KIN410 Test #1

Identify Behavioral Risk Factors That Influence Illness and Death

- Tobacco -Obesity -Alcohol -Infections -Toxic Agents -Motor Vehicles -Firearms -Sexual Behaviors -Drug Use

Describe ways in which the performance indicators for the National Health Education Standards might be used

-Understanding the relationship to behavior objective - Developing behavioral objectives -Classifying behavioral objectives The who, the behaviors, the content, the condition, the criteria

Define the Six CDC Risk Behaviors

1. Alcohol and other drug use: 24% of students report "episodic heavy drinking" having five or more drinks on a single occasion; alcohol is a psychoactive drug that depresses the CNS and impairs judgment; illegal drugs are having a devastating effect on out students and on society 2. Intentional and Unintentional injuries caused by an accident: leading cause of dead for teens; unintentional injuries are motor vehicle accidents, TBI, fires, drownings, suffocation, falls, poisonings; an intentional injury is a result from interpersonal violence and self-directed violence 3. Tobacco Use: cigarettes, pipes, smokeless tobacco; it is the most preventable cause of death in the US 4. Poor Nutrition: chronic diseases are linked to poor eating habits; many adolescents develop eating disorders due to low self-esteem, negative body image, or feelings of inadequacy 5. Inadequate Physical Activity: many young people do not get enough physical activity; fewer children are enrolling in P.E.; use of TV and video games contribute to this pattern 6. Sexual Risk Behaviors: 46% of high school students report sexual intercourse experience; early sexual experiences increase risk of pregnancy and STD's; HIV destroys the bodies immune system, allowing the development of AIDS; Other sexually transmitted diseases include- Chlamydia, Gonorrhea, Syphilis, HPV, Genital Herpes, and Genital Warts

Identify The Five Sources of Influence over the Health of Individuals

1. Biology and Genetics: age, sex, and inherited conditions 2. Social Factors: physical conditions and other factors in the environment in which people are born, live, play, and work 3. Health Services: access to, and the quality of available health services 4. Public Policy: Local state, and federal laws and policy initiative have influence the health of individuals and the population as a whole 5. Individual Behavior: Postive changes in behavior can reduce chronic diseases

Identify and describe the relevance of the eight National Health Education Standards

1. Comprehend concepts related to health promotion and disease prevention 2. Analyze the influence of culture, media, and other health factors 3. Demonstrate the ability to access info, products, and services to enhance health 4. Demonstrate the ability to use interpersonal communication skills to enhance health 5. Demonstrate the ability to use decision-making skills to enhance health 6. Demonstrate the ability to use goal-setting skills to enhance health 7. Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks 8. Demonstrate the ability to advocate for personal, family, and community

Identify and give examples of the four kinds of skills needed for health literacy

1. Critical thinking and problem-solving- examine health problems and formulate ways to solve them, gather information from a variety of sources and assess the info before making health-related decisions 2. Self-directed learning- gains skills in literacy and critical thinking and apply new health information throughout their lives 3. Responsible and productive citizenship- want to keep their community healthy, safe, and secure; recognize that their behaviors affect the quality of life for others 4. Effective communication- express their knowledge, beliefs and ideas. They demonstrate empathy and respect for others and encourage others

Define Each of the Domains of Personal Health

1. Physical Health (physical/body): physical characteristics, energy level 2. Mental/Intellectual Health (thinking/mind): reasoning processes, capacity for short and long term memory, and expressions of curiosity, humor, and creativity 3. Emotional Health (feelings/emotions): emotions, coping skills, self-control, self-acceptance, expression of feelings 4. Social Health (friends/family): social skills, interactions in different environments, and respect and acceptance for others 5. Spiritual Health (spiritual/soul): comfort with ourselves, relationships with others, personal values, and meaningful purpose in life 6. Vocational Health (work/school): ability to collaborate, share responsibility, positively impact the community

Identify and Describe the 6 Access and Equity Principles

1. Environment & Climate: all students will have access to facilities that are conducive to learning. It includes the physical classroom, resources, and tools for learning and values students health & safety 2. Teaching: all students will have access to component delivery of health instruction. Teachers will have strong health education pedagogy skills, and passion for teaching about health, and a compassion for students. Student-centered learning engages students in real world application. Provide students with the opportunity to understand health concepts and apply them 3. Curriculum: all students have access to a Pre-K through grade 12 health education instructional program guided by a curriculum grounded in the NHES. It will outline what students must know and be able to do 4. Assessment: all students will have access to assessments that accurately measure what they know and are able to do. Student achievement of standards will be assessed and teachers will develop tasks that are equitable and fair. Assessments will be aligned with the curriculum 5. Technology: all students will have access to technology to explore, analyze, and communicate about health issues. It will influence how health education is taught opening the door to real-world applications 6. Learning: all students will have access to programs that enable learning with behavioral intent. It requires time and effort and is best achieved with application that builds on prior knowledge. Learning opportunities will be equitable and differentiated to meet the cognitive and behavioral needs of all students.

Identify & Understand the 14 Characteristics of Effective HE Curricula.

1. Focuses on specific behavioral outcomes 2. Is research-based & theory-driven 3. Addresses individual values & group norms 4. Focuses on increasing the personal perception of risk and harmfulness of engaging in specific health risk behaviors 5. Addresses social pressures 6. Builds personal and social competence 7. Provides functional health knowledge that is basic 8. Uses strategies designed to personalize information and engage students 9. Provides age and developmentally appropriate information, learning strategies, teaching methods, and materials 10. Incorporates culturally inclusive learning strategies, teaching methods, and materials 11. Provides adequate time for instruction and learning 12. Provides opportunities to reinforce skills and positive health behaviors 13. Provides opportunities to make connections with other influential people 14. Includes teacher information and plans for professional development and training to enhance instruction and student learning

Summarize the role of each student of Coordinate School Health on improving the health of all stakeholders in the school community

1. Health Education- should be a part of a student's learning experience for the entirety of their public school career. It should be appropriate for their age just like any other subject. 2. Health Services- provide the school with services that will promote healthy life styles and keep children in school. 3. Healthy School Environment- the school supports policies that grow positive outlooks on behavior. The environment is welcoming to all backgrounds and promotes a sense of comradery among the student and faculty 4. Nutrition Services- students have access to a variety of healthy options. Accommodate a variety of student's needs, such as gluten-free, or vegetarian. 5. Counseling- the school has services available to students who may be feeling a lack in their emotional, mental, or social health. 6. Phys Ed- PE and its activiteis should promote fitness, and help develop motor skills 7. Staff Health and Wellness- promoting staff to pursue healthy lifestyles not only benefits them, but creates a healthy school environment 8. Family and Community Involvement- the school encourage parents to be a part of their students' health education through programs and take home information; the school works with the community to push and promote healthy behaviors through local vendors and figure heads.

Describe and understand the backwards design loop

1. Learning goals and objectives 2. Feedback and assessment 3. Teaching and LA's

Define and Describe the 3 parts of the NHES document.

1. The standard: knowledge of core concepts and underlying principles of health promotion 2. A rationale statement: provided for each standard and illustrates the importance of each standard and provides additional clarity, direction, and understanding 3. Performance Indicators: delineated by the following grade spans: pre-K to 2nd grade, 3rd grade to 5th grade, 6th grade to 8th grade, and 9th to 12th grade. They're meant to be achieved by the end of the grade span in which they are identified

Identify how the ASCD define a "Successful Learner"

A student who is knowledgeable, emotionally and physically healthy, engaged in civic activities and events, involved in the arts, prepared for work and for economic self-sufficiency, and ready for the world beyond their own borders

Identify and define the constructing knowledge taxonomy

Autonomy- Construct Knowledge Curiosity- Seek Knowledge Relevance- Connect Knowledge Interest- Accept Knowledge

Identify the various forms that cyber bullying can take on the potential psychosocial outcomes that may result among victims

Cyberbullying is the use of digital media to bully another person: spreading rumors online, threatening someone online, or sending unwanted sexual messages or images. It can lead to depression, anxiety, severe isolation, and even suicide. Associated with anger, sadness and poor performance

Describe the Link Between Student Health and Academic Achievement

Healthy students learn better. When the body is not focusing on how hungry, tired, or sick it is, it can devote all its resources to paying attention to a lecture. Healthy students miss less school and are able to keep up with content better than unhealthy ones.

Describe How HECAT helps schools deliver and improve effective health education curricula to school-age youth

Helps districts select appropriate and effective health education programs. The modules are guidance, analysis tools, scoring rubrics, and resources for carrying out a clear, complete, and consistent examination of health education curricula. It helps teachers provide students with opportunities and helps to determine if the curricula includes a set of intended learning outcomes or learning objectives. A planned program of developmentally appropriate lessons or learning experiences

Identify and understand the differences between instructor centered learning and student centered learning

Instructor- Centered: -Instructor presents material -Instructor makes choices -Instructor makes connections to other material -Responsibility for learning is on instructor -Assessment used to generate grades Learner-Centered Teaching: -Students present material to each other -Students make choices -Students make connections -Responsibility for learning is on student -Assessment is used as a tool for the student to gage learning

Describe the goals and essential features of a coordinated school health program, list its components, and describe the role of each

It brings together the resources of schools, families, and communities to maintain and improve the health of students. It utilizes agencies and programs both in and out of the school building. 1. Comprehensive School Health Education- a K-12 plan for teaching students information and helping them develop life skills that promote life skills that promote health literacy and maintain and improve health. It addressed physical, mental, emotional, and social dimensions of health and is tailored to each grade level. 2. School Health Services- protect and promote the health of students (urgent and emergency care, health counseling, health promotion for students and staff) 3. A healthful and safe school environment- a school environment that attends to the physical and aesthetic surroundings and the psychosocial climate and culture 4. Nutritional Services- Provide students with nutritionally balanced, appealing, and varied meals and snack in settings that promote social interaction and relaxation 5. Counseling, psychological, social services- attend to mental emotional and social health (counselors, psychologists, social workers) 6. Health promotion for staff- encourage and motivate school staff to pursue a healthy lifestyle 7. Family and community involvement- dynamic partnership with the school, parents, agencies, community groups, and businesses work collaboratively to address health needs.

Apply the Meeks Heit Umbrella of Comprehensive School Health Education to the six categories of risk behaviors that threaten the nation's youth

It contains health literacy, national health education standards, and performance indicators designed to protect young people from the 6 categories of risk behaviors identified by the CDC. It teaches them prevention by teaching them to comprehend health concepts, analyze influences on health, access valid health information and services, use communication, resistance and conflict skills, make good decisions, set goals, manage stress. Contains 10 sections: represent content areas which young people need to gain health knowledge, learn and use life skills, work to achieve and maintain health goals, and master objectives. 1. Mental and Emotional Health- develop health personality characteristics; choosing good behaviors 2. Family & Social Health: healthy relationships 3. Growth and Development: keeping body systems healthy 4. Nutrition: selecting foods that contain nutrients 5. Personal Health and Physical Activity: having regular examinations, getting rest, participating in physical activity 6. Alcohol, Tobacco, and other drugs: not drinking alcohol and avoiding dangerous drugs 7. Communicable and Chronic Diseases: reduce the risk of infection 8. Consumer and Community Health: recognizing rights of the consumer, laws to protect health 9. Environmental Health- staying informed about environmental issues 10. Injury Prevention and Safety- following safety guidelines reducing the risk of unintentional injuries

Primary Goal of Health Education & how it can be reached.

Primary Goal: To help students adopt and maintain healthy behaviors that protect and promote health and avoid or reduce health risks This can be reached by: 1. Teaching functional health information (essential concepts) 2. Helping students determine personal values that support healthy behaviors 3. Helping students develop norms that value a healthy lifestyle 4. Helping students develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors

Discuss the Influence of School Health Programs On Improving School Success

School health can improve attendance, graduation rates, class grades, and performance on standardized tests. It has an impact on the decision-making and behaviors of youth.

Understand the importance of a Scope and Sequence Chart for a comprehensive health education curriculum that includes the components of health literacy, the NHES, performance indicators, content areas, life skills, and health goals.

Scope and Sequence Chart- divided into separate charts for grade K-2, 3-5, 6-8, and 9-12 The blueprint divides the charts into separate grade levels. The components of health literacy drives the following: 1.The content areas 2. Health goals 3. The National Health Education Standards 4. The Objectives A performance indicator is a statement of what a learning should be able to do after a learning experience Life skills should be taught within each content area Health goals should be identified by the students ** Select each health topic carefully with regards to scope ** Health topics should be placed in a sequence that fosters preventive approaches

Discuss the combined impact the elements of Coordinated School health have on improving the health of all stakeholders in the school community

The benefits of CSH is that it works on every health dimension and, when implemented in an appropriate fashion, benefits the health of the entire community. Health education is something everyone can learn from even after they leave the school setting. If a school is able to coordinate school health programs so that they meet each element they are truly reaching the whole student, the whole school, and the whole community

Discuss ways that traumatic brain injuries (TBI's) can be prevented

They can be prevented by wearing a seatbelt when driving, wearing a helmet when riding a bicycle, motorcycle, snowmobile, scooter, playing a contact sport. Making sure that the surface of children's playgrounds is made of shock absorbing material.

Formulate a philosophy of health that addresses the domains of health and incorporates the Model of Health and Well- Being

To maintain and improve health, prevent disease, and reduce health-related risk behaviors students must assume personal responsibility and: 1. Comprehend health concepts 2. Analyze influences on health 3. Access valid health information and products and services 4. Use effective communication skills 5. Use resistance skill when appropriate 6. Resolve conflict in healthy and responsible ways 7. Make responsible decisions 8. Set health goals 9. Practice healthful behaviors 10. Manage stress 11. Advocate for health 12. