(Download PDF) Understanding Human Behavior A Guide For Health Care Professionals Mindtap Course List 10Th Edition Alyson Honeycutt Full Chapter PDF

Understanding Human Behavior: A
Guide for Health Care Professionals

(MindTap Course List) 10th Edition
Alyson Honeycutt
Visit to download the full and correct content document:
https://ebookmass.com/product/understanding-human-behavior-a-guide-for-health-ca
re-professionals-mindtap-course-list-10th-edition-alyson-honeycutt/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Nutrition for Health and Health Care (MindTap Course

List) 7th Edition, (Ebook PDF)
https://ebookmass.com/product/nutrition-for-health-and-health-
care-mindtap-course-list-7th-edition-ebook-pdf/
Nutrition for Health and Health Care (MindTap Course

List) 7th Edition Linda Kelly Debruyne
https://ebookmass.com/product/nutrition-for-health-and-health-
care-mindtap-course-list-7th-edition-linda-kelly-debruyne/
Functional And Clinical Neuroanatomy. A Guide For

Health Care Professionals Jahangir Moini
https://ebookmass.com/product/functional-and-clinical-
neuroanatomy-a-guide-for-health-care-professionals-jahangir-
moini/
Understanding Pharmacology for Health Professionals 5th

Edition, (Ebook PDF)
https://ebookmass.com/product/understanding-pharmacology-for-
health-professionals-5th-edition-ebook-pdf/
Physics for Scientists and Engineers (MindTap Course
List) 10th Edition Serway
https://ebookmass.com/product/physics-for-scientists-and-
engineers-mindtap-course-list-10th-edition-serway/
Java Programming (MindTap Course List), 10th Edition

Joyce Farrell
https://ebookmass.com/product/java-programming-mindtap-course-
list-10th-edition-joyce-farrell/
Wound Care: A Collaborative Practice Manual for Health

Professionals (Sussman, Wound Care) 4th Edition, (Ebook
PDF)
https://ebookmass.com/product/wound-care-a-collaborative-
practice-manual-for-health-professionals-sussman-wound-care-4th-
edition-ebook-pdf/
Medical Terminology for Health Professions, Spiral

bound Version (MindTap Course List) 9th Edition Ehrlich
https://ebookmass.com/product/medical-terminology-for-health-
professions-spiral-bound-version-mindtap-course-list-9th-edition-
ehrlich/
Business Law: Text & Exercises (MindTap Course List)

10th Edition Roger Leroy Miller
https://ebookmass.com/product/business-law-text-exercises-
mindtap-course-list-10th-edition-roger-leroy-miller/
10th Edition
Understanding
Human Behavior
A Guide for Health Care Professionals
Alyson Honeycutt, M.A., N.C.C.
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
Copyright 2024 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Understanding Human Behavior: A Guide for Last three editions, as applicable: © 2018, © 2012, © 2004
Health Care Professionals, Tenth Edition Copyright © 2024 Cengage Learning, Inc.
Alyson Honeycutt ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
SVP, Product: Cheryl Costantini copyright owner.
VP, Product and Marketing: Thais Alencar
Portfolio Product Director: Jason Fremder For product information and technology assistance, contact us at Cengage
Learning Customer & Sales Support, 1-800-354-9706
Associate Portfolio Product Director:
Laura Stewart For permission to use material from this text or product, submit all requests
online at www.cengage.com/permissions. Further permissions questions can
Product Manager: Andrea Henderson
be e-mailed to permissionrequest@cengage.com
Product Assistant: Jannell Whitted
Learning Designer: Deb Myette-Flis Library of Congress Control Number: 2023932104

ISBN: 978-0-357-61860-8
Senior Content Manager: Kenneth McGrath
Digital Delivery Quality Partner: Lisa Christopher Cengage Learning

200 Pier 4 Boulevard
Director, Product Marketing: Neena Bali Boston, MA 02210
USA
Product Marketing Manager: Joann Gillingham
Cengage is a leading provider of customized learning solutions. Our
IP Analyst: Erin McCullough
employees reside in nearly 40 different countries and serve digital
Production Service: Lumina Datamatics Ltd. learners in 165 countries around the world. Find your local representative
at www.cengage.com.
Designer: Felicia Bennett
To learn more about Cengage platforms and services, register or access
Cover Image Credits: cover and interior; your online learning solution, or purchase materials for your course, visit
1633124830 imtmphoto/Shutterstock.com; www.cengage.com.
422341813 Pressmaster/Shutterstock.com;
1537293188 fizkes/Shutterstock.com;
2150323261 PeopleImages.com -
Yuri A/Shutterstock.com;
2085176281 LightField Studios/Shutterstock.com
Notice to the Reader

Publisher does not warrant or guarantee any of the products described herein or perform any independent analysis in connection with
any of the product information contained herein. Publisher does not assume, and expressly disclaims, any obligation to obtain and
include information other than that provided to it by the manufacturer. The reader is expressly warned to consider and adopt all safety
precautions that might be indicated by the activities described herein and to avoid all potential hazards. By following the instructions
contained herein, the reader willingly assumes all risks in connection with such instructions. The publisher makes no representations
or warranties of any kind, including but not limited to, the warranties of fitness for particular purpose or merchantability, nor are any
such representations implied with respect to the material set forth herein, and the publisher takes no responsibility with respect to such
material. The publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or part, from the
readers’ use of, or reliance upon, this material.
Printed in the United States of America

Print Number: 01 Print Year: 2023
Contents
Preface �� vii
Section I Becoming a Health Care Professional. . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1 Challenges and Responsibilities of Health Care Professionals . . . . . . . . 3

Challenges and Satisfactions in Health Care. . . . . . . . . . . . . . . . . . . . . . . . . .4
Providing Client-Centered Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Practicing Habits That Lead to Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Practicing Empowerment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Chapter 2 The Philosophy of Individual Worth and Equitable Care. . . . . . . . . . . . 13

The Meaning of Individual Worth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
What Is Bias? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Promoting Equity in Health Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Practicing Cultural Awareness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Cultural Competence and Health Care Outcomes. . . . . . . . . . . . . . . . . . . . . 18
Chapter 3 Self-Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Understanding Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Developing a Growth Mindset. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Your Role As a Health Care Professional . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Your Life Roles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Managing Your Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Section II Understanding Human Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter 4 Influences on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

The Basis of Human Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
How People are Alike and Different . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Genetic Influences on Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
The Developmental Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
How Physical and Social Environments Shape Behavior. . . . . . . . . . . . . . . . 38
Assuming Responsibility for Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
iii
iv Contents
Chapter 5 Physical Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Maslow’s Hierarchy of Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Importance of the Hierarchy of Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Physical Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Comfort and Safety Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Physical Needs and Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Chapter 6 Social and Emotional Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Social Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Self Esteem, Self-Concept, and Self-Awareness. . . . . . . . . . . . . . . . . . . . . . . 63
Self-Actualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Environmental and Cultural Influences on Social/Emotional Needs. . . . . . . . 71
Social/Emotional Competence for Health Care Professionals. . . . . . . . . . . . . 73
Chapter 7 Emotions and Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Meaning, Importance, and Physiological Effects of Emotions. . . . . . . . . . . . . 76
Stress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Positive and Negative Emotions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Formation of Emotional Patterns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Using Emotions Constructively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Chapter 8 Adjustment and Patterns of Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . 93

Understanding Adjustment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Emotions and Adjustment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Frustrations and Satisfactions in Daily Life. . . . . . . . . . . . . . . . . . . . . . . . . . 97
Improving Adjustment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Adapting to the Role of Health Care Professional. . . . . . . . . . . . . . . . . . . . 103
Section III Behavior and Problems in Living. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Chapter 9 Common Threats to Adjustment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Adjustment Through Stages of Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Adjusting to Life Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Social and Cultural Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Chronic Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Coping Skills and Resilience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Chapter 10 Effects of Trauma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

What Is Trauma?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Traumatic Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Domestic Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Reactions to Trauma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Trauma-Informed Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Contents v
Chapter 11 Defense Mechanisms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

The Purpose of Defense Mechanisms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Common Defense Mechanisms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Substance Abuse and Dependency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Defense Mechanisms and Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Chapter 12 Frustration and Inner Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Understanding Frustration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Effects of Frustration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Coping with Frustration and Inner Conflict. . . . . . . . . . . . . . . . . . . . . . . . 165
Frustration, Inner Conflict, and the Health Care Professional. . . . . . . . . . . . 171
Section IV Effective Human Relations and Communication. . . . . . . . . . . . . . . . . 175
Chapter 13 Effects of Illness on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Physical Effects of Illness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Emotional Effects of Illness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Effects of Serious Illness on Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
The Challenge for Health Care Professionals . . . . . . . . . . . . . . . . . . . . . . . 184
Chapter 14 Human Relations and Coping with Patient Behavior. . . . . . . . . . . . . . 187

Practicing Effective Patient Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Helping Patients Adjust to Illness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Guidelines for Interacting with Patients and Clients . . . . . . . . . . . . . . . . . . 190
Common Behavior Patterns of Patients. . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Chapter 15 Practicing Effective Communication. . . . . . . . . . . . . . . . . . . . . . . . . . 203

Observing and Interpreting Nonverbal Behavior. . . . . . . . . . . . . . . . . . . . . 204
Verbal Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Paraverbal Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Effective Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Improving Communication Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Section V Death and Loss. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Chapter 16 Grief and Loss Throughout Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Coping with Change and Loss. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Losses Throughout Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Losses due to Death. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Understanding Grief. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Role of Health Care Professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
vi Contents
Chapter 17 Death: Attitudes and Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

Changing Attitudes and Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
The Meaning of Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Death with Dignity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Issues Related to Care of the Dying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Legal Aspects of the Right to Die. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
A Challenge for Health Care Professionals. . . . . . . . . . . . . . . . . . . . . . . . . 249
Chapter 18 Caring for the Dying Person. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Reactions to Diagnosis of a Terminal Illness. . . . . . . . . . . . . . . . . . . . . . . . 256
Dying as a Growth Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Personal and Family Issues Related to Care of the Dying . . . . . . . . . . . . . . 259
Medical Issues Related to Care of the Dying. . . . . . . . . . . . . . . . . . . . . . . . 262
Rights of the Dying Person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Roles of Health Care Professionals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Section VI Trends in Health Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Chapter 19 Health Care Through the Ages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Healing in Early Civilizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Evolution of Modern Health Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Allopathic Medicine and Alternative Approaches . . . . . . . . . . . . . . . . . . . . 278
Innovations in Modern Medicine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
Issues in Health Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Staying Informed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
Chapter 20 What Is Healing? Who Is the Healer?. . . . . . . . . . . . . . . . . . . . . . . . . 291

Factors That Affect Healing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Who Gets Sick? Who Gets Well?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
The Holistic Approach to Health Care. . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
What Is Legitimate Therapy?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
Role of the Health Care Professional. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
Chapter 21 Managing Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307

