We can work on FAMILY HEALTH ASSESSMENT

“After you have read chapter 20 of the class textbook and review the PowerPoint presentation, choose a family in your community and conduct a family health assessment addressing the questions below. 

  1. Family composition. 
    Type of family, age, gender and racial/ethnic composition of the family.
  2. Roles of each family member. Who is the leader in the family? Who is the primary provider? Is there any other provider?
  3. Do family members have any existing physical or psychological conditions that are affecting family function?
  4. Home (physical condition) and external environment; living situation (this must include financial information). How the family support itself. 
    For example, working parents, children or any other member
  5. How adequately have individual family members accomplished age-appropriate developmental tasks?
  6. Do individual family member’s developmental states create stress in the family?
  7. What developmental stage is the family in? How well has the family achieve the task of this and previous developmental stages? 
  8. Any family history of genetic predisposition to disease?
  9. Immunization status of the family?
  10. Any child or adolescent experiencing problems
  11. Hospital admission of any family member and how it is handled by the other members?
  12. What are the typical modes of family communication? It is affective? Why?
  13. How are decisions make in the family?
  14. Is there evidence of violence within the family? What forms of discipline are use?
  15. How well the family deals with crisis?
  16. What cultural and religious factors influence the family health and social status?
  17. What are the family goals?
  18. Identify any external or internal sources of support that are available?
  19. Is there evidence of role conflict? Role overload?
  20. Does the family have an emergency plan to deal with family crisis, disasters?

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he first significant area of impact is a phenomenon popularly termed as brain-drain. Brain drain is the emigration of highly trained, talented and skilled individuals in search for better opportunities (Srivastava). This issue concerns several low and middle-income countries, since it is these skilled people that raise the productivity— and in turn wages and standards of living— of the unskilled labour in a region. Better trained people are able to improve institutions and are more innovative. This innovation and efficiency leads to better practices for work and increases productivity of even the unskilled labour— thus, giving the economy a boost. The lack of such people— who are often better educated due to their initial financial positions— leads to the creation of a void at the top of the economic chain. Historically, data and studies conducted indicate that countries can be affected in two ways. They can experience a net brain-drain— the direct effect of migration that obviously reduces the stock of talented individuals in an economy. In other situations, they can experience a positive flow of talent—a net brain-gain (Collier). Contingent on the size of the source country amongst other factors, an indirect effect is often one that augments talent. This is because migration leads to the creation of diasporas and also incentivizes the citizens to educate themselves well in order to capitalize on the opportunities and benefits presented by it. Not all people who equip themselves with skills necessarily migrate. Additionally, there is reverse brain-drain when students return after receiving education abroad. In some countries, over time, these indirect forces combine and lead to an economically and socially favorable >

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