HK319 Standards/ Skill cues & Skill elements QUIZ 2
Assertive Communication skill elements- I messages
Identifies feelings related to the consequences Identifies a specific behavior or event Identifies the consequences of the behavior or the event Does not blame or shame the other person
Strategies for Adopting Healthy Behaviors
-Quitting (Cold Turkey): Quitting unhealthy behaviors. -Tailoring: Designing plans to modify health behaviors to meet personalized needs and interests. -Behavioral Cues: Using reminders and other environmental stimuli to prompt the practice of healthy behaviors. -Stimulus Control: Reducing, eliminating, or managing environmental cues to engage in unhealthy behavior. -Substitution: Replacing unhealthy behaviors with healthy behaviors. -Chaining: Linking a desired health behavior to other patterns of health-related behavior. -Graduated Regimen Implementation or Progression: Gradually adopting healthy behaviors or eliminating unhealthy behaviors. -Reinforcement: Internal and external reinforcement healthy behavior. -Social Support: Eliciting social support for healthy behavior. -Contracting: Contracting with oneself or others to support and reinforce positive changes in health-related behavior.
standard 3
Accessing health resources The ability to identify, locate, analyze, compare, evaluate and use valid and reliable health information, products, and services to enhance health.
Standard 8
Advocacy for health The ability to encourage others to act in ways which enhance personal, family, and community health.
standard 2
Analyzing Influences on Health Behavior The ability to examine diverse internal and external factors and their effect on personal health practices and behaviors. External factors include family, school, media, culture, peers, community, technology, school and public health policies and government regulations and their enforcement. Internal factors include perceptions of norms, personal values and beliefs, and health-related behaviors.
Standard 4 Assertive Communication skill elements
Appreciates self and others; Expresses needs, wants, and feelings in healthy ways; Assumes responsibility for own needs, wants, feelings, and behaviors; Uses I messages; and Uses nonverbal behavior to enhance verbal message.
Standard 6 skill Goal Setting
Assesses personal health practices6-12 or health status9-12; The goal statement is personalizedK-12; The goal statement includes a short-term goal and long-term goal9-12; The goal is specific and measurableK-12; The goal is difficult but realisticK-12; Has a plan that addresses strengths, needs, and risks9-12; Takes action to achieve the goalK-12; Appropriately applies strategies to achieve the goal6-12; Tracks progress toward the goal3-12.
National Health Education Standards
Essential Health Concepts Analyzing Influences on Health Behavior Accessing Health Resources Interpersonal Communication for Health Decision Making for Health Goal Setting for Health Healthy Behaviors Advocacy for Health
Standard 6
Goal setting The ability to assess personal health practices and health status, set a personal health goal, develop a plan of action that includes behavioral strategies to achieve the goal, implement the plan, and monitor progress toward achieving the goal.
Standard 7
Healthy Behaviors The application of health concepts and skills that incorporates students' personal beliefs and value for health and their accurate perceptions of norms. Includes the willingness to accept personal responsibility for health and the ability to practice health-enhancing behaviors and to avoid or reduce health risks.
Elements for Adopting Healthy Behaviors
Identifies one or more strategies to adopt a healthy behavior or eliminate an unhealthy behavior; Appropriately employs one or more of these strategies to adopt a healthy behavior or eliminate an unhealthy behavior; and Evaluates the results of using one or more of these strategies to engage in a healthy behavior or eliminate an unhealthy behavior.
Standard 2 skill cues
Identifies relevant external factors K-12; Examines effect of external factors on personal health practices and behaviors K-12; thoughts and feelings3-12, personal health3-12; health beliefs6-12, family health6-12, health promotion and disease prevention6-12; and community health9-12; Identifies relevant internal factors 6-12; and Examines effect of internal factors on health practices and behaviors6-12.
Standard 5 skill cues
Identifies situations which requires a personal or collective health-related decisionK-12; Identifies barriers to healthy decision making6-12; Identifies healthy3-12 and unhealthy6-12 alternatives to the making the decision; Predicts the potential outcomes of alternatives to making the decision3-12; Short-term3-12 and long-term outcomes 9-12; Selects a health-enhancing alternative3-12; Evaluates the decision3-12.
Standard 4 Negotiation Skills for Health skill elements
Identifies the issue, possible solutions to the issue, and the pros and cons related to each solution; Identifies one's "bottom line" regarding the resolution of the issue and sticks with it; Determines the settlement range by identifying "best case" and "worst case" scenarios related to resolving the issue; Reaches an agreement within the settlement range.
Standard 3 skill cues
Identifies trusted adults and professionals who can help promote healthk-12; Identifies ways to locate school and community health helpersK-12; Identifies characteristics of valid health information, products, and services3-12; Analyzes6-12 or evaluates9-12 and justifies the validity of health information, products, and services. Locates sources of3-12, accesses 6-12, or uses9-12 valid health information; Determines the accessibility of health products6-12; Describes or determines9-12 when professional health services may be required; and Locates 6-12 or accesses9-12 valid and reliable health products and services.
Standard 7 skill cues
Identifies3-12, explains6-12, analyzes9-12 individual responsibility for health; Demonstrates behaviors to enhance the health of selfK-12 and others6-12; Demonstrates behaviors to avoid reduce health risks to selfK-12 and others6-12.
Standard 4
Interpersonal communication The ability to organize and verbally and nonverbally convey information and feelings to develop and maintain healthy personal relationships, enhance health and avoid or reduce health risks.
Standard 1 Skill Cues
Is accurate; Is relevant; Is specific; Is complete; and Has breadth and depth.