Understanding Stress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Managing Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Reducing Physiological Effects of Stress. . . . . . . . . . . . . . . . . . . . . . . . . . . 310
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
Preface
Introduction
Understanding Human Behavior: A Guide for Health Care Professionals is designed to assist
students in health care education programs to learn basic principles of human behavior.
These principles provide a basis for increased self-understanding and improved interpersonal
relationships. With technological advances in diagnostic and therapeutic procedures, it is
easy for a health care professional to focus on procedures and routines. Patients, however,
want personalized care that conveys respect for the patient as a person.
Patients’ expectations are more likely to be met when health care professionals aim for
effective interaction with each patient. By consciously attending to each interaction with
patients, the health care professional will experience greater job satisfaction.
Organization
Understanding Human Behavior: A Guide for Health Care Professionals, Tenth Edition, is
organized to proceed from relatively simple information to more complex concepts, from the
known to the unknown, and from application to self to application in a variety of interper-
sonal situations. For that reason, Chapters 1 through 18 are designed for sequential study.
Chapters 19-21 do not follow the sequential pattern. Chapter 19 describes historical con-
tent and current developments in health care; Chapter 20 explores the nature of healing and
suggests guidelines for evaluating the legitimacy of various therapies. Each of these chapters
can be studied independently at any point in the course. Chapter 21 introduces the impor-
tance of managing stress and can potentially be assigned early in the program, so students
can start practicing stress management. Undertaking the role of a student, introduction to the
clinical setting, and care of the sick all include stressful experiences. Preparing to become
a health care professional includes learning the importance of self-care, and stress manage-
ment is an essential component of self-care.
Section I (chapters 1-3) provides an orientation to the role of health care professional, the
importance of accepting each patient as a worthwhile human being, the challenge of striv-
ing for self-understanding, and guidelines for personal and professional growth. Section II
(chapters 4-8) presents information about various influences on human behavior: the role
of heredity, basic physical and psychological needs, developmental factors, role of the social
environment, emotions and their power to influence behavior, and adjustment as a compos-
ite of all these factors. Section III (chapters 9-12) presents more complex concepts related to
human behavior: stressful events that occur in the lives of most people, domestic violence
and bullying, and the mental and emotional effects of traumatic experiences. Many victims
of a traumatic event subsequently require health care. For both personal and professional
reasons, health care professionals need to be aware of the mental/emotional and physical
effects of these traumatic experiences, as well as the potential for long-term adverse effects
on the victim. The remainder of Section III covers other factors related to one’s adjustment:
common defense mechanisms, inner conflict, and frustration.
vii
viii Preface
Section IV (chapters 13-15) explores the components of effective communication. Practice

exercises are designed to help students become better communicators by improving their
skills in sending, receiving, and observing verbal and nonverbal exchanges. These exer-
cises can involve all students and be accommodated readily within a class period. Section V
(chapters 16-18) provides an overview of practices in relation to death and dying and legis-
lation related to the rights of patients to participate in health care decisions, especially those
related to end-of-life care. The grief process is discussed in detail, with guidelines for assist-
ing the bereaved.
Section VI (chapters 19-22) is designed to encourage students to accept the changes that
inevitably will occur in the dynamic health care system. Chapter 19 provides a historical
overview that reflects the roots of current practices, including holistic health care. Chapter 20
describes the emergence of the holistic emphasis and spotlights several complementary
healing modalities that have gained widespread acceptance with the public. The reader is
encouraged to maintain an open mind in conjunction with a healthy skepticism in evaluating
various treatment modalities. Chapter 21 addresses stress management.
Changes to the Tenth Edition

Understanding Human Behavior, Tenth Edition, includes the following updates and additions:
●● In Section I: Becoming a Health Care Professional, Chapter 3 includes an expanded
discussion of growth mindset.
●● In Section II, Understanding Human Behavior, Chapter 5 describes the connection
between nutrition and resistance to illness, and Chapter 6 contains an exploration of the
need for balance between independence and interdependence. Chapter 8 provides an
expanded discussion of positive emotions, including gratitude and joy, and addresses
the influence of culture on the expression of emotion. Chapter 8 includes a discussion
of how social media can impact adjustment, and Chapter 9 addresses the influence of
national and world events, including the COVID-19 pandemic, on adjustment.
●● In Section III: Behavior and Problems in Living, Chapter 10 describes the traumatic impact
of the COVID-19 pandemic. Chapter 11 includes updated information about substance
use in the US, and Chapter 12 now includes a discussion of discrimination can be a
source of frustration.
●● In Section IV: Effective Human Relations and Communication, Chapter 13 now includes
a discussion of how financial concerns and cultural background impact behavior of
patients and their families. Chapter 14 provides practical strategies for setting personal
matters aside while at work. Chapter 16 discusses cultural differences in how individuals
express grief.
●● In Section V: Death and Loss, Chapter 18 discusses how financial concerns impact family
decisions about end-of-life care.
●● Section VI: Trends in Health Care, Chapter 20 is streamlined, providing guidelines for
evaluating the validity of alternative and complementary treatments. Chapter 21 explores
the connection between stress and health.
Preface ix
Instructor & Student Resources

Additional instructor and student resources for this product are available online. Instructor
assets include an Instructor’s Manual, Educator’s Guide, PowerPoint ® slides, Solution and
Answer Guide, and a test bank powered by Cognero®. Student assets include PowerPoint®
slides. Sign up or sign in at www.cengage.com to search for and access this product and its
online resources.
MindTap
MindTap is a fully online, interactive learning experience built upon authoritative Cengage
Learning content. By combining readings, multimedia, activities, and assessments into a sin-
gular learning path, MindTap elevates learning by providing real-world application to bet-
ter engage students. Instructors customize the learning path by selecting Cengage Learning
resources and adding their own content via apps that integrate into the MindTap framework
seamlessly with many learning management systems.
To learn more, visit www.cengage.com/training/mindtap.
Using Understanding Human Behavior

The effectiveness of Understanding Human Behavior depends on the instructor’s choice of
activities: class time to clarify various concepts and specific activities to encourage student
participation, especially the sharing of experiences, discussion of problem situations, and
selection of effective behavior for real and hypothetical situations. The instructor’s own cre-
ative use of the text material is the key to students’ achievement.
No one ever completely masters human relations skills. Those who sincerely want to
relate effectively to others must become lifelong students of human behavior. They must con-
sciously practice human relations skills in order to improve their sensitivity to the possible
meaning of observed behavior and select appropriate responses. The immediate challenge
is to gain as much as possible from this course, as a foundation for the lifelong challenge of
developing a high level of skill in human relations.
About the Author

Alyson Honeycutt, M.A., N.C.C., is a National Certified Counselor, holds a License in School
Counseling from the North Carolina Department of Public Instruction, and has advanced
degrees from North Carolina State University at Raleigh and Appalachian State University.
She has taught parenting and literacy classes, has been an instructor in English at the col-
lege level, has taught students with emotional and behavioral disabilities, has served as a
district-level behavior support coordinator in the public schools, and has worked as a health
and wellness coach and yoga instructor.
x Preface
Reviewers of the Tenth Edition

Brett Brandon, RMA, AA, BS, MPAS Kat Slusser, PhD, RN
Allied Health Instructor Falculty, Program Coordinator
Sarasota, FL Santa Rosa, CA
Elizabeth MacQuillan, PhD, RDN, CHSE Joshua Snyder, MBA, EMT-P
Program Director and Assistant Professor Clinical Coordinator
Grand Rapids, MI McKinney, TX
Beverly Marquez, M.S., RHIA
Director
Sedalia, MO
Section I
Becoming a Health Care

Professional
T
his section introduces some of the challenges, responsibilities,
and satisfactions of being a health care professional. People
from all walks of life require health care. As a health care professional,
you will be challenged to serve each person effectively. Section I is
designed to help you become aware of the realities of a health career
and to help you learn strategies to succeed as both a student and a
health care professional.
1
Chapter
Challenges and Responsibilities

of Health Care Professionals
Objectives
After completing this chapter, you should be able to:
●● Describe the challenges and satisfactions of working in health care.
●● Explain the importance of client-centered care for health care professionals.
●● Explain how your study habits as a student relate to your future work habits as a health
care professional.
●● Explain the meaning of empowerment and apply the concept of empowerment to
real-life situations.
Key Terms
Client-centered care Self-confidence Standards of
Empowerment Self-reliance performance
4 Section I: Becoming a Health Care Professional
Congratulations! You have decided to become a health care professional. During your edu-
cational program, you will have the satisfaction of learning new information and developing
new skills. As a health care professional, you will be able to make a significant contribution
to your community. This chapter introduces some of the challenges, responsibilities, and
satisfactions of being a health care professional.
Challenges and Satisfactions in Health Care

Your career choice indicates that you like people and have a strong desire to help others.
Although you could possibly make more money in some other field, a career that provides
opportunities to help others may be very rewarding. You will also be part of one of the largest
and fastest growing industries in the world. As you gain skills and experience, you will have
opportunities to work in many different locations and different types of facilities. Qualified
health care professionals are expected to be in high demand in the future.
Challenges
Health care providers have always faced challenges, including long work hours, staff
shortages, and potential job burnout. In recent years, events such as changes in the health
insurance system and the COVID-19 pandemic have increased these challenges. Many
health care facilities experience high turnover, and health care professionals often cite
stress, burnout, and long hours as factors in their decision to leave their jobs. Yet many
health care professionals also report finding great satisfaction in their work. The habits
and attitudes you practice now as a student will impact your effectiveness and your satis-
faction in your work later.
© Gorodenkoff/Shutterstock.com
FIGURE 1-1 Qualified health care professionals are expected to be in high demand in the future.
Chapter 1: Challenges and Responsibilities of Health Care Professionals 5
Approval versus Inner Satisfaction

We all admire those who can do something extremely well; each of us would like to be
admired by others. We enjoy receiving approval from others, yet this good feeling is only
temporary. Athletes may enjoy hearing the cheers of the crowd, but the deepest satisfaction
comes from knowing that they performed with great skill. True satisfaction is an inner feeling of
pride in doing something well, regardless of whether the performance is applauded by others.
As a health care professional, you will find your greatest satisfaction in trying to give each
patient appropriate care. By meeting each patient’s needs to the best of your ability, you will
complete the day with an inner feeling of pride. The opposite approach—to view your work
as a series of assignments to be completed so that you can get off work or go on break—
results in finishing the day by saying, “Whew, I’m glad that’s over!” Stop now and consider
this very important question: How will you approach your work? As a challenge that provides
satisfaction and a sense of accomplishment? Or as work you must do to get a paycheck?
Setting Goals for Inner Satisfaction

Performing your work well can provide self-confidence and a deep sense of satisfaction
that is not dependent on praise from others. By working to improve your performance each
day, you will increase your level of skill. Excellence lies in that little bit of extra effort given
to achieve a superior performance. In the health field, that little bit of extra effort may make
the difference between safe and unsafe practice.
The habits you form as a student carry over into your performance as a health care
professional. Now is the time to develop habits that will lead to skillful performance,
self-confidence, and pride in your work.
Setting Standards of Performance

Only you can set the standards that will guide your performance over the coming years.
At times, you may be tempted to take a shortcut. Sometimes a piece of equipment will be
contaminated and obtaining sterile materials to complete the procedure will require extra
effort and time. Only you will know whether or not sterile technique was violated and the
contaminated equipment was used—unless, of course, the patient develops an infection as
a result. Your own standards should include accuracy in measurements, observations, and
reporting. Your standards of performance determine whether you experience the inner
satisfaction that comes from knowing the job was well done.
One key skill that will serve you well as a student and as a professional is the ability
to focus your full attention on the task at hand. Modern life is full of distractions, and
most of us are accustomed to multitasking.
Many students complete assignments while
having a conversation, watching a video,
or texting a friend. Consider this now: For Discussion and Reflection
Would an effective health care provider be Do you often multitask, for example, by
distracted while checking a patient’s vital completing assignments while checking
signs or administering medication? If you social media or texting friends? In the
make it a habit to set study goals and give future, what types of tasks might need
each task your full attention, you will be your full attention, without distractions?
better equipped to perform your job duties
effectively in the future.
When making that little bit of extra effort to do tasks well has become a habit, it becomes
an essential part of your performance. Thus, excellence as a health care professional will
depend upon setting high standards of performance for yourself now.
Excellence and Patient Safety

In the health field, all professionals should strive for excellence. Anything less than excel-
lence can endanger the patient. The nurse should give the correct medicine to each patient.
The medical assistant should use correct technique in all situations that require asepsis. The
laboratory assistant should report test results correctly; the dental assistant should sterilize
instruments correctly; the ambulance attendant should move the accident victim correctly.
Careless or incorrect performance can have disastrous effects for the patient.
Providing Client-Centered Care

As a health care professional, you will work with many different people, each of whom is a
unique individual—a physical, emotional, mental, and spiritual being. Each has a history of
experiences, a life within the context of a specific family and community, beliefs and values,
and a unique genetic makeup. To provide the best possible care, you will need to show con-
cern about the patient as a person rather than as someone for whom a specified procedure
must be carried out (“the knee replacement”).
As a Student
Your commitment to providing quality, client-centered care begins now, while you are a
student. Your first responsibility as a student is to take full advantage of every opportunity to
learn. Try to see the purpose in each assignment; look at it as an opportunity to learn, rather
than as a chore to complete. With this attitude toward learning, you will not be tempted to
skip class without good reason.
Your second responsibility is to decide what standards will guide your performance as
a student. Imagine that your school has set a certain grade, such as 70, as passing in your
program. Now imagine yourself saying, “I’ll study this material until I know it well enough to
make 75.” In many courses of study, a grade of 75 is acceptable; a deficiency in the student’s
knowledge of subject matter is unlikely to cause harm to someone else.
In an allied health course, however, the
implications of “just passing” are much more
serious. Any gaps in your knowledge and
For Discussion and Reflection performance of skills can affect every patient
1. Explain the importance of setting high served. Do you want your future services to
standards for yourself as a student and patients to be of “just passing” quality? Or do
as a health care professional. you wish to give the very best service you can
2. Tell about a time you felt proud of give? If your educational program is prepar-
something you worked hard to ing you to provide health services, can you
accomplish. What made your be content to learn only 70 percent of what
accomplishment so satisfying? your teachers expect you to learn? Can you
be content to develop your skills just enough
to get a passing grade in a laboratory course?
Of course, you won’t earn perfect scores on every assignment or test, nor should you
expect to. Grades can be viewed as feedback from your instructor about what material
you have mastered and what you need to review. Make it a habit to look back over your
graded tests and assignments to see which topics you need to revisit. If you are uncertain,
ask your instructor to discuss the test or assignment with you, not in an effort to raise your
grade, but in order to increase your understanding and skills. The mark of a good student
is not someone who receives a high score every time, but rather someone who uses each
assignment, especially difficult ones, as an opportunity to learn more.
Practicing Habits That Lead to Success

In setting standards for achievement, plan to do your best, rather than trying to be the best
student in the class. How can you do your best? Develop a study routine and establish the
habits that work best for you. To get started, consider the following guidelines:
●● Tell family and friends that you have set aside a certain time of day as your study period.
Do not allow them to violate your schedule by interrupting you unless there is an
emergency.
●● At the beginning of each study period, write out a list of specific things you need to
complete; then rank the items in order of importance. Complete task #1 (most important)
first, and then move on to task #2. If one of the tasks is something you dislike but must
get done, let it be task #1 so that you get it out of the way.
●● If your list of study assignments is too long to complete today, set up tomorrow’s list
so today’s remaining assignments come first; then put the items on that list out of your
mind until tomorrow and give your full
attention to today’s list.
●● Set up a calendar or special notebook For Discussion and Reflection
for assignments, due dates for projects What study techniques have been most
or reports, and test dates. Note on your effective for you in the past? What
calendar the dates/times you will work on challenges do you foresee in creating a
specific assignments or study for a test. study routine?
By planning, you can avoid last-minute
rushes to meet a deadline.
Practicing Empowerment
Adults should control most aspects of their lives. During adolescence, learning to make deci-
sions is an important developmental task. If you entered adulthood with a tendency to let
your parents, spouse, friends, or anyone else make decisions for you, it is time to recognize
that you are giving away your power—the power to be a self-reliant, responsible adult.
When you are planning to eat out with a friend, who decides which restaurant? Do you
usually say, “Oh, I don’t care—you choose”? Does your significant other give you a choice?
If you do not participate in small decisions that affect you, how can you expect others to
include you in big decisions?
How does empowerment affect you? Suppose you have informed the family that your
study hour will begin at 9:00 each evening. During the second day of this plan, your
teenager calls you to the phone at 9:15; the caller is a relative, who talks about their prob-
lems for a full half hour. Two days later, your 10-year-old opens the door at 9:30 and says,
“I need a note for my teacher about the field trip next Monday.” Each time you permit
these violations of your study hour, you are giving away your power. You gave your two
children the power to interrupt your study hour. You gave your relative the power to use
30 minutes of your study time for their own purposes. You probably responded to these
requests because you are accustomed to meeting the needs of others, even if doing so
interferes with your own needs.
When you take an active role in making decisions, you are taking responsibility for your
life. If you have not been in the habit of making your own decisions, you can start claim-
ing your power by requiring others to respect your needs. For example, after informing all
members of your family that a certain time is your study time, do not permit any violations to
occur. Remind those who interrupt you that you are not available during study hour. If you
are consistent, the interruptions will eventually stop.
Then you can use the same approach with another of your needs. You may choose
to make the next decision about where to eat or which movie to see, instead of allowing
someone else to make that decision. You may wish to inform your partner or friend that
you want to be involved in any decisions that affect you. This change will not occur rapidly;
be content with small changes initially. By persisting, you will eventually gain more control
over your life. Do not be surprised if others resist your decision, especially if you are just
beginning to participate in making decisions. Give your family and friends time to accept
your change in behavior. Ideally, decision making is a give-and-take situation. Sometimes
your decision is accepted, whereas at other times another person’s decision prevails.
© areetham/Shutterstock.com
FIGURE 1-2 Empowerment contributes to patients’ self-esteem and sense of well-being.
As a health care professional, you should

also recognize the importance of empower-
ment to patients’ self-esteem and sense of For Discussion and Reflection
well-being. Patients who are dependent on Sometimes even a self-reliant person has
others for their personal needs may express an experience that gives rise to feelings
anger about their helplessness. Many patients of helplessness or at least requires
need help in regaining some control over asking for help. For each situation
their life situations. By respecting their below, describe one or more actions that
wishes and involving patients in decisions, would indicate self-reliance rather than
when appropriate, you contribute to feelings dependence on others.
of empowerment. a. You have a flat tire on the way to class.
Choosing to enter this educational pro- b. You have locked your keys in the car.
gram for the health field was an import- c. You are going to lunch with two
ant decision in your life. Now, it is time classmates and realize that you left
to make another decision—what kind your wallet at home.
of health care professional will you be?
Excellent? Or “just passing”? Remember,
the standards of performance that will characterize you as a health care professional will
be influenced by the standards you set for yourself now.
Activities
1. Interview someone who works in health care to ask about what challenges they experience
in their job and what they find satisfying about their job.
2. Describe the steps you can take as a student to prepare yourself to provide client-
centered care in your future work.
3a. Complete each of the following using Worksheet A (see page 11) at the end of this
chapter.
a. List the things you have to do each day.
b. List the things you have to do each week, but not every day.
c. List the things you have to do occasionally.
d. Beside each item in a, b, and c, write the name of someone who could help you
complete that task, at least some of the time. For example, could you and a friend
rideshare so that you alternate days picking your children up from day care or
school?
3b. Use Worksheet B (see page 12) at the end of this chapter to develop a tentative study
plan. Note times you have class, work, or other commitments. Decide when you will
study each day, and when you will devote time to other tasks or hobbies. Try this plan
for two weeks. If your plan seems to be effective, continue to use it. If it is not effective:
a. List problems that interfered with the effectiveness of the plan.
b. Modify the plan by changing the schedule, the place where you study, or other
details. If other people are part of the problem, try to involve them in developing
the “improved plan” to increase the probability of getting their cooperation.
4. Explain what empowerment means and why it is important for adults to control most
of the decisions about their own lives. To what extent do you make your own decisions
about the following: your finances, your daily schedule, your meals, and your relation-
ships with others? Are there areas of life in which you would like to take a more active
decision-making role?
Reference
CHG Healthcare. (2021, April 6). Survey: Healthcare career satisfaction drops, burnout rises amid
COVID-19. https://chghealthcare.com/blog/survey-healthcare-career-satisfaction-drops-burnout
-rises-amid-covid-19/
Worksheet A
Tasks I Have to Do
Every day:
Once a week:
Occasionally:
Worksheet B
Study Plan
Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday
6 a.m.
10
11
12 Noon
1 p.m.
10
11
12 Mn
2
Chapter
The Philosophy of Individual

Worth and Equitable Care
Objectives
●● Explain the philosophy of individual worth.
●● Define and give examples of bias.
●● Discuss barriers to equity in health care.
●● Explain cultural awareness.
●● Describe how cultural competence contributes to improved health care outcomes.
Key Terms
Bias Cultural competence Socioeconomic
Cultural awareness Equity
13
As a health care professional, you will meet people from many different backgrounds.
Patients have varying incomes, educational levels, and occupations. Your coworkers and
patients will likely represent many cultural groups and nationalities. In addition to back-
ground, each person has unique qualities that make them who they are, including their
gender identity, sexual orientation, religious beliefs, value system, interests, abilities, and
preferences. As a health care professional, you are responsible for showing respect to
coworkers and providing quality care to all patients.
The Meaning of Individual Worth

The philosophy of individual worth is the belief that everyone, regardless of personal
circumstances or personal qualities, has worth and is entitled to respect as a human
being. For health care professionals, this means that the quality of service does not vary
because of the patient’s race, nationality, religion, gender identity, sexual orientation,
age, economic level, occupation, education, diagnosis, or any other characteristic.
Each patient is an individual. Each should receive health care that takes into consider-
ation both the person’s individuality and the specific health problem. The philosophy of
individual worth has many implications for patient care. Health care professionals who do
not accept the philosophy of individual worth may interact differently with patients from
a culture other than their own while remaining unaware of any differences in the care
they are providing.
© Rawpixel.com/Shutterstock.com
FIGURE 2-1 Everyone, regardless of personal circumstances or personal qualities, has worth and is
entitled to respect as a human being.
Chapter 2: The Philosophy of Individual Worth and Equitable Care 15
What Is Bias?
Bias refers to making assumptions or judgments about a person, group, or situation based on
our own beliefs, expectations, or previous experiences. When we encounter people with whom
we have something in common, our expectations and assumptions tend to be positive, and we
are more likely to give others the benefit of the doubt. When we perceive a person or situation
as unfamiliar, we may feel cautious or unsure. If a person or situation reminds us of a negative
experience or a strongly held belief we have,
we may assume the worst or approach the
person with a judgmental attitude. For Discussion and Reflection
Feeling some degree of bias in our
encounters with others is normal. However, Have you ever felt that another person’s
effective health care professionals learn to behavior toward you reflected bias based
recognize and question their own biases. on your race, ethnicity, gender identity,
Rather than making assumptions or judging religion, socioeconomic status, lifestyle,
a patient or a situation, they practice an atti- or other factors? How did the person’s
tude of openness, curiosity, and willingness behavior show bias, and how did you
to recognize each person as a unique, valu- respond?
able individual.
© pixelheadphoto digitalskillet/Shutterstock.com
FIGURE 2-2 For health care professionals, quality of service does not vary because of the patient’s race,
nationality, religion, gender identity, sexual orientation, age, economic level, occupation,
education, diagnosis, or any other characteristic.
Promoting Equity in Health Care

Patients’ attitudes toward health care, their ability to access health care, and their previous
experiences with health care professionals also vary. Some patients are accustomed to seek-
ing care when needed and are comfortable asking questions and advocating for their own
needs. Other patients feel unsure of how to access care and are nervous about speaking to
a professional about their needs. In accessing health care, patients may face one or more of
the following barriers:
●● Location and availability of providers: In some communities, there are too few health care
facilities, facilities may be located far from patients’ homes, and appointments may fill up
quickly.
●● Transportation and childcare: Patients may have difficulty traveling to health care facilities
or may need assistance caring for children or other family members while they attend an
appointment.
●● Lack of knowledge or access to technology: Patients may be unsure how to access medical
care or what type of provider to call. They may lack access to a computer to complete
online intake forms or to view test results through a patient portal.
●● Language: Patients may need a translator to schedule appointments and to discuss their
health care with providers.
●● Fear of discrimination: Based on previous experiences or experiences they have heard
about from others, some patients are reluctant to seek health care because they fear
discrimination due to race, ethnicity, religion, economic status, gender identity, sexual
orientation, or other characteristics.
●● Financial status: Patients may not have medical insurance or may be concerned about
how to cover the cost of care. They may also fear creating a financial burden for their
families.
Promoting equitable access to health care means being sensitive to these and other
barriers patients may face. Health care providers can listen with understanding to
patient concerns or take extra time to explain medical information in familiar language.
When appropriate, they can provide information about community resources to assist
with finances, transportation, or child-
care. They can be familiar with their
employer’s procedure for accessing an
For Discussion and Reflection interpreter.
Have you or a member of your family Health care providers can also practice
ever had difficulty accessing health care? self-awareness about their own feelings
If so, what barriers created the difficulty? and reactions toward patients. Rather than
Were you able to overcome these judging or making assumptions about a
barriers? If so, what helped? If not, what patient’s behavior, providers can seek to
resources were needed? understand the patient’s perspective and
to address barriers the patient may be
experiencing.
© New Africa/Shutterstock.com
FIGURE 2-3 Promoting equitable access to health care means being sensitive to barriers patients may face.
Practicing Cultural Awareness

Cultural awareness refers to understanding that everyone’s habits and behaviors are shaped
by their culture, accepting differences and similarities among cultures, and appreciating the
diverse characteristics of different cultures. Some cultural differences are easy to observe,
such as clothing styles, language, and food. Other behaviors, beliefs, and practices that vary
by culture include the following:
●● Hygiene and personal care practices
●● Family structures and roles
●● Parenting and discipline styles
●● Religious or spiritual practices
●● Gender roles and expectations
●● Attitudes toward dating and sexual relationships
●● Attitudes toward education and work
Cultural awareness also means recogniz-

ing that culture is not limited to groups from
For Discussion and Reflection a specific region or ethnic group but can
Describe a culture or group you consider include any group of people who identify
yourself to be part of. How has culture themselves as sharing similar beliefs, values,
has shaped your behaviors or beliefs in or practices. For health care professionals,
two or more of the areas listed above? practicing cultural awareness means remain-
ing open, curious, sensitive, and respectful
of the culture of each patient.
Cultural Competence and Health Care Outcomes

Developing cultural awareness is an important first step. Health care organizations and health
care professionals have a responsibility to practice cultural competence as well. For organiza-
tions, cultural competence includes creating policies, procedures, or programs that actively
seek to create equity in hiring and patient care. For example, organizations may actively
reach out to underserved populations to identify and remove barriers to accessing health
care. Many organizations provide employee training in diversity and inclusion.
For you as a health care professional, practicing cultural competence means listening
to patients’ values, needs, and expectations. While maintaining professional best practices,
you can tailor care to best fit the needs of each patient. You can be familiar with resources
in your organization and community that assist patients in overcoming barriers to care such
as those listed earlier in this chapter. Most importantly, you can practice understanding and
respect, even in situations that you find challenging.
Studying a Situation
It is not easy to serve all patients equally well. Sometimes there is a strong desire to escape—
to carry out an assigned task and leave the patient as quickly as possible. If you find your-
self trying to avoid a patient, consider the situation carefully: Why do you find this patient
difficult to serve? Have you tried to understand this patient’s personal and health needs?
Have you tried to see the situation as the patient sees it? If you make a habit of studying
such situations, applying your knowledge about human behavior, you will grow in your
ability to form effective relationships with your patients.
Improving Health Care Outcomes

Developing positive relationships with patients leads to improved health care outcomes.
Patients who feel respected and heard are more likely to keep appointments, follow
treatment plans, and call to ask questions about their health care. They are more likely
to seek care when a health problem arises rather than waiting until the problem has
become severe. Assistance with translation, scheduling appointments, transportation,
childcare, and other logistics can determine whether patients are able to receive the care
they need.
Practicing a Philosophy of Individual Worth

It is easy to state the philosophy of individual worth; it is quite difficult, however, to practice
it day after day when there is a busy schedule and a wide variety of patients to take care
of—unless you form certain ways of thinking about your patients. The following suggestions
provide a starting point for developing and applying a philosophy of individual worth to
your relationships with patients:
●● Accept each patient as an individual with a unique personality.
●● Recognize that each person tries to meet their needs with patterns of behavior that have
developed over a lifetime; these patterns cannot be changed easily.
●● Make a conscious effort to understand each patient’s behavior.
●● Accept that many of your patients will not behave as you want them to behave.
●● Do not expect a sick person to adapt to you. As a health care professional, you should
adapt to the patient.
●● Consider each patient with a cultural background different from yours as an opportunity
for you to learn.
●● Make it a habit to treat all patients with respect, regardless of their backgrounds.
Activities
1. In your own words, explain the philosophy of individual worth. What attitudes, words,
and actions can you take to practice this philosophy?
2. Notice how social media, television, movies, and politicians speak about different groups
of people. Can you find examples that reflect a philosophy of individual worth? Which
examples illustrate bias?
3. Review the list of barriers to care listed in this chapter. Research online resources in your
community that can assist patients in overcoming these barriers. Based on your research,
what additional resources does your community need?
4. Think about someone you know whose background is different from your own. Describe
how this person’s life (past and present) is similar to or different from your life.
5. Consider how you can apply cultural competence to these patient situations:
a. A 15-year-old patient is pregnant and is afraid to tell their family.
b. A patient states that they do not want to take a prescribed medication because they
read online that weight gain is a common side effect.
c. A patient who has had a heart attack states that it is difficult to follow the doctor’s
dietary recommendations because their partner does the cooking, and the family
enjoys eating traditional meals together.
d. A patient who has been diagnosed with colon cancer declines treatment because
they do not wish to place a financial burden on their family.
e. A patient tells you that some aspects of the treatment plan outlined by their doctor
conflict with their religious beliefs.
References and Suggested Readings
Greene-Moton, Ella, & Minkler, Meredith. (2019). Cultural competence or cultural humility? Moving
beyond the debate. Health Promotion Practice, 21(1), 142–145. doi:10.1177/1524839919884912.
Henderson, Saras, Horne, Maria, Hills, Ruth, & Kendall, Elizabeth. (2018). Cultural competence in
healthcare in the community: A concept analysis. Health & Social Care in the Community, 26(4),
590–603. doi.org/10.1111/hsc.12556.
Radix, Asa, & Maingi, Shail. (2018). LGBT cultural competence and interventions to help oncology
nurses and other health care providers. Seminars in Oncology Nursing, 34(1), 80–89. doi.org
/10.1016/j.soncn.2017.12.005.
Sharifi, Majmeh, Adib-Hajbaghery, Mohsen, & Najafi, Maryam. (2019, November). Cultural compe-
tence in nursing: A concept analysis. International Journal of Nursing Studies, 99(103386). doi
.org/10.1016/j.ijnurstu.2019.103386.
Shepherd, Stephane M., Willis-Esqueda, Cynthia, Newton, Danielle, Sivasubramaniam, Diane, &
Paradies, Yin. (2019). The challenge of cultural competence in the workplace: Perspectives of
healthcare providers. BMC Health Services Research, 19, 135. doi.org/10.1186/s12913-019-3959-7.
3
Chapter
Self-Awareness
Objectives
●● Distinguish between learning information, applying skills, and modifying your behavior.
●● Explain the benefits of a growth mindset.
●● Explain why health care professionals must clearly understand their role.
●● Identify your life roles and appropriate behaviors for each role.
●● Discuss time management strategies.
Key Terms
Ethics Procrastinate Self-Awareness
Fixed Mindset Proficient
Growth Mindset Role
21
You are studying to become a health care professional. When you graduate, you will likely
work at an agency that provides health services to the community. How best can you, the
student of today, prepare to become you, the health care professional of tomorrow?
Understanding Learning
As a student, you must gain knowledge, learn to apply it appropriately to a wide variety of
situations, and develop skills in performing certain procedures. Your teachers have created
learning experiences to guide your progress toward a future role in health care. To benefit
from these experiences, you will need the desire to learn, the willingness to make the neces-
sary effort, and the determination to gain as much as possible from each learning experience.
Learning Information
Based on past experiences, many students view learning as a series of terms to memorize
and tests to pass. If you can answer the questions on a test, but do not apply that information
in appropriate clinical situations, have you really learned? Do you approach assignments as
though you are storing information that can be played back on demand? Memorizing infor-
mation is just a first step toward becoming proficient, or developing the professional skills
you will use daily in your work as a health care professional.
Applying Skills
Do you constantly ask yourself how a new idea can be used? Does new information guide
you in selecting appropriate behavior for situations where that information is relevant? If you
can answer “yes” to these questions, then you are truly learning. You are using mental pro-
cesses such as thinking, reasoning, selecting, decision making, and evaluating for conscious
control of your behavior.
Modifying Your Behavior

Learning new skills begins with studying and continues with practicing and applying new
skills. With practice, your new skills become routine parts of your behavior. Each time you
begin a new topic of study in class, ask yourself the following questions:
● What
do I already know about this
topic?
For Discussion and Reflection ● What
do I want to find out about this
Think of a skill that you can perform well topic?
now but once had to learn, such as riding ● How
will I apply this information now?
a bicycle, playing a sport, driving a car, In my future career?
or cooking. What was your first attempt
like? How did you become proficient at When you connect new information to
this skill? ideas you have previously learned, the new
information becomes more meaningful and
easier to remember.
Chapter 3: Self-Awareness 23
© fizkes/Shutterstock.com
FIGURE 3-1 H
onestly assessing your strengths and weaknesses is a first step in developing your
potential.
Taking a New Look at Yourself

A first step in developing your potential is to practice self-awareness. Notice your habits
and behavior patterns. Identify your feelings and thoughts in various situations. Be honest
with yourself about your strengths and weaknesses.
The first question to ask yourself is “Am I willing to make changes in myself?” When
someone criticizes you, do you nurse your hurt feelings or express anger toward your critic?
Do you reject the criticism or make excuses for your behavior? Or do you see criticism as a
possible indication that you need to change some aspect of your behavior? Willingness to
change is necessary so that you can learn and grow as a person.
Strengths and Weaknesses

Your next question might be “What are my strengths and my weaknesses?” To develop your
potential, you must know your weak points, for these will need your attention and greatest
effort. For example, do you put off tasks until the last minute? This habit can lead to many
undesirable results: being late to class, not being prepared for a test, not practicing a skill until
you have achieved a high level of proficiency. By correcting a tendency to procrastinate,
you can spare yourself the emotional strain of doing things at the last minute. You may even
escape the irritation others express when your last-minute efforts inconvenience them.
An honest appraisal of your personal

traits, including your work habits, is the key
For Discussion and Reflection to planning ways of developing your poten-
Regarding your habits and personal tial. If you change behaviors that interfere
traits, which of the following statements with good performance, you will improve
best reflects your attitude? What are the your ability to perform well in a variety of
pros and cons of each of these attitudes? situations.
a. “This is just the way I am; other
people need to accept that.” Adapting to New Conditions
b. “I try to learn from each experience
and become a better person over A third question to ask yourself is “How
time.” well do I adapt to change?” Do you still fol-
low ineffective habits formed early in your
school years? If so, these habits are proba-
bly not working very well in your current educational program. No longer can you depend
on the teacher. No longer can you expect the teacher to go over the same material until you
have passively absorbed it. You must assume primary responsibility for learning.
In the future, you may be in a new situation and find yourself saying or thinking, “But I
learned to do it a certain way, not the way they do it here.” For most tasks, there is more than
one acceptable procedure; adapting to the new setting requires that you perform according
to the procedures of the new setting. Basic principles, however, do not vary. For example,
aseptic technique requires certain steps and certain precautions, regardless of the setting or
the precise sequence of steps for the total procedure.
Using Experience to Learn

A fourth question is “Do I learn from my experiences?” Let’s take a look at how two
people reacted to an embarrassing experience. When Maria and Darian gave oral reports,
they both showed signs of nervousness and performed poorly. For each of them, this was a
very embarrassing experience.
Maria reviewed the situation, admitted to putting little effort into the assignment, and
made plans to be well prepared for the next oral report. Maria decided to have the infor-
mation better organized, to study the material thoroughly, to prepare good notes, and to
rehearse the presentation until it was smooth. Maria also spoke with the instructor after class
about ways to improve the presentation.
Darian, on the other hand, used the same approach to prepare the next oral report,
which proved to be another poor performance. In addition to being no better prepared for
the second report than for the first, Darian was developing a fear of oral reports that would
have a negative effect on future efforts to speak in front of others.
Maria used an uncomfortable experience constructively, making careful plans to prevent
a recurrence of this particular embarrassment. With additional practice, Maria will give oral
reports with confidence. Darian, on the other hand, allowed the experience to create self-
doubt and fear of oral reports. Which of these students will grow as a person?
Developing a Growth Mindset

Stanford researcher Carol Dweck popularized the term growth mindset. Dweck found that
students who believed that their abilities and intelligence were fixed, or unchanging, traits
were less successful than students who believed that they could develop and increase their
abilities through effort and practice. Statements such as “I’m just not good at math” indicate a
fixed mindset and can make it more difficult to learn new skills.
Students with a growth mindset, on the other hand, tend to have the following attitudes
and beliefs about learning:
●● While not everyone will become a “genius,” anyone can learn and improve their skills.
●● By reviewing what has or has not worked previously, we can determine whether a new
strategy or approach is needed.
●● An unsuccessful attempt should not be viewed as a failure, but as feedback about how to
improve future efforts.
Dweck (2015) cautions that while effort is an important part of the growth mindset, effort
alone may not lead to improvement. Rather, Dweck says, “Students need to try new strategies
and seek input from others when they’re stuck” (pp. 20, 24).
Consider these differences in how individuals with a fixed mindset tend to approach
learning and life situations, compared to how individuals with a growth mindset approach
these same situations. Someone with a fixed mindset may avoid challenges and new expe-
riences, while someone with a growth mindset may seek out challenges. After making
a mistake, someone with a fixed mindset may hide the mistake or blame others, while
someone with a growth mindset will ask, “What can I learn from this situation? How can I
do better next time?” Someone with a fixed mindset may avoid asking others for help, not
wanting to look weak, or may say, “Can you do this for me? I don’t know how.” Someone
with a growth mindset is more likely to ask for help by saying, “Can you show me how to
do this so I can learn?”
No one has a fixed mindset or a growth mindset all the time, in all areas of life. Most
people have a fixed mindset in some areas of life and a growth mindset in other areas.
For example, Darian (from the public
speaking example earlier in this chapter)
may have a fixed mindset about giving
oral presentations but a growth mind- For Discussion and Reflection
set about learning to play a sport. What Do you have a particular subject area or
about you? How would you describe your skill that you tell yourself “I’m just not good
mindset toward learning? Toward certain at?” On the other hand, do you have skills
subjects such as math, reading, or science? that you have worked hard to develop
By noticing how you think about your through effort and practice? How do the
abilities in these areas, you can intention- concepts of a fixed mindset and a growth
ally choose a growth mindset that will mindset apply to either of these skills?
support your progress in your health care
preparation courses.
Your Role As a Health Care Professional

Role Perception
An additional question to ask yourself is “What is my role?” The present program of study
will help you understand your future role as a health care professional. For every role there
are appropriate and inappropriate ways of behaving. Whether a particular behavior is appro-
priate depends not only on the specific type of health care professional you are preparing to
become, but also on the level of that role in relation to other health team members.
Certain behaviors that are appropriate for a specific health care role may not be
appropriate for personnel in a different role. For example, the behaviors appropriate
for laboratory personnel are distinct from those appropriate for nursing personnel. Also,
within individual departments there are differences in roles based on level: Within nurs-
ing there are nursing assistants, licensed practical nurses, registered nurses, head nurses,
and supervisors, all of whom have specific roles; similarly, within the hospital laboratory,
there are numerous roles such as pathologist, medical technologist, clinical laboratory
assistant, and others. The same is true of other hospital departments such as physical
therapy, radiology, food service, and so on, as well as for medical offices. In the dental
field, dentists, dental hygienists, dental assistants, and dental laboratory technologists are
all concerned with oral health. Their roles vary according to the specific functions and
educational preparation of each.
Knowing one’s role is essential to effective functioning. Most roles within the health field
require accepting instructions from someone at the next higher level. If you do not like “tak-
ing orders,” then you may not be happy as a health care professional. If you feel anger or
distrust toward persons in authority, you are likely to resent the ethics of the health field;
the policies of your health agency; and relationships with those on the health team who have
responsibility for giving instructions, making assignments, and evaluating performance. On
the other hand, if you can accept a defined role, function within that role to the fullest extent
of your educational preparation, and accept the limitations of the role, then you are likely to
find much satisfaction as a health care professional.
Your Life Roles

How many roles do you play? Probably several. You are a student now and hope to have
a role as a health care professional in the future; you may be an employee, a spouse or
partner, parent, or sibling. Within each role, you have a set of behaviors and responsibilities
to fulfill.
Role as an Influence on Relationships

There are similarities in the child-parent relationship and the teacher-student relationship
during the school years. In a health occupations education program, the teacher-student
relationship is between two adults, even though one adult is a student. What difficulties in
role perception might occur if the student is a mature, 50-year-old person, and the teacher is
a 25-year-old health professional? Or if a doctor is 35 and the medical office assistant is 55,
with 20 years of experience?
Making a Distinction between Roles

The roles you play at home, in community activities, as a health occupations student,
and as a neighbor are all different. To some extent, each role requires different behavior
patterns. Do not confuse the health care professional role with other roles in your per-
sonal life. Some friends may try to get “free medical advice,” but the role of friend and
the role of health care professional are different. Medical practice acts, which are state
laws, make it illegal for nonphysicians to diagnose and prescribe. Therefore, this type of
role confusion is dangerous.
The Value of Studying Human Behavior

Note that the sequence of growth is from understanding self to understanding others. There-
fore, the ability to understand others is limited until you have begun to understand yourself.
Human behavior is very complex. In any situation, the behavior of a person is influ-
enced by many different factors. The remainder of this course will introduce some of these
influences. Understanding of oneself and others must be based on knowledge about human
behavior in general.
Managing Your Time

An important aspect of understanding yourself is to recognize how you use your time. Have
you ever asked yourself at the end of the day, “Where did the time go?” Have you ever won-
dered why some people seem to get everything done, whereas others are perpetually late or
behind on their assignments? Learning to manage your time can make you more effective as
a student and a professional.
To help you identify how you spend your time, try for a day or two to write down hourly
what you are doing. You will gain a realistic estimate of how long household tasks or child-
care take as well as how much time you spend on nonessential activities, such as television,
social media, or games. Once you know how you are spending your time, you can decide
what changes you would like to make in your daily routine.
The following strategies may help you use your time more effectively:
●● Write down tasks or goals you hope to accomplish each day.
●● Prioritize your goals so that you tackle the most important or most urgent first.
●● As much as possible, focus on completing one task at a time.
© Daniel M Ernst/Shutterstock.com
FIGURE 3-2 Learning to manage your time will reduce stress and help you meet deadlines.
●● Throughout the day, stop periodically and ask yourself, “Am I working to meet my goals?
Am I doing what I am supposed to be doing?”
●● Review your list of goals each evening, mark off those that were completed, and plan the
list for the next day.
●● Start tasks well ahead of time to avoid the stress of having to rush.
●● Break large tasks into small chunks and tackle one chunk at a time.
Personal Growth
Consider the following strategies you can use to understand yourself and set goals for
personal growth and achievement as a student and health care professional:
●● Recognize that learning occurs only if you make the effort to learn, if you are willing to
change, and if you recognize opportunities for learning.
●● Study yourself in relation to specific traits, such as willingness to change, ability to be
honest with yourself, and readiness to correct weaknesses and change habits.
●● Identify your strengths and make full use of them to achieve your goals.
●● Identify your weaknesses—the traits or habits you need to change to be more effective in
each of your roles.
●● Study your various roles in terms of desirable behavior. Identify differences, such as
habits used at home that are not appropriate at school, interpersonal relations between
a parent and child that are not appropriate between the health care professional and a
pediatric patient, or relations between friends that are not appropriate between a hospital
employee and a patient.
●● Study your ability to make distinctions between different life roles and change your
behaviors accordingly.
●● Study your tendency to use old habits in new situations. Do you allow habits to determine
your behavior in any situation? Do you need to improve in adapting your behavior to
each situation?
●● Mentally review past experiences to understand how your own behavior contributed to
the outcome. Consider the important question “Would the outcome of that experience be
improved if I had behaved differently?” This practice can serve as a “rehearsal” for future
similar experiences.
By considering the questions above on a regular basis, you will identify ways you can
grow in your personal life and in your role as a health care professional.
Activities
1. Describe learning strategies you have used in the past, both in class and in nonschool
activities such as sports or learning a new hobby. Which strategies are likely to be
effective in your health care preparation program? Which strategies are not likely to be
effective?
2. Identify one area of your life in which you have a fixed mindset and one area in which
you have a growth mindset. What differences do you notice about how you approach
each of these areas?
3. Identify one behavior in your personal life that is not an acceptable behavior with
patients or coworkers.
4. Which of the following roles do you play in your current life situation? Add other roles
to the list as needed.
Student in a health-related educational program
Spouse or partner
Parent of a child
Family member
Employee
a. Beside each role that applies to you, estimate how much time per day you devote
to that role.
b. Mark the role that you value most with an asterisk (*).
c. If other demands (e.g., job, school) limit the amount of time you devote to the role
you value the most, describe how you can improve your approach to that role so
that quality can compensate for lack of quantity. For example, “When in the role of
_______, I will give it my full attention and not allow concerns about my other roles
to distract me.”
5. Consider a situation in which you ran out of time to complete a task. Discuss how time
management strategies might help you handle a similar situation more effectively in the
future.
References and Suggested Readings

Dweck, Carol. (2015, September 23). Carol Dweck revisits the “growth mindset.” Education Week,
35(5), 20, 24.
Elliot-Moskwa, E. (2022). The growth mindset workbook: CBT skills to help you build resilience, increase
confidence, and thrive through life’s challenges. Oakland, CA: New Harbinger.
Robbins, M. (2021). The high 5 habit: Take control of your life with one simple habit. Carlsbad, CA:
Hay House.
Section II
Understanding Human
Behavior
T
he interpersonal skills of health care professionals are very
important to the patient. The health care professional who
can build rapport with patients increases confidence in the health
team, promotes faith in the treatment plan, and is more likely to
gain the patient’s full cooperation. If a health care professional
is unable to develop rapport, then the opposite may occur. The
patient may have negative feelings toward members of the health
team, may distrust them, and may not comply with the health care
plan. The skillful health care professional can recognize behavior
that indicates negative feelings and attitudes and respond to them.
Section II explains some of the many factors that influence human
behavior.
31
4
Chapter
Influences on Behavior
Objectives
●● Identify the basic purpose of human behavior.
●● Discuss how people are alike and different.
●● Describe genetic influences on behavior.
●● Summarize the developmental process.
●● Describe how the physical and social environments influence development and behavior.
●● Discuss the importance of taking responsibility for one’s behavior.
Key Terms
Behavioral genetics Genes Heredity
Chromosomes Genetics Human Genome Project
Congenital Genotype Phenotype
DNA Hereditary Rapport
33
Another random document with
no related content on Scribd:
"My father and his friends smiled, and one of them said,
'Truly, my dear lad, that is a question which has been asked
by older heads than yours.'"
"'Tis indeed a grave question, and I will strive to explain the

matter to you another day. Meantime, my son, attend to
me. As I tell you, the lives of your father and mother
depend upon your discretion. If you speak of what you have
found out to any one, you may expect to see us burned
alive at the stake. Do you know what that means?'"
"I did know, only too well. Only a year before, I had played
the truant to see some great sight, I knew not what, which
had drawn together a crowd of people over there on the
border of the waste. I had slipped between them till I
reached the front rank, and I had never forgotten the sight
which met my eyes—the body of an aged woman
consuming in the flames. The sight and the smell had
haunted my dreams at times ever since."
"'I never will betray you, dear father; never,' I cried

passionately. 'I will never breathe one word, if only you will
let me hear God's Word.'"
"From that time, I was a regular attendant at the evening

readings, nor would I have missed them for any reward
which could have been promised me. My mother could
repeat whole chapters of the Scripture, especially of the
New Testament, and she caused me to learn them also; for
she said—"
"'You may not always have the book. It may be destroyed,

or you may have to leave home, but what is stored in your
memory no man can take from you.'"
"Accordingly, she caused me to learn by heart large part of

the sayings of our Lord, with the account of his miracles."
"Did our Lord work miracles like the holy image at
Glastonbury, or like those we read of in the lives of the
saints?" asked Jack. "Was he seen gliding along over the
treetops, or kneeling a little way up in the air at his
devotions, like St. Catherine; or did he live a whole week on
five orange seeds, like St. Rose; or—"
"Nay, our Lord's miracles were very different from most of

those related in the lives of the saints," replied the
shepherd. "They were mostly performed to heal the sick, or
to help those who were in some strait for want of food, or
the like. But at last, the time came when I must go forth to
seek my own living. My father was not rich, and had
suffered, like almost every one else, by the long civil wars.
So I was sent to keep sheep on the Stonehill farm, across
the waste yonder, and quite on the other side of the parish.
I did not come home for a year, and then it was upon a
mournful occasion. My father had been arrested and thrown
into jail for a heretic, and though my good master, Sir John
Brydges, interceded for him, he could not save him. My
brother was obliged to flee for his life, and what became of
him I cannot say. I never saw or heard of him again."
"I was permitted to see my father and receive his blessing,

but only in presence of witnesses. His enemies would gladly
have pushed matters to extremity, and have turned my
mother and me out into the world to wander as beggars, if
indeed they had left us that resource, but again Sir John
stood our friend. May God bless him for it, and give him his
portion among the saints! He was a man of weight and
power, and he used his power well. The cottage where my
father and grandfather lived was assured to my mother for
her life, and I was taken into the good knight's service, he
thinking, I suppose, that I should be safer attending upon
him."
"I followed his fortunes faithfully for more than forty years,
and I supported his head when he died. His son, the
present knight, has ever been kind to me. He would have
given me a home in his own hall had I desired it, but I was
ever a lover of solitude, and found more pleasure in
following the sheep on the hillside than in sitting among the
servants in the great hall. Besides, I have always cherished
a secret hope that I might find my father's great book
hidden somewhere about the old cottage."
"Then it was not destroyed?" said Jack.
"Not that I know of. It was never found. My father, fearing

for its safety, had bestowed it in some new hiding-place the
day that he was arrested, and he had no time to tell my
mother where he had placed it."
"Then it may be in being now," said Jack. "Oh, uncle, if we

could but find it!"
"Would to God I might!" replied the old man, looking

upward and clasping his hands. "I would depart in peace,
could I but once more hold the Word of God in my hands.
And, son Jack—for dear you are to me as my own son—I
know not if it may not be a fond fancy, but by times
something tells me that I shall see it again before I die."
CHAPTER IV.
SEED BY THE WAYSIDE.

From this day forward Jack had a new interest and a new
object in life—to find the old Bible. Day by day, he explored
every possible hiding-place, turning things upside down in
all directions, and rummaging, old Margery declared, worse
than a rat or than the goblin which haunted her father's
barn. Over and over again, did he take the false bottom out
of the little footstool, where the book had once been
concealed, and gaze into the empty space, as if he thought
he might somehow have overlooked the cumbrous volume,
and might perhaps find it by more careful search.
The book haunted his very slumbers. Often did he dream of

finding it, and once the dream was so vivid, that he went
before sunrise to the little dell where he had seemed to
discover it under a flat stone. But, alas! There was no such
stone to be seen, and he came sadly back a little ashamed
of his own credulity, and having gained nothing but a
prodigious appetite for his breakfast.
Jack had but one consolation, and that indeed was a great
one. He made the shepherd repeat to him all that he could
remember of Holy Scripture. The old man's memory, though
somewhat impaired as to late occurrences, was as vivid as
ever for all those things which had happened in his youth,
and he was able to repeat whole chapters of Wickliffe's
version of the Bible, which, rude and imperfect as it was,
had been as a savor of life unto life to many hungry souls.
Jack was astonished at the things he heard, and still more

at those he did not hear; and not a little grieved to find that
some of his favorite legends of saints had no place in the
Scripture at all.
"Tell me of St. Anne, our Lady's mother," he said one day.

"There is only one place about St. Anne," replied the
shepherd, and he repeated the story of our Lord's
presentation in the temple.
"Is that all?" asked Jack in a disappointed one. "I do not see
that it says a word about her being our Lady's mother."
"Nothing at all," answered the shepherd.
"Perhaps the story is in some other place," Jack suggested.
But the old man shook his head.
"I have read the New Testament all through," he said.

"There is not a word said about our Lady's mother, and very
little about our Lady herself."
Jack looked startled. "But do you think it could have been

the true and right Gospel, Uncle Thomas?" he said. "The
priests tell us more about our Lady than about our Lord
himself; and I am sure that Anne says ten prayers to her for
one that she says to our Lord."
The old man did not answer immediately, and Jack repeated
his question, "Do you think it could have been the true
Gospel after all?"
"I have been thinking, Jack—" said the shepherd, after a

little silence, and without answering or seeming to hear the
question, "I have been thinking that I have perhaps done
wrong in this matter."
"How?" asked Jack.
"Because the knowledge I have given you, may bring you

into danger. Because the questions I have raised in your
young mind will not be lightly laid again. And how shall I
answer it to your father, if anything happen to you?"
"But, Uncle Thomas," said Jack, after a little silence, "your

father did not fear to expose you to the danger."
"No, because my father was fully persuaded in his own

mind. He esteemed the true knowledge of God and his truth
worth every danger which could befall. I well remember his
words to me, whispered in my ear as he gave me his last
embrace, 'My son, remember the words of our Lord: Fear
not them that kill the body, and after that have no more
that they can do; but fear him who is able to cast body and
soul into hell!'"
"I cannot but think he was right," said Jack, with decision,
after a little pause. "I cannot but think the truth must be
worth any danger that can come upon us for its sake. Nor
can I yet understand why reading God's Word should make
men heretics. The priest at the convent says it is because
ignorant men know not how to use it, and that it is like a
poisonous drug which can be safely touched only by a
physician."
"Ay, I have heard that story often enough," said the old
man; "and how that the giving the Scripture to the common
folk is a casting of holy things to the dogs and pearls before
swine. A pretty saying indeed, to call those for whom Christ
died, dogs and swine!"
"Do they then christen little whelps and pigs?" asked Jack,
shrewdly. "Methinks that were as great an abuse of holy
things as reading the Bible to the vulgar people."
The shepherd smiled. "Thou art a shrewd lad. Take care that
thou make thy wit keep thy head instead of losing it."
"I will take care," replied Jack, with all the confidence of
fifteen. "But, uncle, according to all that you tell me, the
holy apostles were but common men like ourselves. St.
Peter and St. John were fishermen and worked for their
bread; and yet our Lord's sayings were spoken to them."
"Yes, I have often thought of that," replied Thomas Sprat.

