Health Test 2 Ch 5-8

Many influences are playing a role in behavior on a daily basis. Having the ability to recognize various influences and then apply it to our world in a different context is known as _______________.

Modeling the skill

__________ is anything that has an effect on the outcome of something. In this case, we explore those things that can influence a person's feelings, actions or behaviors, and beliefs.

Influence

What skills are necessary in every interaction to have with another person and across every dimension of wellness?

----Communication plays a role in all dimensions.

When examining whether an influence has a positive or negative effect on behavior, it is important to consider what? And what not to consider?

-A positive influence is one that encourages decisions and actions that help a person maintain or enhance health and well-being. -Conversely, a negative influence is anything (or anyone) that encourages unhealthy behavior or reduces the ability to achieve a healthy outcome.

For modeling with the role play practice opportunities must be relevant to the students. True or False

True

We need to apply communication skills in the same way regardless of whom we are communicating with or when we are communicating. For example, any time you speak to a parent or guardian, you use communication skills in the same way. True or False

False

Why is goal setting important?

It allows students to dream, to aspire, and to plan for the future. Helps students become successful.

Within the skill of interpersonal communication, listening, self-expression, refusal, and conflict resolution are all listed. Briefly explain each of these aspects of communication and why it is important.

Listening- is a critical part of communication process. If we don't listen well, we might miss the meaning or message. Self-expression- is a brand term that relates to many areas of life. we often need to be able to express ourselves to maintain or n=enhance our health. Refusal-Many situations in which we might have to refuse something. The focus of refusal should be on helping students build self-efficacy around saying no

Example of __________ would be effective communication (express feelings if threatened) & listening and at the high school level it would be advance conflict skills (verbal & non-verbal communication, negotiation- refusal, collaboration).

Pre-K

refers to beliefs, customs, or ways of thinking, or behaviors among a group of people. Any group that assembles for a shared purpose develop an identify of its own.

Culture

Class discussions should be allowed on both unhealthy as well as health decisions that could be made to evaluate the outcomes. True or False

True

Communication skills are necessary in every interaction we have with another person and across every dimension of wellness. True or False

True

Depending on a given situation, an influence could be positive at one time and negative at another. True or False

True

Influences are not absolute, and they do not have the same effect for all people. True or False

True

Works best when its relevant to the student's life. True or False

True

dimensions of wellness they depend on each other and do not stand alone means

independent

The skill of analyzing influences teaches you to consider the ______________ and _________________ influences on our behavior.

internal and external

_____________ communication is a type of communication that focuses on a person's mannerisms and behaviors rather than the words spoken.

interpersonal

Identifying influences is one of the skill cues of analyzing influences. Another skill cue for this skill is A). list all potential influences B). change or eliminate negative influences C). tell others how to change behavior based on their influences D). explain and apply the influence in health-enhancing ways

not A maybe c

It's important as an educator to recognize students live in among multiple cultures at any given time. examples:

religious groups and clubs

Communication happens when three components are in place. To communicate, there must be a _______________, a ___________________ and a __________________.

sender, message and receiver

Example Pre-K- Grade 2 students don't always need an adult to make a decision--

they can make the decision themselves or know when to ask for help.

So, can an influence be positive in one situation at one time and negative at another time?

yes

When considering how one's culture affects behavior choices, a student should A). think about how his or her friends will perceive his or her actions B). do what his or her family has always done C). ignore cultural influences and go with their gut choice D). thoughtfully consider the influence and how it aligns with his or her personal view of being healthy

D

What are the skill cues of analyzing influences (National Health Standard 2) at 6th-8th and 9th-12th (they are the same skill cues)? Pages 93-94

Identify the Influence. -List who and what could influence behavior. -List internal and external influences. Analyze how the influence has a=n impact on behaviors, thoughts, values and beliefs. -How influencing me? -What message I am getting? -positive or negative influence? -How much influencing me? Examine how other factors interact with the influence and have an effect on behavior choices. -Are there other influences that work together? -My internal influence contradict or support ? -External influences send different messages about my behavior? Consider whether I need to do anything about this influence. What is the best plan of action to handle this influence in my life? -Change my behavior? Worse? Better? -Influence in life? Better or Worse off? -Do anything about it? Strong enough to make a change? -More aware in future? -Remove my self from this?

What is the definition of a dream? Is it the same as a goal?

dream- a cherished aspiration, ambition, or ideal that you may never reach but wish to reach No-goals can help you work toward a dream Goal setting is a dynamic process that can provide a road map for students to be successful. When employed in a health education class, students have the opportunity to realize their hopes and dreams within multiple dimensions of health and how they contribute to a healthy, happy life. They learn how to develop a plan to systematically achieve those dreams, one small goal at a time.

Understanding how and when to ask for assistance is important to enhance the health of self and others can be challenging when ____________________________________________________.

not knowing how to tell the right person. This is self-expression For ex people to go to-- parents, friends, school counselor, medical professional, teacher.

When measuring proficiency for the skill of decision making the student should be able _________

to include an overall assessment of all of the performance indicators

What are the performance indicators of interpersonal communication (National Health Education? Standard 4) at 3rd-5th? Page 102 Table 6.1

- Demonstrate verbal, nonverbal communication skills to enhance health. - Demonstrate refusal skills that avoid or reduce health risks. - Demonstrate nonviolent strategies to manage or resolve conflict. - Demonstrate how to ask for assistance to enhance personal health.

Know the dimensions of wellness. Page 101 Figure 6.3 1-7

- Occupational- relating to vocation or job - Physical- relating to the body - Social- relating to relationships - Emotional- relating to understanding oneself - Spiritual- relating to the meaning and purpose of life - Environmental- relating to the Earth and physical space - Intellectual- relating to lifelong learning

What are the performance indicators of interpersonal communication (National Health Education? Standard 4) at Pre-K-2nd? Page 102 Table 6.1

-Demonstrate healthy ways to express, needs, wants, and feelings. -Demonstrate listening skills to enhance health. -Demonstrate ways to respond in an unwanted, threatening, or dangerous situation. -Demonstrate ways to tell a trusted adult if threatened or harmed.

Which of the following is not a commonly recognized dimension of wellness discussed in this text? A). emotional B). religious C). spiritual D). environmental

B

Strong interpersonal communication is important when applying the skill of advocacy because A). advocates need to understand what they are saying B). advocacy requires negotiation C). an advocate is a talker D). advocates who are able to communicate effectively are more likely to persuade others

D

Understanding how and when to ask for assistance to enhance the health of self and others is important because A). kids usually don't know what to do B). people, in general, are looking for someone to help them C). many adults have expectations of students and it is our job to help them meet those expectations D). effective communication can be challenging especially when we need to ask for help when we feel uncomfortable in a situation

D

Define internal and external influences and give two examples for each.

External influences are anything that affects our feelings, actions and behaviors or beliefs and it is introduced from an outside source. Examples are culture and media and technology. Internal influences are an innate part of who we are. Our main internal influences are our values, beliefs, attitudes, motivation, and needs. They can often be managed and modified but cannot be removed. Examples are sense of humor and drive to succeed.

Each dimension of wellness operates independently with little crossover to other dimensions. True or False

False

Why should goal setting be taught using multiple contexts and settings?

Skill cues should apply across multiple health contexts and situations. Goal setting in particular is easily applied in any health dimension Emphasize the skill cues using health-related examples in a variety of contexts that are relatable and relevant for students.

As a health educator coaching students through a decision-making process, you should ________________________ (go through the steps Figure 7.1 page 115).

Step 1- Skill introduction -define decision making -discuss relevance of DM -Explain educational outcomes of DM Step 2- Presenting the steps -Explain critical elements of DM Step 3- Modeling the skill -Demonstrate DM -use exs Step 4- Practice -provide opportunities practices -keep practice relevant to educational outcomes Step 5- Feedback and Reinforcement -Include opportunities outside of school -positive negative feedback

How is role play and scenarios effective in communication? Feedback from whom is the most effective?

The most effective feedback is from the teacher or from a friend. Given students real life examples to work through in a role play can be very effective. It allows them to play out past the refusal and to think about what would happen in the scene once the effective refusal is delivered.

List the seven dimensions of wellness. 1. 2. 3. 4. 5. 6. 7.

1. Occupational- relating to a vocation or job 2. Physical- relating to the body. 3. Social- relating to relationships 4. Emotional- realting to understanding oneself 5. spiritual - relating to the meaning and purpose of life 6. Environmental- relating to the earth and physical space 7. Intellectual- plays a role in all dimensions

When examining whether an influence has a positive or negative effect on behavior, it is important to consider all of the following EXCEPT A). if the influence is associated with a friend or family member B). how the influence affects your behavior choices C). how the influence affects your behavior choices D). how to increase positive influences and mitigate negative influences

A

The form of listening where we are engaged and focused on what the other person is saying is called _____________________.

Active Listening

At the high school level, the skill of interpersonal communication includes performance indicators about all of the following types of communication EXCEPT A). verbal B). nonverbal C). listening D). refusal skills

C

In the performance indicators for grades 3 to 5, students should learn about nonviolent strategies for managing or resolving conflict. This is important because A). kids are usually violent if not taught these strategies B). few adults understand how to solve conflict peacefully and respectfully C). teaching students these skills is shown to reduce negative behaviors D). students need to know how to protect themselves from bullies

C

The performance indicators of the National Health Education Standards progress in difficulty and sophistication over the developmental grade spans. For the skill of analyzing influences, describe how and why the performance indicators related to the influence of family change from elementary to middle to high school. pre-K-2 grade________________________ 3-5 grade___________________________ 6-8 grade___________________________ 9-12 grade__________________________ How family influences behavior:____________________________________________________________________

Pre-K-2nd -- Identify how the family influences personal health practices and behaviors 3-5-- Describe how family influences personal health practices and behaviors 6-8-- Examine how the family influences the health of adolescents. 9-12th-- Analyze how the family influences the health of individuals --persuasive and the way you're raised

Example grades 6 to 8, the performance indicators ask students to distinguish between healthy and unhealthy options True or False

True

When measuring proficiency for the skill of decision making the student should be able to include an overall assessment of all of the performance indicators (Step 2).??? Student must learn about each performance indicator and have sufficient time to understand and complete the task required.

The process of making decisions in other contexts is similar, but students must practice decision making specifically within in the context of health in order to achieve proficiency in making health-enhancing decisions.

What are the performance indicators of interpersonal communication (National Health Education Standard 5) at 3-5? Page 116 Table 7.1

-Identify health-released situations that might require a thoughtful decision. -Analyze when assistance is needed in making a health-related decision. -List healthy options to health-related issues or problems -Predict the potential outcomes of each option when making a health-related decision. -Choose a healthy option when making a decision -describe the outcomes of a health-related decision.

Example: Pre K- Grade 2 students can identify short term goals and achieve them. True or False

True

What are external and internal influences? Definition of both and what are they as they relate to health education? Can one effect the other?

-External influence: anything that affects our feelings, actions, and behaviors or beliefs and it is introduced from an outside source This relates to health education through people, culture, media and technology, law, policy and regulation and life circumstances. -Internal influences: innate part of who we are. Our main internal influences are our values, beliefs, attitudes, motivation, and needs. They can often be managed and modified but can not be removed. This relates to health education through temperament, personality, cognitive ability, sense of humor, fears, drive to succeed and other personal needs. -Internal and external influences can affect each other.

What are the performance indicators of interpersonal communication (National Health Education Standard 5) at 6-8? Page 116 Table 7.1

-Identify circumstances that can help or hinder healthy decision making. -Determine when health-related situations require the application of a thoughtful decision-making process -Distinguish when individual or collaborative decision making is appropriate. -Distinguish between healthy and unhealthy alternatives to health-related issues or problems -Predict the potential short-term impact of each alternative on self and others -Choose healthy alternatives over unhealthy alternatives when making a decision -Analyze the outcomes of health-related decision

What are the performance indicators of interpersonal communication (National Health Education Standard 5) at Pre-K-2nd? Page 116 Table 7.1

-Identify situations when a health-related decision is needed. -Differentiate between situations when a health-related decision can be made individually or when assistance is needed.

What are the performance indicators of interpersonal communication (National Health Education Standard 6) at 3-5? Page 132 Table 8.1

-Set a personal health goal and track progress toward its achievement -Identify resources to assist in achieving a personal health goal.

What are the performance indicators of interpersonal communication (National Health Education? Standard 4) at 9th-12th? Page 102 Table 6.1

-Use skills for communicating effectively with family, peers, and other's to enhance health. - Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. - Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others. -Demonstrate how to ask for and offer assistance to enhance the health of self and others.

What are the performance indicators of interpersonal communication (National Health Education Standard 5) at 9-12? Page 116 Table 7.1

-Examine barriers that can hinder healthy decision making -Determine the value of applying a thoughtful decision making process in health-related situations -Justify when individual or collaborative decision making is appropriate -generate alternatives to health-related issues of problems -Predict the potential short-term and long-term impact of each alternative on self and others -Defend the healthy choice when making decisions -Evaluate the effectiveness of health-related decisions

What are the performance indicators of interpersonal communication (National Health Education Standard 6) at PreK-2nd? Page 132 Table 8.1

-identify a short-term personal health goal and take action toward achieving the goal. identify who can help when assistance is needed to achieve a personal health goal. - Identify who can help when assistance is needed to achieve a personal health goal

In a recent study, approximately one-third of teens reported that the health-related information they accessed online caused them to change their behavior. Which of the following is NOT an effective way for students to analyze media messages? A). Review a website to determine whether and how the site design might influence kids to behave a certain way. B). Have students answer a set of questions related to the website and have them explain to the class how the site may influence a person's behavior. C). Give students print media ads and tell them the advertisers' intentions with the ad campaign. D). Have students compare two advertisements for the same type of product and determine what each places a greater emphasis on marketing.

C

___________ is defined as the beliefs, customs, ways of thinking, and behaviors among a group of people.

Culture

In order for students to fully develop the skill of decision making, should the student be able to demonstrate all of the performance indicators within a grade span? Yes. or No

Yes

It's important that the student (Grades 9-12) is able to defend their decision and solidify it by _________________________. Evaluating the effectiveness of the health related decision??

making the healthy choice The high school level includes a final step where students evaluate the effectiveness of their decision. They must be able to reflect on the decision they made and explain whether it had a positive, negative, or neutral effect on their health

Identifying a potentially harmful influence and telling students what they need to do to mitigate that influence is likely to help students change their behavior. True or False

False

Health is unique and personal. There is not one right way to be healthy, but there are healthier beliefs, values, ideas, and actions. True or False

True

Internal influences are not affected by the thoughts and beliefs of those around us. True or False

False

What are the performance indicators of interpersonal communication (National Health Education? Standard 4) at 6th-8th? Page 102 Table 6.1

-Apply effective verbal and nonverbal communication skills to enhance health. -Demonstrate refusal and negotiation skills that avoid or reduce health risks. -Demonstrate effective conflict ,management or resolution strategies. -Demonstrate how to ask for assistance to enhance health of self and others,

What are the steps to goal setting?