Standard 4 Refusal Skills for Health skill elements
Makes a clear refusal statement, Uses one or more refusal strategies, Appropriately and confidently uses nonverbal communication (space, movement, eye contact, tone of voice, posture, facial expressions and gestures) to support refusal message;
Standard 8 skill cues
Makes requests to enhance personal health; Encourages others to make positive health choices; Acts with conviction and is persuasive; Has a clear, health-enhancing message3-12; Uses accurate information to support the message3-12; When appropriate, works with others to advocate for health6-12; Adapts the advocacy message and communication techniques to the audience6-12.
Assertive Communication- I messages
Messages designed to communicate feelings and needs rather than blame, shame, or put down other people (e.g., You Messages). I messages are less likely to put the other person on the defensive than You Messages. Identify: the feeling(s) related to the consequences (I feel... a specific behavior or event (When... the consequences of the behavior or the event; and (Because... Example: I feel frustrated, when people interrupt me while I am talking, because I lose my train of thought.
Standard 4 sub-skill cues
Nonverbal Communication for Health Listening Skills for Health Assertive Communication for Health Refusal Skills for Health Conflict Resolution Skills for Health Negotiation Skills for Health Skills to Request and Offer Help
Content Areas
Promoting Mental and Emotional Health Promoting Personal Health and Wellness Promoting Healthy Eating Promoting Physical Activity Promoting an Alcohol and Other Drug-Free Lifestyle Promoting a Tobacco-Free Lifestyle Promoting Sexual Health Promoting Safety and Preventing Unintentional Injury Preventing Violence
Refusal Skills for Health skill strategies
Provides a reason Provides an excuse Suggests an alternative Changes the subject Delays Says nothing Uses humor Reverses the pressure Says no again and again Walks away Gets Help
Standard 4 listening skill elements
Provides undivided attention, Is aware of speaker's nonverbal communication, Appropriately provides verbal and nonverbal feedback, Maintains eye contact when culturally appropriate, and Clarifies and reflects the speaker's message.
Standard 4 Request and Offer Help skill elements
Selects appropriate situations; Makes requests in an assertive manner or offers assistance in a clear and supportive manner; Is interested in and respects the thoughts, feelings, and/or assistance of others; Demonstrates active listening; and Respects privacy and confidentiality but acknowledges the need to inform a trusted adult when someone is in danger
Standard 6 skill elements
Self-Assessment Goal Setting Self-Monitoring Strategies for Adopting Healthy Behaviors
Standard 4 sub-skill Skills to Request and Offer Help
The ability to ask for and/or extend assistance in when one is threatened or harmed or when assistance is needed to enhance or protect health.
Standard 4 sub-skill Assertive Communication
The ability to confidently express in healthy ways what one needs, wants, and feels with regard physical, mental, emotional, and social health.
Standard 4 sub-skill Negotiation Skills for Health
The ability to discuss a mutual issue or concern with others and cooperatively agree on a compromise or settlement that enhances or protects physical, mental, emotional, and social health.
Standard 6 skill Self-Assessment
The ability to identify and evaluate one's health-related practices and health status. Assesses personal health practices6-12; Assesses personal health status9-12; Evaluates findings; Identifies personal strengths, weaknesses, and needs6-12.
Standard 6 skill Self-Monitoring
The ability to observe and record over time one's progress toward a health-related goal.
Standard 4 listening sub-skill
The ability to show respect for, and attend to, the thoughts and feelings communicated by others to enhance or protect health.
Standard 6 skill Strategies for Adopting Healthy Behaviors
The ability to use a variety of processes of change to improve or maintain personal health. Self-Monitoring Quitting (Cold Turkey) Tailoring Behavioral Cues Stimulus Control Substitution Chaining Graduated Regimen Implementation (Progression) Reinforcement Social Support Contracting
standards 4 sub-skill nonverbal
The ability to use or interpret another person's use of space, time, movement, touch, eye contact, tone of voice, posture, facial expressions, and gestures to communicate feelings or information and enhance or protect health. Additional elements include matching nonverbal behavior when conveying verbal messages.
Standard 4 sub-skill Refusal Skills for Health
The ability to use verbal and nonverbal communication skills to say no and avoid or reduce health risks. Refusal skills include the refusal message as well as the strategies used as part of the refusal message.
Standard 4 sub-skill Conflict Resolution Skills for Health
The ability to work out disagreements and differences with others to prevent, manage, or resolve the discord and protect physical, mental, emotional and social health.
standard 4 nonverbal skill element cues
Uses and/or interprets nonverbal behaviors space, time, movement, touch, eye contact, tone of voice, posture, facial expression, and gestures; and Matches nonverbal behavior to verbal message.
Standard 4 Conflict Resolution Skills for Health skill elements
acknowledges that a conflict exists; In threatening situations, leaves and gets help; Remains in control and does not escalate the conflict; Listens to the other person and tries to see the situation from their point of view; Works with the other person to explore possible solutions; Agrees to a solution to the conflict that is fair for both persons; Seeks, if needed, the help of a trusted adult.
Standard 5
decision making The ability to identify situations which require personal and collective health-related decisions, identify healthy options related to the issue or problem, assess the short- and long-term consequences of these options, choose and act on the choice, and evaluate the effectiveness of the decision.
standard 1
essential health concepts The concepts and perceptions that students should know, understand and believe to engage in health-enhancing behaviors and avoid health risks.
standard 2 External factors
family K-12 school K-12 media K-12 culture 3-12 peers 3-12 community3-12 technology3-12 school and public health policies 6-12 and government regulations9-12 and their enforcement
standard 2 Internal factors
perceptions of norms6-12 personal values6-12 personal beliefs6-12 health risk behaviors6-12