"Those they called the Pharisees were learned men, it would
seem, and yet our Lord did not call His apostles from among
them. He even told them that the publicans and the harlots
should go into the kingdom before them. Strange how the
words come back to me more and more!" continued the old
man, in a musing tone. "I would not have thought I could
repeat so many: 'But the Holy Ghost shall teach you, and
shall bring all things to your remembrance, whatsoever I
have told you.' I well remember how my mother repeated
to me those words when I first went from home to the
Stonehill farm. I was deploring my fate in being obliged to
go away where I could no longer hear and read the Word of
God, and saying that I feared that I should forget all that I
had learned."
"'My son,' said she, 'remember that you carry with you a
teacher who is able to make you wise, even without the
words of this book, and without whom even the book itself
can teach you nothing. I mean the Holy Spirit of God. Our
Lord promised this Spirit of truth to His disciples, and said:'"
"'"He shall teach you all things, and bring all

things to your remembrance, whatsoever I have
told you."'"
"'Ask constantly for this Spirit, my son, and it shall be given

you.'"
"And so verily have I found it. I have been exposed to many
dangers and temptations in my long and wandering life,
and, woe is me! I have sinned often and grievously; but in
times of the greatest trial, there have been brought to my
remembrance words of my father's book which have kept
me back from sinning, or encouraged me to return when I
had wandered away."
"And do you think," asked Jack, in a tone of awe, "that it

was the Holy Ghost which brought these words to your
mind?"
"I cannot but think so, my son."
"But, Uncle Thomas," said Jack, "is it not—"
"I believe I know what you would say, my son," said the old
man, as Jack paused. "You would ask if it is not
presumption to suppose that God Himself teaches and
governs us. I cannot think so. It would be so, doubtless, if
He had not given us warrant for it in His Word; but so long
as He says, He is more ready to give the Holy Spirit to them
that ask Him than earthly parents are to give good gifts to
their children, I think we are bound to believe Him."
"'If ye then, being evil, know how to give good gifts to your
children, how much more shall your Heavenly Father give
the Holy Spirit to them that ask Him?'"
"Jack," added the old man with energy, "I thank God that I
have been led to open my heart to you, for the repeating of
the Scriptures to you has so refreshed my memory of them,
as I could not have believed possible."
"And I am thankful too," said Jack. He sat musing for some

minutes, and then added, "Yes, I am thankful, and shall
always be thankful, even though the words of Scripture
should bring me to such a fate as they did poor Agnes
Harland."
"Who is Agnes Harland?" asked the shepherd.
Jack started.
"I am wrong," said he. "I promised Anne I would never tell
the tale again. It was something which happened in the
convent."
The shepherd nodded sagaciously. "Ay, ay. I can guess,"

said he, "but say no more, dear boy. Remember that a
promise broken without great necessity is a lie told, and
beware, of all things, of lying. But this is the conclusion of
the matter: God is always ready to hear the prayers of His
children, and to help them at their need."
"But, Uncle Thomas, suppose one should wish to pray for

something, and should not know any prayer which said
what he wanted."
"Then I suppose he must make a prayer for himself, as

David did, and as other saints have done. I know no other
way."
That night when Jack went to bed, he prayed that God

would show him where the old Bible was hidden, or send
him another.
A few days after this conversation, Master Lucas made his

appearance at the shepherd's cottage, mounted on his easy
ambling mule, and followed by his man Simon.
"Well, well," he exclaimed, with his usual jolly laugh, as

Jack ran to help his father dismount. "Why, this is fine, to
be sure! This is a sight for sore eyes. Uncle Thomas, you
are worth all the doctors and wise women in Bridgewater.
Bless thee, boy, thy father's heart is glad to see thee
again."
"It is but little that I have done," said Thomas Sprat. "The
credit of Jack's cure belongs to the fresh air of the hill far
more than to me. But come in, come in, cousin Lucas. You
must be in need of refreshment. You do not often ride so far
from home."
"Why, no, not of late years," replied the baker, bowing his
head to enter the low door of the cottage. "I do grow too
stout for journeying. Ho! Dame Margery, how goes all with
you? Why, you look so young and well-favored, we shall
have you fitted with a gay bridegroom next."
"Fie, fie! Master Lucas!" replied the old woman, chuckling

nevertheless at the compliment. "Well-favored is far past
my time of life. But you yourself are looking purely, Master
Lucas, and your voice is like the knight's hunting horn. 'Tis
not often I hear any one so plainly."
"Come now, I cannot have you young folks bandying fine

speeches," said the shepherd. "Bestir yourself, Margery, and
provide refreshment for Master Lucas and his man and for
the beasts."
"Don't trouble yourself about the beasts," said Master

Lucas. "The fine fresh grass will be a treat to the poor
things. I have brought thee some linen and such like, my
lad, and Cicely has packed a whole pannier of good things.
Bid Simon bring them into the house."
"And Anne, dear father?" asked Jack. "How is Anne?"
Master Lucas's face clouded at mention of his daughter.

"Why, well in health—that is, think she would be well if she
would let herself alone and live like the rest of us; but she is
wearing herself into her grave with her penances. 'Twas but
the other day, I found out that she slept on the hard boards
every night, and, not content with that, she must needs
strew ashes on them. I know not what to do with her, and
that is the truth. But there is great news about the gray
nuns' convent where she learned all these ways. It is to be
put down by order of my lord cardinal, along with many
others—some forty, they say—all small ones like this."
"For what reason?" asked Jack.
"I do not understand, exactly. For the founding of some

college or other. Anyhow he has the order from his Holiness
the Pope, and so the nuns must budge, will they nill they.
Poor old girls! I wonder much what will become of them all.
I don't love them too well, but it pities me to think of them
turned out all among strangers, and I have told Anne if she
has any special friend among them she may ask her to stay
with us till she can have time to turn herself."
"You are the very best man in the world, father!" said Jack.
"I do believe there never was such another."
"Tut, tut, lad! I trust there are many better in our good
town. I will say for Anne, she was very grateful, and
thanked me prettily enough, poor child. But you and I have
lived to see many changes, Uncle Thomas. 'Tis but a little
while since folks were wondering over hearing the Creed,
the Lord's Prayer, and the Commandments said in English in
the churches. Who knows what may come next? We may
live to hear the whole Bible read, as they say the Lutherans
do."
"Not in my time, I fear," replied the shepherd. "But is not

this a strange move of my lord cardinal's? There is much
discontent already with the religious houses, and the monks
complain everywhere of the disrespect with which they are
treated. To my mind, this measure is a little like showing
the cat the way to the cream."
"Maybe so! Maybe so! I fear me the cat will find her way to
that cream-pot without showing, some of these days," said
the baker. "But anyhow, the gray nuns must troop, bag and
baggage, and there is talk of my Lord Harland buying the
house and lands. They say he brought home much treasure
from the Low Countries, and some pretend to affirm that he
is a favorer of the new doctrine. Anne, poor maid, went off
into a fit of weeping when she heard the story. I suppose it
is but natural she should be grieved at seeing the place go
into secular hands."
Jack thought he understood better the cause of his sister's

grief. He remembered the sad tale of Agnes Harland, and
could not help wondering whether she were still alive and
whether the suppression of the convent might prove her
release.
"But even if she be living, they will doubtless make sure

work with her before that day comes," he thought. "She will
have secured her martyr's crown before this time."
Meantime Dame Margery's exertions had spread the board

with a hearty and substantial meal, to which the travellers
did full justice. Master Lucas praised everything, declared
that such milk and butter were well worth the ride, and
shouted compliments to Margery till the old woman fairly
blushed. He was one of those happy people who are always
disposed to see the bright side of everything, and who come
like a broad beam of sunshine into every house they enter.
"Well, we must even be jogging homewards," he said, at
last. "My mule is not swift at best, as how could she be,
poor creature, with such a load on her back? We must not
be late, or the women will imagine all sorts of dangers and
horrors."
"And indeed, I would not have you out after dark," said
Thomas Sprat. "The waste here harbors many vagrants—
gypsies and the like, who bear none too good characters."
"I will go with you a part of the way, father," said Jack. "I
suppose Simon can foot it a mile or so, and I will ride his
beast and walk back."
"That can I, indeed, and will do so with a right good will,"

said Simon the journeyman, who, truth to say, was
something the worse for his unusual equestrian exercise, if
so it could be called, and who looked forward with no great
pleasure to mounting his mule again. "I would gladly walk
half the way back to Bridgewater."
In a short time the mules were saddled, the last good-bys

said, and Jack and his father were riding soberly side by
side on the road to Bridgewater, while Simon trudged after
them on foot, keeping at such a distance as not to overhear
their conversation, yet as near as was consistent with
"manners." Their talk was of home matters and of the news
of the town.
Jack begged his father to send him some of his books. This
the old man at first flatly refused to do, saying that if Jack
had his books he would spend his time poring over them
and would soon be as bad as ever again; but upon farther
entreaty, and on Jack's representation that he should have
to be out of doors with the sheep all day, at any rate, and
that he should forget all he had learned, his father so far
gave way as to say he would consult Sir William about the
matter, and if he thought best, the books should be sent;
and with this promise Jack was fain to be content.
Presently they met and passed a man mounted on a

serviceable riding hack, and followed by a mule loaded, as it
seemed, with merchandise. The traveller was dressed like a
merchant, and Jack did not fail to notice that he held a
small book in his hand, which at their approach, he put into
his pocket.
"There's a man after your own heart, son Jack," said the
baker. "He reads as he travels along the highway. Good-day
to you, sir!" he added, addressing the traveller as they
came within speaking distance. "Methinks your horse must
be a steady one, since he allows you to study upon his
back."
The stranger smiled and bowed courteously. "My horse and

I are old companions and well acquainted," he replied.
"Nevertheless, I do not often make a reading chair of my
saddle. I did but refresh my memory as to a passage on
which my mind was running. May I crave to know if this is
the road to Holford and the house of Sir John Brydges?"
"You are just in the road," said Jack, "but the knight is not
at home. He went up to London the day before yesterday."
A shade of disappointment passed over the stranger's grave

face. "Then we have passed each other on the road. I am
very sorry, for my business is somewhat pressing. Do you
know, my young sir, how long he will be gone?"
"About a month, I heard them say at the Hall."
"Well, I must needs go on my way, nevertheless," said the

stranger. "Doubtless there is some house of entertainment
in the village where I can abide for the night."
"There is indeed, sir, and a very decent place, too, the

Appletree Inn kept by Widow Higgins. But if you go up to
the Hall they will care for you hospitably," said Jack. "They
turn no one away, gentle or simple, who comes before eight
of the clock. Men say the knight's house is as open as his
heart and hand."
"Jack, Jack, how your tongue runs!" said his father. "I pray
you pardon the lad's forwardness," he added, addressing
the stranger. "The knight hath been kind enough to notice
him, and he is one who thinks much of a small favor."
"'Tis a small defect if it be one at all," replied the stranger

kindly. "And I am not disposed to find fault with the tongue
which runs only with good words. Good-day to you, sir, and
the peace of God go with you!"
"A grave and godly man, no doubt," said the baker, as they
parted company. "I wonder if he is really a merchant after
all. He rode a fine horse, and I noticed his gown was of
superfine cloth, and trimmed with costly fur; but these
London merchants, many of them, are as rich as the great
lords, and live in far greater comfort and luxury than our
country knights and squires."
"I wonder what book he was reading," said Jack. "He must
be a learned man to carry a book in his pocket."
"I am not so sure of that," said his father laughing. "A man
may not certainly be a good baker because his coat is
covered with flour."
"But he spoke like a scholar, father," said Jack. "Did you not
think so?"
"There was something uncommon about him, for certain,"
replied Master Lucas. "He had the look of a man who is
always thinking of great and grave subjects. To my mind,
his face had something the look of our Sir William."
"Sir William had a cousin in London, I know," said Jack,

struck by a sudden thought. "Perhaps this might be the
same."
"Like enough! Like enough. But, my son, you have gone far
enough seeing that you are to walk back. My blessing on
thee, dearest lad. Take care of thy health, be dutiful and
obedient to Uncle Thomas, and learn all that thou canst
from him. Learning is light to carry about, and no kind ever
comes amiss. Remember thy duty to God and thy father;
say thy prayers every day, and thou wilt never go far
astray."
Jack loaded his father with love and messages to all at

home, from the good priest and his sister down to the old
cat, whose infirmities of now and then helping himself out
of the pantry and shop, he besought his father to pardon.
"Never fear; never fear!" said his father, laughing. "The

poor beast shall live out his days in peace, I promise thee,
for all me. He does but act after his cattish nature, and we
must keep temptation out of his way. Once more, my
blessing be upon thee."
Jack had begun to feel very manly of late, but all his
manliness did not prevent his shedding a few tears at
parting with his father, nor was Master Lucas free from a
similar weakness, which, however, disguised itself under a
sharp criticism of the style of riding of poor Simon, who, he
averred, sat his mule like one of his own meal-sacks.
Jack had wiped the drops from his eyes, and was walking
briskly on when his foot stumbled on something at the edge
of the footpath. He looked down, and quickly picked up the
object which had arrested him. It was a small but thick
book, bound in parchment and with brazen clasps, and he
had no difficulty in recognizing the book he had seen the
stranger reading.
He debated for a moment as to whether he ought to open

it, but a new book was a rare sight in those parts, and
curiosity got the better of his scruples, and he unclasped
the volume. The first words he saw arrested his attention,
and he walked on reading till he was aroused by some one
speaking to him.
"So you have found my book, my fair son. I was coming

back to look for it, and am right glad to see it safe. But you
seem greatly interested."
Jack looked up with wide-open eyes full of eager interest

and a kind of reverential awe.
"Oh, sir, please tell me—forgive me if I am forward—but do

please tell me, is not this book a Bible?"
CHAPTER V.
THE CHRISTIAN BROTHER.

The stranger paused a moment before answering Jack's
question, and scrutinized his face.
"Why do you think it a Bible?" he asked.
"Because, sir, I find words here like those I have heard

before, and which I was told were in the Bible. Here is the
very tale of that son who left his father and his home, and
went away to waste his goods in a far country, which Uncle
Thomas told me. And here are those other words, 'Fear ye
not them which kill the body and be not able to kill the
soul.' Oh, sir, is it not really a Bible?"
The stranger dismounted from his horse and walked slowly

along by Jack's side.
"My dear boy," said he gravely but kindly, "will you tell me
from whom you have learned so much of Holy Scripture?
Nay, I will not ask, if it is a secret," he added, seeing Jack
hesitate. "I am a stranger, and cannot reasonably ask you
to trust me at sight. Nevertheless, I will trust you, and
answer your questions. This book is a part of Holy
Scripture, that part which contains the life and sayings of
our Lord, and the letters of His Apostles, lately translated,
and done into English, that plain men may read that which
it concerneth their salvation to know. It is to be hoped, in
time, that we shall have the whole Bible in English, but the
New Testament is put forth first as being the most
important to Christian men."
Jack walked on in silence, still looking at the precious

volume. "I would give all I have," said he at last, "for such a
book as this."
"Would you, indeed?" asked the stranger. "That is verily in

accordance with Holy Writ, which saith, 'The kingdom of
heaven is like treasure hid in the field, the which a man
found and hid it; and for joy thereof goeth and selleth all
that he hath, and buyeth that field.'"
"But, dear lad, you are but young and tender, and the
possession of this book hath its dangers. There be many
who look upon it as the work of the devil and his servants.
Sir Thomas More, himself—albeit in many respects a good
and wise man—would gladly burn both the books and their
authors and readers. Such risks are not for children like
you."
"But, sir, does not this very book say we are not to fear
them which kill the body?" asked Jack. "Did not the man in
the parable you have just spoken sell all he had to buy the
treasure hid in a field?"
"Even so, my son."
"My uncle's father was burned for having in his house and
reading an English Bible," pursued Jack, "and he went to his
death with joy. Oh, sir, I have so longed and prayed to see
an English or Latin Bible!"
"Ay, so! You can read your Latin Bible," said the stranger,
"You are, then, a scholar?"
"No great scholar as yet, though I can read Latin well

enough," said Jack, with not unjustifiable pride. "I took the
gold medal at Bridgewater grammar school, and Sir William
Leavett says I can go to Oxford in another year, if my health
fail not. I came to keep sheep with my uncle in Holford
because I was sickly with too much study, but I am quite
well now."
"And was it your uncle or your father from whom you parted
but now?"
"My father, sir, and, I do think, the best man in all the
world. My uncle lives in a cottage just under the hill
yonder."
"And you are of Bridgewater, and know my cousin, Sir

William Leavett?" continued the stranger. "I purpose to visit
him before my return. Is the good man well?"
"Quite well, sir, my father says. He is indeed a good man,

and beloved by gentle and simple among his own flock. He
has promised to come and see me one day, but his hands
are always full of business, what with the school, and the
poor and sick, and the Greek studies which he greatly
affects."
"Ay, does he so? And you, do you know any Greek?"
"But very little, sir: only the letters and a few rules. My
father is somewhat afraid of it, because one of the monks—
Father Francis, the sacristan, who sometimes comes to see
us—told him that Greek was a heathen language, not fit for
Christians to learn. He said he was cast into a deep sleep
only by trying to make out the forms of the letters, and so
forgot to ring the bell for evensong," added Jack gravely,
but with a certain spark of fun in his eyes. "But Father
Francis is fat, and likes a humming cup of ale, and mayhap
it was something else which put him to sleep."
"Very like, very like," said the stranger smiling. "My counsel
to you is to learn all the Greek you can, and then you may
read the New Testament in the original tongue. But that is a
knowledge to which common men cannot well attain, and
for that reason certain well-learned persons are advised to
put forth this translation which you are now reading." (For
Jack still held the book in his hand). "But if you will raise
your eyes to the clouds, you will see that we are threatened

(Download PDF) Understanding Human Behavior A Guide For Health Care Professionals Mindtap Course List 10Th Edition Alyson Honeycutt Full Chapter PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

(Download PDF) Understanding Human Behavior A Guide For Health Care Professionals Mindtap Course List 10Th Edition Alyson Honeycutt Full Chapter PDF

Uploaded by

Copyright:

Available Formats

Understanding Human Behavior: A

Guide for Health Care Professionals

Nutrition for Health and Health Care (MindTap Course

Nutrition for Health and Health Care (MindTap Course

Functional And Clinical Neuroanatomy. A Guide For

Understanding Pharmacology for Health Professionals 5th

Java Programming (MindTap Course List), 10th Edition

Wound Care: A Collaborative Practice Manual for Health

Medical Terminology for Health Professions, Spiral

Business Law: Text & Exercises (MindTap Course List)

Alyson Honeycutt, M.A., N.C.C.

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

VP, Product and Marketing: Thais Alencar

Product Assistant: Jannell Whitted

Learning Designer: Deb Myette-Flis Library of Congress Control Number: 2023932104

Digital Delivery Quality Partner: Lisa Christopher Cengage Learning

Notice to the Reader

Printed in the United States of America

Section I Becoming a Health Care Professional. . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 1 Challenges and Responsibilities of Health Care Professionals . . . . . . . . 3

Chapter 2 The Philosophy of Individual Worth and Equitable Care. . . . . . . . . . . . 13

Chapter 3 Self-Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Section II Understanding Human Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Chapter 4 Influences on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Chapter 5 Physical Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Chapter 6 Social and Emotional Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Chapter 7 Emotions and Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Chapter 8 Adjustment and Patterns of Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . 93

Section III Behavior and Problems in Living. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Chapter 9 Common Threats to Adjustment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Chapter 10 Effects of Trauma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

Chapter 11 Defense Mechanisms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Chapter 12 Frustration and Inner Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Section IV Effective Human Relations and Communication. . . . . . . . . . . . . . . . . 175

Chapter 13 Effects of Illness on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Chapter 14 Human Relations and Coping with Patient Behavior. . . . . . . . . . . . . . 187

Chapter 15 Practicing Effective Communication. . . . . . . . . . . . . . . . . . . . . . . . . . 203

Section V Death and Loss. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Chapter 16 Grief and Loss Throughout Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Chapter 17 Death: Attitudes and Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

Chapter 18 Caring for the Dying Person. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Section VI Trends in Health Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269

Chapter 19 Health Care Through the Ages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Chapter 20 What Is Healing? Who Is the Healer?. . . . . . . . . . . . . . . . . . . . . . . . . 291

Chapter 21 Managing Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307

Section IV (chapters 13-15) explores the components of effective communication. ­Practice

Changes to the Tenth Edition

Instructor & Student Resources

Using Understanding Human Behavior

About the Author

Reviewers of the Tenth Edition

Becoming a Health Care

and satisfactions of being a health care professional. People

you will be challenged to serve each person effectively. Section I is

designed to help you become aware of the realities of a health career

and to help you learn strategies to succeed as both a student and a

health care professional.

Challenges and Responsibilities

Challenges and Satisfactions in Health Care

Approval versus Inner Satisfaction

Setting Goals for Inner Satisfaction

Setting Standards of Performance

Excellence and Patient Safety

Section IV (chapters 13-15) explores the components of effective communication. Practice

FIGURE 1-2 Empowerment contributes to patients’ self-esteem and sense of well-being.