of mental health illnesses known as clinical
depression. It is important to recognise the difference between the two uses of the term ‘depression’. A person
who is clinically depressed experiences feelings of depression that are particularly intense, continue for a long
period of time and have a disruptive effect on the person’s ability to carry out everyday tasks. Often, feelings
of anxiety are also experienced, along with
difficulties in sleeping and a loss of appetite.
Professional treatment enables most people Feelings of sadness and loss are a normal response to painful
to recover from depression. events.
Depression is an issue of particular con-
cern for young people. Research shows
that depression is strongly linked to risk-
taking behaviours that can significantly
affect young people’s health. In particular,
young people who suffer depression are at
greater risk of:
• regularly smoking cigarettes
• increasing use of alcohol, cannabis
and other drugs
• developing an eating disorder
• engaging in unsafe sexual behaviour
• self-harming behaviours.
Pdf_Folio:176
Weblink: beyondblue
7.2.3 Be supportive
Reaching out to support the mental wellbeing of others is important. We all have a responsibility for ensuring
people feel safe, valued and supported. This can be done by:
• treating people with respect, regardless of their appearance, nationality,
Feelings of
intellectual or physical ability, gender, sexuality or cultural background
depression can
• using inclusive language and refraining from use of put-downs be overwhelming.
• accepting differences and individuality
• seeking to include rather than ignore or exclude others from groups
• challenging people who bully, tease or harass others.
These responsibilities are even more important when dealing with a person
who is vulnerable due to a mental health problem. The feelings of hopelessness
and indifference experienced by someone who is depressed can make it extremely
difficult for them to seek help. They may feel embarrassed about not being able to
cope, believe that nobody can help them or think that it is pointless to ask for help.
It is important that friends learn to recognise the warning signs that indicate a
person could be developing or already suffering from a mental health problem.
These common warning signs include:
• a reluctance to go anywhere or do something they normally enjoy
• changes in eating or sleeping patterns
• withdrawing from friends, family and social occasions
• feeling anxious, scared or guilty, and being irritable or angry
• having trouble concentrating or a deterioration in school work.
The presence of warning signs may not mean a person is developing a mental problem or illness, but they
should not be ignored. The sooner a person receives help or treatment, the quicker their recovery and the less
likely that problems will recur.
A support plan
2. Your friend Harry has been very withdrawn lately. He rarely contacts you and will not return your calls. He has
been very unhappy but denies anything is wrong. He has missed soccer training several times and last
weekend he did not turn up for the game.
(a) In groups of four, devise a plan to support Harry’s mental health and assist him in seeking support.
(b) Present your plan to the class as a PowerPoint presentation or role-play the actions you would take.
3. Community perceptions around mental health are often generalised and based on incorrect stereotypes.
These can include a false diagnosis of mental health as a lifelong condition, requiring ongoing treatment and
the affected person often being tagged as a ‘crazy’ person who is unable to cope.
(a) Research the term ‘Psychological First Aid’ and explain what it is and who the program is aimed at.
(b) Outline the benefits of this program for all Australians.
(c) Explain its attempt to address the community perceptions of mental health.
Elaborate
4. Using the terms ‘depression’ and ‘clinical depression’, describe the difference between a mental health
problem and a mental illness.
5. Use the Suicide warning signs weblink in the Resources tab and, as a class, discuss the warning signs that
might indicate that a person is suicidal.
Evaluate
6. Use an example to assess the impact of stigma on a person’s desire to seek help.
Pdf_Folio:178
TABLE 7.1 Risks that adolescents may take that affect themselves and others
Not all risk-taking is negative. Risk-taking can also have positive effects, especially emotionally, such
as building self-esteem. Examples of this might be applying for class or school captain, applying for a job
promotion or asking someone out on a date. The emotional risk is that you may not be successful or you may
be teased by your peers. However, the positive outcomes are that you can develop self-confidence and build
Pdf_Folio:179
Having a plan
When we find ourselves in an unsafe environment (such as at a party that has been gate-crashed by uninvited
guests) it can be helpful to have a plan about what to do to ensure your and other people’s safety. This could
take the form of a safety plan that you have arranged prior with parents or other trusted adults. This may
include things such as phone numbers to ring (with multiple options in case the first one doesn’t work out), a
Pdf_Folio:180
Reliability
With so many sources of advice available to young people in crisis, many of which are online, it is important
to know whether you can trust the content provided on any given site.
By assessing a website from a critical viewpoint, we can make a reasonably accurate judgement about its
legitimacy and reliability. The C.A.R.S. (credibility, accuracy, reasonableness, support) checklist for evaluat-
ing internet sources is a recognised way of assessing the validity of a website and the information it presents.
Use the C.A.R.S. weblink in the Resources tab to view this reliability checklist. More detailed information
about assessing the reliability of online resources is provided in topic 9.
Weblink: C.A.R.S.
Adventure and extreme sports, while risky, lead to positive outcomes for participants.
Schools are not the only providers of these activities. Opportunities to participate in outdoor and adventure
activities are also provided by groups such as:
• Scouts
• Guides
• Duke of Edinburgh award
• Outdoors NSW (part of Outdoor Education Australia)
• Royal Life Saving Society of Australia.
Consider ways that you might participate in some positive risk-taking activities to challenge yourself and
build self-confidence.
7.3 Activities
Ranking risks
1. (a) Draw a risk-ranking continuum, similar to the one shown below, and then place each of the
activities that follow onto the continuum according to your assessment of the level of risk involved.
0 25 50 75 100
No Risk Highest risk
Risky business
5. Use the Safe behaviours worksheet in the Resources tab to explain how parents and schools should be
involved in teen life.
World records
6. Using the Guinness World Records weblink in the Resources tab, identify some safe, reasonably safe and
unsafe challenges people have set themselves.
Risky habits
7. Complete the Making responsible choices worksheet in the Resources tab to practise evaluating risky
situations.
Pdf_Folio:183
Elaborate
2. Would you describe yourself as someone who takes risks? Why or why not? What is the riskiest thing you
have ever done? Why did you do it?
Evaluate
3. Using the positive and negative risks identified in question 1, discuss who influences people to take these risks.
Pdf_Folio:184
7.4.5 Conflict
Conflict is a normal part of daily life and may occur in a range of settings. Conflict occurs when two people,
or groups of people, disagree or have different points of view. Conflict generally occurs when there has been
a lack of communication.
Teachers and Employers and Males and Friends, peers and Coaches, players
Family members
students employees females colleagues and umpires
Pdf_Folio:186
Unresolved conflicts
Unresolved conflicts may lead to negative feelings, breakdowns in relationships, changes in peer groups,
distrust, loss of employment and many other serious consequences. It is very important to learn conflict-
resolution skills and be assertive enough to insist that productive communication leads to resolution, especially
if the other person does not want to talk.
7.4 Activities
Being assertive
1. Form a small group with students you do not often talk to. Select two situations from the list below and
discuss them. In particular, talk about what you think the phrase means, whether you have ever used it or
something like it, and whether you think it harms anyone.
• Let’s not go to school today, the one-day cricket is on in the city.
• It’s easy. I do it all the time and I haven’t been caught.
• It’s only 10 pm, you have plenty of time.
• My friend is and he can get beer for us. Let’s have a few at the party.
• Don’t tell anyone about this or I’ll be in serious trouble.
• Tell them you lost it, they won’t know any different.
• I broke it, but I’m not telling anyone. She can take the blame.
• I know who is taking stuff from the equipment room, but I’m not going to be the one to dob them in.
• Come on, graffiti is an art form and it doesn’t hurt anyone.
After your discussion, consider the whole list and answer the following questions.
(a) Which of the scenarios would have put the most pressure on you to either say ‘yes’ or comply?
(b) List what the consequences could be if you said ‘yes’ to or did not disagree with each scenario. Think
about your responsibilities to your school, parents, friends, yourself and people you don’t even know.
(c) List the possible consequences you would personally face if you said ‘no’ to any of the scenarios.
(d) Did you disagree with any of the responses from other members of your group? Why?
Conflict resolution
3. Work with a partner to complete the following questions.
(a) Describe a person with whom you can communicate easily. What is it about the person that
makes communication easy?
(b) Describe a conflict you have recently been through or are currently experiencing. It could be with a
parent, friend, teacher or coach. You don’t need to share this if you would prefer not to. Describe
(in general terms) what you felt was the underlying issue (for example a lack of communication or a
misunderstood meaning).
(c) Use your partner to help role-play a conflict-resolution discussion that might lead to solving the
conflict. Refer to advice provided in this subtopic to help with your discussion.
(d) Did you reach a resolution? If so, what was it? If not, what barriers prevented a resolution?
Harm reduction
4. Choose one of the following harm reduction strategies and use it as the basis for a class debate.
• Needle exchange programs
• Safe injecting houses
• No smoking in restaurants or pubs
• Ecstasy testing kits
• Hidden speed cameras
Pdf_Folio:188
Elaborate
3. In which situations do you wish you were more assertive?
4. What is meant by being ‘pro-social’? What are some examples you can think of besides those given in this
subtopic?
5. What situations might you face in the next five years that will require you to be assertive?
Evaluate
6. Describe and rank ten harm-minimisation techniques that you could use to help avoid risk or injury.
7. What safety precaution or device do you most often utilise?
Determining your own sexual limits and discussing these limits with your partner are an
important part of a relationship.
Pdf_Folio:190
Sexual choices made under the influence of drugs and alcohol can result in feelings of
concern and embarrassment.
HEALTH FACT
If someone has an STI, they may still look and feel healthy. You won’t necessarily be able to tell someone is
infected by looking at them. Often, STIs have no obvious symptoms, particularly in females.
7.5 Activities
STI awareness campaign
1. Use the Promoting awareness about STIs weblink in the Resources tab and view the advertisement that is
part of an STI campaign. Use the information on this site to write a design brief for a new campaign
promoting STI awareness that would be relevant to young people. You may like to choose one STI to focus
on. Organise to role-play it to your class.
Digital doc: Worksheet 7.4 Exploring beliefs and expectations about male and female sexual behaviour (doc-29359)
Weblink: Promoting awareness about STIs
Elaborate
2. Write a ‘personals’ advertisement of 30 words or less for your ideal partner.
Evaluate
3. Evaluate how power and gender expectations affect decisions about sexual activity and risk taking.
4. Use the Researching STIs weblink in the Resources tab to find out more about specific sexually transmitted
infections. How are most of these STIs transmitted? What is the best way to protect yourself against most
STIs?
Pdf_Folio:193
HEALTH FACT
Not all contraceptive methods provide protection against STIs. The best way to reduce your risk of STIs when
engaging in sexual activity is to use barrier protection such as male and female condoms.
Pdf_Folio:194
The pill — a small tablet The pill stops an egg Irregular Safe to be used It is obtained by
made up of the two female from being released bleeding by most women. prescription after
hormones: oestrogen and from the ovaries each between Women with heart having a medical
progesterone month. One pill must periods conditions, high check-up by a
be taken every day, Sore breasts blood pressure, doctor or at a
starting from the first Nausea liver problems, family planning
day of the menstrual Weight gain certain migraines clinic.
cycle. and heavy
smokers should
talk to their doctor
first.
Mini-pill — like the pill, but This pill makes the Spotting Safe to be used It is obtained by
containing only mucus at the between by most women prescription after
progesterone entrance of the uterus periods except those with having a medical
thicker so sperm Irregularity in cancer of the check-up by a
cannot get through it. menstrual cycle reproductive doctor or at a
It also alters the lining organs or those family planning
of the uterus. who have had an clinic.
ectopic
pregnancy.
IUD (intrauterine device) The lUD hampers the Cramps and Can be used by It is inserted and
— a small plastic device sperm’s survival in the bleeding after women who have removed by a
that is placed inside the uterus. It also causes insertion had a baby. It doctor. A local
uterus changes in the lining Period pain and should not be anaesthetic is
of the uterus so an heavier periods used by people often used when it
egg cannot grow in it. who have more is inserted.
than one sexual
partner or who
change partners
regularly.
Condom — a rubber The condom is rolled None, except Can be used by all It can be
sheath that goes over the over an erect penis some people males purchased from
penis when erect before sex so semen may be allergic various outlets,
and the sperm in it to latex rubber including
are collected inside or the lubricant chemists,
the condom when that covers it supermarkets,
ejaculation occurs. vending machines
The condom is then and sexual health
removed after sex. clinics.
Female condom It is inserted into the None Suitable for all It is available from
(Femidom) — a long vagina before women most sexual
polyurethane tube with a intercourse to act as a health clinics,
flexible ring at each end barrier for sperm. some women’s
health centres and
chemists.
Pdf_Folio:195
(Continued)
Contraceptive implant The slow release of Irregular Suitable for most It is inserted and
such as Implanon — a progesterone stops bleeding women removed by a
small plastic rod containing ovulation occurring Headaches doctor. A local
progesterone that is while also changing Weight gain anaesthetic is
inserted under the skin of the uterus lining so an Sore breasts usually used.
the upper arm egg cannot grow.
Diaphragm— a small When placed in the A small number Suitable for any It is obtained with
rubber dome that is vagina, it covers the of women may woman who is prescription from
inserted into the vagina cervix so sperm are be allergic to comfortable fitting a doctor.
unable to reach an the rubber in and removing it
egg. the diaphragm
material.
Pdf_Folio:196
7.6 Activities
Safe sexual health practices
1. Read through the scenarios below and then answer the questions that follow.
Couple 1
Julie and Dean have been seeing each other on and off for about a year. Dean doesn’t really want to be in a
committed relationship, preferring to have a casual relationship. He hasn’t told Julie this. They have slept
together once after a party, but neither remembers what really happened because they were both drunk.
While they have been seeing each other, Dean has also been sexually active with people other than Julie.
He’s pretty sure the other girls have always been on the pill.
Couple 2
David and Peter are attracted to each other and have been out together a couple of times. This is their first
same-sex attracted relationship. They have spoken about how they feel towards each other, but do not yet
feel ready to be involved in any sexual activity. David has also told Peter about a previous girlfriend that he
slept with on a couple of occasions. They had always used condoms.
Couple 3
Sam and Jacinta have been together for six months. They have started being sexually active — deep kissing,
sexually touching and oral sex. However, they have not had intercourse because Jacinta has told Sam she
does not want to get pregnant. They both live in a small country town, so she is worried that her parents will
find out that she is sexually active if they try to obtain some type of contraception.
(a) Discuss the safe and unsafe sexual practices of each couple.
(b) Identify the couple that has most effectively planned and taken responsibility for managing their
sexual health. Explain your reasons.
(c) Suggest an appropriate method/s of contraception for Sam and Jacinta.
Weblink: Contraception
Elaborate
2. Discuss the effects of unplanned pregnancy.
3. Describe the difficulties involved in being a teenage parent.
Pdf_Folio:197
To administer first aid successfully, we must have a plan of action that will work for all types of situations,
from a serious car accident to a sprained ankle.
In an emergency situation, we need a set of priorities in our plan of action. This allows us to address the
most life-threatening injuries first. For example, we must attend to a person’s compromised breathing before
we attend to broken bones, as a person does not usually die from a broken bone. The most widely used plan
of action is the DRSABCD action plan. Each letter stands for an aspect of first aid and is listed in order of
priority.
In small groups, access the DRSABCD and Man saved weblinks in the Resources tab. Compare the
information in the poster and news clip with movies you have seen in which characters have dealt with an
emergency situation. What were some of the techniques used to revive the casualty? Did any actions appear
unrealistic or negatively affect the health of the casualty?
Weblink: DRSABCD
Weblink: Man saved
Pdf_Folio:198
supporting the jaw with one hand and tilting the chin forward.
When checking the airway, the unconscious casualty D - Defibrillation
should be rolled onto their side (recovery position) only if • Attach an AED as soon as available and follow the
prompts
foreign material is present in the mouth.
Breathing
• Look for signs of life — is the lower chest or abdomen rising and falling?
• Listen for the sound of air leaving the nose and mouth, such as wheezing or coughing.
• Feel on the side of the rib cage for the rise and the fall of the chest. You can also feel for air leaving the
mouth and nose by placing your cheek close to the casualty’s mouth and nose.
If the casualty is breathing but not responding, an ambulance must be called immediately (dial 000).
Continue to monitor the breathing.
If the person is not breathing, an ambulance must be called (dial 000) and then CPR should be commenced
immediately.
Compressions (CPR)
If the casualty is unconscious, shows no signs of life and is not breathing normally, cardiopulmonary
resuscitation (CPR) must be commenced immediately. CPR is a combination of rescue breaths and chest
compressions, and effectively keeps the patient alive by oxygenating the blood with the rescue breaths and
providing artificial blood circulation with the chest compressions (the heart is squeezed between the sternum
and the vertebrae) until more advanced life support arrives.
Pdf_Folio:199
An automated external defibrillator (AED) (a) in a shopping centre (b) on a demonstration model for training.
(a) (b)
Pdf_Folio:200
Danger
First check for dangers to yourself, bystanders and the casualty. Dangers such as oncoming traffic, fuel spills,
blood, broken glass, twisted metal and debris or power lines all pose a danger to everyone involved. Strategies
for removing these dangers include having bystanders flag and divert traffic from a safe distance, and using
a stick or other implement to shift sharp or hot objects. When the dangers can be eliminated and it is safe to
proceed, do so. Move the casualty only if a danger cannot be removed, such as if the vehicle is on fire.
Response
Which casualty is likely to be more seriously injured? From initial observation, it is likely the motorcyclist.
You should first establish whether the casualty is conscious or not. You should approach the motorcyclist and
loudly say things like ‘Can you hear me?’, ‘Open your eyes’, ‘What’s your name?’ and ‘Squeeze my hands’.
(Remember this by the acronym ‘COWS’.) If the casualty responds, check for bleeding and other injuries
such as broken bones while a bystander calls for an ambulance. Unfortunately, in this case, the casualty has
not responded. What do you do now?
Pdf_Folio:202
Pdf_Folio:203
Defibrillation
Position and placement of an automated
After two minutes of CPR, a bystander approaches you with an
external defibrillator (AED) using adhesive
AED. The motorcyclist is still not breathing, and so it’s impor- pads
tant for you to attach the AED as soon as possible; however,
you must continue CPR until the AED is ready.
Attach the AED as shown in the figure at right and then fol-
low the prompts given by the device. The instructions are very
clear and you will be guided through the process by an auto-
mated voice. The AED should be attached to the motorcyclist’s
skin directly and any wet clothing should be removed. It is very
important not to touch the motorcyclist or the AED while it is
delivering the electric shock to the motorcyclist.
Shortly afterwards, the heart re-establishes a regular rhythm
and the motorcyclist resumes breathing. You continue to mon-
itor vital signs of the casualty until the ambulance arrives.
Pdf_Folio:204
7.7 Activities
Debate the compulsory
1. Conduct a class debate on whether all people should have compulsory CPR training.
Pdf_Folio:205
Accident scenario
5. Complete the Accident scenario worksheet in the Resources tab for more practice in what to do in an
emergency.
Elaborate
7. Why is your own safety and that of the bystanders a higher priority than the safety of the casualty in an
emergency situation?
Evaluate
8. What is an AED and under what circumstances should a first aider use one on a casualty?
9. If the chest does not rise and fall when giving rescue breaths, what should you check?
Weblink: CPR
Pdf_Folio:207
215 76
50 10 year average
45 2016/17
43
41 40
40
37 37 36 36
35 34
Number of drownings
35
31
29 29
30 28 29 28
26
25
20
15
10 8 8
5 6
5 4
2
0
0–4 5–9 10–14 15–17 18–24 25–34 35–44 45–54 55–64 65–74 75+
Age in years
People involved in swimming and recreation pursuits, boating and falls comprise the greatest proportion of
drowning deaths. As the following figure shows, many people who drown do not intend to enter the water.
Pdf_Folio:208
Swept in or
Swept away 2% Fishing 1%
Jumped in 4%
Non-aquatic
transport 7%
Falls 16%
Bathing 8%
Boating 13%
Diving 8%
Sea
• Waves can cause difficulty for weak swimmers and
non-swimmers.
• Inshore holes can cause unsuspecting bathers to fall or
go out of their depth.
• Rips are fast-flowing currents that move out to sea (see the
figure at right). They can be identified by discoloured water,
foam on the surface extending beyond the breaking waves,
a ripple appearance when the water around is generally calm, Beach
and larger waves breaking on either side or further out.
Pdf_Folio:209
Accept responsibility
A bystander must take the responsibility of helping the person in danger. At a crowded emergency scene,
individuals may assume that someone else will save the person in trouble. This is usually because people are
unsure of what to do. Efficient communication is required between bystanders to find out whether the person
in danger is being helped.
Pdf_Folio:212
Throw
The rescuer stays on land and throws an object if the A throw rescue
victim is too far away to reach. The object should ideally
be used to pull the victim to safety (for example, a rope)
or be able to be used as a flotation device (for example,
a kickboard or plastic container).
Wade
If a person cannot be rescued by reaching or throw-
A wade rescue
ing, the rescuer may enter the water. This technique
brings the rescuer closer to the victim. When wading,
the rescuer must be careful to test the depth of the water.
Row
If the water is too deep to wade, a suitable rescue craft
A row rescue
can be used to get closer to the victim (for example, a
surfboard, canoe or boat).
Swim
Swimming to the casualty is the second-least safe
method of rescue.
Tow
If all the techniques previously described fail or are
The tow rescue is the least safe.
unsuitable, physically towing a victim is the last option.
A rescuer is most vulnerable to danger using this tech-
nique. There are a number of safety tows that can be
adopted to rescue victims. If you want to find out more
about these tows and other rescue techniques, you may
like to enrol in a Royal Life Saving Society certificate
course. There is a wide range of certificates, ranging
from beginners to advanced.
Pdf_Folio:213
Management
• Immobilise the casualty. This means placing them in a position that will prevent the spine from moving
in any direction and keeping them as still as possible. If face down, the casualty should be rolled over as
soon as possible.
• Clear and check airway. Follow the same process as for DRSABCD. Maintain breathing, and if breathing
is absent, commence CPR.
• Recruit other people to assist.
• Stabilise the casualty. The assistants can help to keep the casualty steady and still until medical help
arrives, or they can assist to remove the person from the water.
Rescuer 1: keeps the head and neck steady.
Rescuer 2: keeps the hips steady and at water level.
Rescuer 3: keeps the legs and ankles steady.
If a stretcher or board is available, the casualty may be placed on it.
• Removal from the water should be attempted only if the casualty cannot be kept comfortable in the water
until medical help arrives. When removal is necessary, it should be attempted only if the casualty is on
a board. If care is not exercised, the injury could be made much worse than it already is.
Pdf_Folio:214
98.4ºF
Pdf_Folio:215
Huddle
HELP
Swimming
Treading water
Pdf_Folio:216
Weblink: Chilling truth
Investigate
2. Use the weblinks in the Resources tab and other sources to investigate one of the programs or groups.
Evaluate the range of programs and strategies it provides to encourage people to participate safely in
physical activities.
Match up
3. Match each term below with its definition
Term Definition
Ventilation To prevent from moving
Immobilise Excessive loss of salt and water from the body
Dehydration A severe accidental cooling of the body
Coma The mechanics of breathing
Hypothermia A method of providing artificial blood circulation to a person who is unconscious,
shows no signs of life and is not breathing normally
Huddle position A condition in which the brain fails to respond to the message sent to it
CPR A position in the water where a group of people press close together to minimise
heat loss
Spinal safety
4. Use the Spinal safety weblink in the Resources tab and watch the video about a person with a spinal injury,
and then answer the following questions.
(a) How would you raise awareness about some of the common causes of spinal injuries?
(b) Were you surprised that most spinal injuries occur as a result of falls of only one metre or less?
(c) What strategies could be used to reduce the likelihood of spinal injuries occurring?
(d) What types of things should you be looking for before diving or jumping into a river or dam, or off a pier?
Weblink: AUSTSWIM
Weblink: Surf Life Saving New South Wales
Weblink: St John Ambulance Australia
Weblink: Spinal safety
Pdf_Folio:217
Evaluate
4. Males aged 25–34 and adults aged 65 + represented a large proportion of drownings in 2016–17.
(a) What factors do you think contribute to the high incidence of drownings in these two age categories?
(b) What do you think families, local communities and governments can do to reduce this statistic?
(c) Investigate the Grey Medallion weblink. What does this government strategy hope to achieve?
7.9.1 Preventing and reducing injury The injuries sustained by Alisa Camplin,
A sporting injury can be defined as any condition that causes a former world aerials ski champion.
player or athlete to miss a game or training, leave the field of
play, or seek medical treatment or first aid. Prevention is the key
to reducing the incidence and severity of sports injury. Extensive bone bruising
to both ankles, ripped
Sports Medicine Australia (SMA) is a national umbrella body Achilles tendon
for the prevention of lifestyle diseases associated with inactivity Three separate
and the promotion of health and wellbeing through safe partici- moderate medial
ligament injuries
pation in physical activity. They provide training and resources Two right knee
reconstructions
in sports medicine, sports science and injury prevention. Use due to severed
ACL
the Injury fact sheets weblink in the Resources tab to visit the
SMA website and find out more about the most common types
of sports injuries and ways of preventing injury. As a group, Pelvic problems
choose an acute injury and read through the fact sheet. Discuss Nine cracked ribs
Broken hand
Pdf_Folio:218
The top most frequent injuries in AFL football, how they are treated and the length of time the player may be away
from the game
10
4
3
1
1 Hamstring tear — Ice treatment and rest are followed by stretching exercises. One week to six months
off.
2 Facial lacerations — A bad cut may need to be stitched. Players aren’t allowed on the field if they are
bleeding. Most players will return to the field, or at worst, be back by the next game.
3 Groin injury — Muscles in the groin are usually strained by stretching the legs too far. Depending on the
severity of the injury, the player may have from one week to six months away from play.
4 Thigh haematoma — Mild to severe internal bruising. Ice treatment and stretching exercises are used to
treat this injury. The player will probably be back by the next game.
5 Sprained ankle — Depending on the severity of the sprain, treatment ranges from strapping the ankle to
Pdf_Folio:219 reconstructive surgery. This may mean 2–12 weeks away from the game.
Acute sports injuries mostly occur spontaneously and are usually very painful. The injury may occur due
to an action within an event, a type of contact as part of a game, or an exercise within an intense training
session. All areas of the body are at risk of suffering an acute sporting injury. If not treated correctly, such
injuries may deteriorate to a form of overuse or chronic injury.
Knee injuries
Of the major sports injuries in Australia, knee injuries rank the highest in terms of cost to the community —
in both direct medical costs and indirect costs due to time off work. Netball is one of the largest contributing
sports for ACL injuries and women are more likely to suffer this type of injury than men.
Anterior Medial
cruciate meniscus
ligament
(can be
ruptured)
Lateral
meniscus
(cartilage)
Fibula
Direct blow
to front of
Tibia tibia
Pdf_Folio:220
Pdf_Folio:224
(a) Gloves, pads and a helmet are used to protect the batsman against impact from the ball. (b) The goal posts in
netball are padded to protect players from injuries.
(a) (b)
Poor design or faulty equipment and poor playing surfaces may also lead to injuries that could have been
prevented. It is important that equipment is checked and maintained regularly and that playing areas are level
and firm, sprinklers are not left uncovered, and that permanent features such as goal posts are padded and
highly visible. It is also important that spectators are kept well away from the players.
Many protective devices have been designed to reduce injury. Players in World Series Cricket were the first
to wear helmets in cricket. Helmets have since been modified and players are encouraged to wear them in
most standards of cricket.
Pdf_Folio:225
Pdf_Folio:226
7.9 Activities
Injuries
1. Investigate common overuse injuries relevant to a sport of your choice. Use the Injury fact sheets weblink in
the Resources tab to select one overuse injury and read through the fact sheet. Summarise the important
information and record any interesting aspects of the injury. Develop a PowerPoint presentation and present
your research to the class.
Sports medicine
3. (a) Research each of the following fields of medical practice.
• Physiotherapy
• Osteopathy
• Chiropractic
• Strength and conditioning
(b) In pairs, role-play a radio interview with a practitioner in each field, and provide information on:
i. the theory behind the practice
ii. the role they play in injury prevention, injury management and injury rehabilitation
iii. the qualifications required to practise in each field.
Class debate
4. Conduct a class debate on the following topic: ‘A player should not be required by law to divulge their
HIV/hepatitis status’.
Affirmative: This group will argue for the issues being presented — that a player should not be required by
law to divulge their HIV/hepatitis status.
Negative: The other group will argue against the topic — That a player should be required by law to divulge
their HIV/hepatitis status to club administration, fellow players and competitors.
Pdf_Folio:228
Elaborate
4. Imagine you are a sports trainer for a local basketball team. One of the players goes up for a rebound, lands
on the foot of another player and rolls his ankle.
(a) Use the SALTAPS checklist to assess the player’s injury.
(b) What type of injury is likely to have occurred?
(c) Describe the RICER management plan you would recommend to enhance the recovery process.
5. Why should team managers ensure that spare uniforms are available at each game?
6. Discuss whether you think interschool sport in Australia should adopt a classification system similar to the
one used in the United States to help reduce the risk of injuries occurring due to inequality in size and
strength that is present when teams are categorised only by chronological age.
Evaluate
7. Evaluate the protective equipment in a sport of your choice. List all the protective equipment required for
your chosen sport and rank each item in order of importance. What types of injuries could be prevented if the
protective equipment is worn?
8. Imagine a netball player has accidently been hit in the face by the ball during play and her nose starts to
bleed. Some of the blood drops onto the ball.
(a) What responsibility does the umpire have upon noticing the exposed blood?
(b) Describe how blood droplets on a basketball or netball court should be cleaned up.
(c) Blood has dripped down the front of the bleeding player’s dress and her bib. Once her nosebleed
is under control and no longer bleeding, can she recommence play? What additional precautions
should be taken before she returns to the game?
Pdf_Folio:229
Weblink: DrinkWise
7.10.2 Alcohol
High levels of alcohol consumption can cause immediate and long-term threats to life. In the short term, one
of the risks is alcohol overdose, which leads to poisoning or unconsciousness, and can cause asphyxiation
through ingestion of vomit. Alcohol is the major contributing factor in boating, swimming and car accidents.
Alcohol is also the leading cause of drug-related deaths in people under the age of 30.
In the long term, excessive consumption of alcohol has been linked to heart disease, stroke, liver disease,
pancreatic disease and cancer of other organs. Alcohol is a widely used and ‘socially accepted’ drug — while
85 per cent of Australians regularly drink alcohol, less than 2 per cent of the population use illicit drugs.
However, the situation is improving for young people:
• The amount of young people who drink alcohol is declining, and the age when the first drink of alcohol
is consumed in going up — from 15.7 years in 2013 to 16.1 years in 2016. So young people are drinking
less and starting later.
• In 2016, 82% of 12–17-year-olds reported that they abstained (did not drink) from alcohol — an increase
from 72% in 2013.
• The amount of 18–24-year-olds who reported drinking five or more standard drinks on a single occasion
has reduced from 47% in 2013 to 42% in 2016.
Pdf_Folio:230
Alcohol affects all parts of the body, in both the short and long term.
Pdf_Folio:231
Risky regrets
2. Make a list of things people may do under the influence of alcohol that they wouldn’t normally do or may
regret doing.
Safety rank
3. Rank these safety strategies into two categories: ‘vitally important’ and ‘not as important’.
(a) Always move about with a friend or friends.
(b) Carry your mobile phone.
(c) Let your parents know what time you will be home.
(d) Organise to have your parents pick you up at a specific time.
(e) Don’t accept open cans or bottles from strangers.
(f) Don’t put your drink down.
(g) Let your parents know where you are going.
(h) Leave the party early if you feel uncomfortable or ill at ease.
(i) Always trust your ‘gut feeling’ and act on it.
(j) Look after your friends and leave when they leave.
(k) Ask who is going to supervise the party before you accept an invitation.
(l) Ask whether alcohol will be allowed at the party and make up your own mind about whether you
should go or not.
House party
7. Discuss problems with holding parties at your own house. Use the Police partying weblink in the Resources
tab to visit the New South Wales police website and see how they are assisting to make house parties safer.
Evaluate campaigns
9. Use the Hello Sunday Morning weblink in the Resources tab to view a campaign related to drinking.
Discuss the message it is trying to send and evaluate its effectiveness at addressing the problem.
Pdf_Folio:233
Elaborate
3. Do you think the legal drinking age should be raised to 21? Why or why not? Use the internet and other
sources to research countries that have a legal drinking age of 21 and their reasons for enforcing this age
restriction.
Evaluate
4. How effective are police alcohol-safety campaigns? Outline the reasons for your view.
5. How influential are stories about celebrity binges? In what ways do they influence your behaviour?
Pdf_Folio:234
7.11.1 Dangers of drugs Smoking is harmful for everyone, but it is also illegal for
Smoking is the leading cause of preventable tobacco products to be sold to people under the age of 18.
death in Australia. Through the introduction
of tougher laws and confronting advertising
campaigns, the percentage of people smoking
is decreasing; however, it is still a major con-
cern, with smoking killing more Australians
every year than road accidents, alcohol and
other drugs combined. On the other hand,
the use of illicit drugs — especially so called
‘party drugs’ — is increasing.
We all know smoking and illicit drugs are
bad for our health, so why do people still use
them? List as many reasons as you can.
7.11.2 Smoking
Choosing to smoke cigarettes is often the result of peer pressure or poor role modelling. The government
continues to bring in rules and initiatives to help reduce the number of people who smoke; some of these
initiatives include banning smoking in public places, using graphic anti-smoking advertisements on television,
placing warning labels on cigarette packets and introducing plain tobacco packaging. The government has also
passed legislation to prevent the advertising of cigarettes. The Quit campaign is very active in its efforts to
minimise the harm caused by cigarettes. Current rates of smoking among high school students have gone
down dramatically: from 27.3 per cent in 1984 to only 6.7 per cent in 2014.
Immune system
• Increased susceptibility to infection
Pdf_Folio:236
Amphetamines ‘The drugs that’ll keep you awake • Anxiety and irritability
all night’ • Panic attacks
• Paranoia
• Depression
• Blood-borne infections (through
sharing needles)
• Increased heart rate and irregular
heartbeat
• Increased breathing rate
• Heart palpitations
• Headaches
• Dizziness
• Insomnia
• Malnutrition
• Emotional problems
• Amphetamine psychosis and paranoid
delusions
(Continued)
Pdf_Folio:237
Pdf_Folio:238
(Continued)
Pdf_Folio:239
7.11 Activities
Less smoking
1. In groups, brainstorm reasons why the percentage of young people smoking has decreased over past years.
Debate
2. As a class, debate the topic ‘Smoking should be illegal’.
Intervention
3. (a) If you had a friend or group of friends who you felt were endangering their health and wellbeing by
using illicit drugs, what would or could you do? Discuss this in a small group, then report to the
class.
(b) As a class, compile a list of everyone’s ideas.
Illicit drugs
4. Create a pamphlet warning of the dangers of an illicit drug of your choice. In the pamphlet, give
harm-minimisation advice. Use the information in this subtopic and other sources to help you.
Effects
6. Research the long- and short-term effects of an illicit drug, as well as how use of this drug might affect
everyday life. Report back to the class with an overview of the physical, mental, social and financial effects.
Effective campaign
7. Use the Quitnow weblink in the Resources tab to watch anti-smoking campaigns from Quitnow. Comment
on their effectiveness.
Community support
8. Investigate one of the local youth support services in your area that helps young people with problems
involving illicit drugs.
Address the following questions:
(a) What support do they offer young people?
(b) Would this be helpful to you?
(c) Would you use this service? Why or why not?
(d) Would you or recommend this to a friend if they needed help with illicit drugs?
Weblink: Quitnow
Pdf_Folio:241
Elaborate
2. Why does the government legislate and spend money on smoking issues?
3. Why do you think illicit drugs are often mentioned in politics?
Evaluate
4. Comment on the effectiveness of warning labels on cigarette packaging.
5. Evaluate what influences your attitudes towards drugs.
Learning to drive is a mark of independence and something many teenagers look forward to, but with
it comes many risks.
Pdf_Folio:242
400
Annual deaths
300
200
100
0
2005 2007 2009 2011 2013 2015 2017 2005 2007 2009 2011 2013 2015 2017 2005 2007 2009 2011 2013 2015 2017
400
Annual deaths
300
200
100
0
2005 2007 2009 2011 2013 2015 2017 2005 2007 2009 2011 2013 2015 2017 2005 2007 2009 2011 2013 2015 2017
Pdf_Folio:243
Source: Australian Road Deaths database, September 2018 © Commonwealth of Australia
Gender statistics
Males account for 79 per cent of all deaths on our roads. During the 12 month period from mid 2017 to mid
2018, 171 males and 45 females were killed on New South Wales roads.
1500
Males
Females
1200
Annual deaths
900
600
300
0
2005 2007 2009 2011 2013 2015 2017 2005 2007 2009 2011 2013 2015 2017
Years
Source: Crash and Casualty Statistics NSW, data for 1996–2017 © State of New South Wales (Transport for NSW)
Drink-driving
Alcohol continues to be a major factor in serious casualties, with more than a quarter of fatal crashes involving
a driver over the legal blood alcohol concentration (BAC) limit. Thirty per cent of all deaths and serious injuries
resulting from crashes are a result of drink-driving. The risk of involvement in a casualty crash increases
rapidly with increasing BAC levels. This is true for all motorists; however, studies have shown that the risks
are significantly higher for younger drivers. In Australia, 33 per cent of all drink drivers involved in fatal
accidents are aged between 17–24.
Pdf_Folio:244
120
Number of deaths
100
80
60
40
20
0
90
91
92
93
94
95
96
97
98
99
00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
19
19
19
19
19
19
19
19
19
19
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
Years
1970 (28.9)
30
Road deaths per 100 000 population
25 Peak of 1982
Roaring 1920s 1971 RBT
Compulsory
20 seatbelts
1950–60s 2000
Rapid 1990
15 RS 2000 Graduated
motorisation Licensing
1930s Strategy
WW II Scheme
10 Depression
1991
1908 (7.6) Speed 2014
cameras (4.1)
5
Road Safety
Strategy 2012–21
1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2014
Century of fatality rate trends
Pdf_Folio:245
7.12.5 Fatigue
Driving when fatigued is extremely dangerous. It is estimated that fatigue is a factor in 20 per cent of crashes.
Most fatigue crashes occur during normal sleeping hours; however, fatigue is also common during daylight
hours. Fatigue-related crashes seem to relate more to what drivers do before they begin their trip. Lack of
sleep is a critical factor. Young drivers will be more at risk if:
• heavy study loads and work are combined with late-night socialising
• sleeping patterns change
• alcohol or other drugs are consumed.
Pdf_Folio:246
Pdf_Folio:247
35
30
Risk of crash – times more likely
25
20
15
10
5
4
2
0
0.02 0.04 0.06 0.08 0.10 0.12 0.14 0.16 0.18
0.05 0.15
Blood alcohol concentration (BAC)
If you are no longer a probationary driver, and you must drive after having a couple of alcoholic drinks,
it is important that your blood alcohol level remains below 0.05; however, remember that it is still safest
to drive with no alcohol at all in your body. Use the Standard drinks interactivity in the Resources tab to
learn more.
Pdf_Folio:248
Illicit drugs
The effects of illicit drugs have been described in general in subtopic 7.11. Table 7.6 on the next page
summarises the effects specifically related to driving.
Pdf_Folio:249
Hallucinogens • Distort driver’s visual perceptions, making it difficult to judge distances and
speed
• Decrease ability to coordinate the appropriate reaction when driving
• Tiredness associated with an inability to sleep can greatly affect the driver’s
reflexes and ability to concentrate on driving
Polydrug use • Occurs when more than one drug is mixed at the same time so that both are
active in the body. This can include alcohol, prescription and/or illicit drugs.
Source: Road safety issues in society, Ed. J Healey, Vol. 204, The Spinney Press, Thirroul NSW, 2004, pp. 24–7.
Pdf_Folio:250
55 km/h 55 km/h
60 km/h 60 km/h
Speed
Speed
65 km/h 65 km/h
70 km/h 70 km/h
75 km/h 75 km/h
80 km/h 80 km/h
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85
Distance (metres) Distance (metres)
Pdf_Folio:251
7.12 Activities
NSW Interactive Crash Statistics
1. Use the Crash statistics weblink in the Resources tab to view the statistics and then answer the following
questions.
(a) What is the total number of male and female road users killed and injured on New South Wales
roads since 2011?
(b) What age group and gender has the greatest rate of injury overall?
(c) Which Local Government Area (LGA) has the greatest rate of injury in New South Wales?
(d) Research and compile a report on injury statistics for people in your age group outlining the areas
of concern from your perspective.
Role-play
3. Use your understanding of the effects of drink-driving accidents and effective advertising campaigns to write
a radio script for an anti-drink-driving advertisement.
Safety rating
4. Look up the safety rating of three different types of cars using the ANCAP safety rating weblink in the
Resources tab and comment on their safety ratings.
Pdf_Folio:252
Promote it
7. Create your own road safety commercial that promotes minimising harm and show it at your school
assembly. Your commercial could involve acting or a PowerPoint slideshow.
Elaborate
3. What safety technology has most improved car safety?
4. What are the main distractions to drivers and how do they affect driving?
5. Are there any road safety policies you disagree with? Why?
6. What road safety policies would you suggest to reduce the fatalities of young drivers?
Evaluate
7. Why do some people argue that the legal BAC should be decreased to 0.02? Give three reasons to support
this argument and three reasons against it.
7.13 Review
7.13.1 Summary
• Mental illness is a term used to describe a group of serious and long-lasting mental health problems.
They can be classified as psychotic or non-psychotic.
• Stigmas relating to mental illness need to be challenged.
• Risk-taking is part of everyday life and can have positive or negative effects on people and property.
• Adolescents are more likely to undertake harmful risks due to inexperience.
• Making responsible decisions will minimise harmful risk-taking.
• Outdoor adventure activities and many sports offer an outlet for acceptable risk-taking.
• Harm-minimisation strategies are designed to reduce risk and limit potential harm.
• Federal and state governments have introduced harm-minimisation strategies in many areas, including
Pdf_Folio:253 smoking, road safety and illicit drugs.
ESSENTIAL QUESTION
How can I rise to meet the challenges facing young people, support others and respond positively while being the
best person I can?
Evaluate your initial response to the essential question after having studied this topic.
Pdf_Folio:256