1. Skill introduction -define goal setting -discuss the relevance of goal setting -explain educational outcomes for goal setting 2. Presenting the steps of the skill -explain critical elements of goal setting 3. Modeling the skill -demonstrate goal setting -examples 4. Practice -opportunities to practice goal setting -practice opportunities relevant to educational outcomes 5. Feedback and Reinforcement -opportunities to apply goal setting to lives -negative and positive feedback

The role of a health educator when teaching media within the skill of analyzing influences is to A). understand the online and other media influences youth are faced with and teach them strategies for better understanding and managing those influences B). teach students how to avoid media influences C). provide the examples of potential online and media influences and then let the students figure out how to interpret them D). explain to students the negative effects that too much media can have on health outcomes

A

What are the performance indicators of interpersonal communication (National Health Education Standard 6) at 6-8? Page 132 Table 8.1

-Assess general health practices -Develop a goal to adopt, maintain, or improve a personal health practice -Apply strategies and skills needed to attain a personal health goal -Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.

What are the performance indicators of interpersonal communication (National Health Education Standard 6) at 9-12? Page 132 Table 8.1

-Assess personal health practices and overall health status -Develop a plain to attain a personal health goal that addresses, strengths, needs, and risks -Implement strategies and monitor progress in achieving a personal health goal -Formulate an effective long-term personal health plan

What are the skill cues of analyzing influences (National Health Standard 2) at 3rd-5th? Pages 93-94

PEOPLE= Who-- Who are the people who influence my behaviors and actions? Close to me? Trust their opinions? How-- How do people influence my behaviors and actions? What actions/words influence this? Places this happens? Do something different according to that person? So what-- Explain what i may do differently as a result of this influence. Tell your teacher why you do certain things. Discuss what you could do if doing unhealthy things. OTHER FACTORS (CULTURE, MEDIA, TECHNOLOGY)= What- What are the factors that influence my behaviors and actions? List factors that have influenced. Where are they coming from? How- How do these factors influence my behaviors and actions? What do I like? Fun images? So what- Explain what i may do different as a result of this influence. Never saw it would I believe in it? How can I avoid the unhealthy parts it wants me to do?

What is the criteria of a SMART goal?

SMART goals are Specific, Measurable, Attainable/Adjustable, Realistic, and Timely or Time based. However, we suggest replacing attainable with adjustable for two reasons. The first is that attainable and realistic can be hard to differentiate and it may be difficult for students to understand the distinction. If something is attainable, then isn't it realistic? The second reason is that many goals need to be adjusted even if they are realistic when they are originally set. Giving students permission to adjust their goals based on assessment of their progress can lead to experiences of success and control over the situation rather than failure if they don't meet the original goal

It is important to identify possible solutions and consider their outcomes when it comes to decision making because ____________________________________________

The process of making decisions in other contexts is similar, but students must practice decision making specifically within in the context of health in order to achieve proficiency in making health-enhancing decisions. In addition, decision making in health education supports a data driven approach—students must use some form of evidence when weighing pros and cons and thinking about the consequences of a decision

In a recent study, approximately one-third of teens reported that the health-related information they accessed online caused them to change their behavior. Which are effective ways for students to analyze media messages and which ones are not effective?

When examining media, have students explore websites, social media, or print media (among others) and provide a critical analysis of how the media could influence a person's behavior. Additionally, have students provide strategies for mitigating the negative influence from the sites, develop conversation points to support their view, and find alternative forms of media that provide a positive influence. It may also be worth coordinating with your school's media specialist to support media literacy across topic areas.

What is the strong connection between interpersonal communication and advocacy that creates success?

When implemented effectively, advocacy is a powerful fool for change. Students learning about this skill have the opportunity to be self-directed to their quest to solve problems and to help those around them maintain or improve their health. When shared outside the health classroom, student advocacy campaigns can also have an impact beyond the intermediate school environment. Provide a stepping-stone for students to become more active and engaged citizens in all areas of society. Interpersonal communication is the exchange of information between two or more people. Advocacy is a skill that teaches students how to build support for a cause and encourage others to adopt or maintain a health-enhancing behavior.

Is it possible that a goal may have to be refined or adjusted at any point? Explain Yes or No

Yes many goals need to be adjusted even if they are realistic when they are originally set. Giving students permission to adjust their goals based on assessment of their progress can lead to experiences of success and control over the situation rather than failure if they don't meet the original goal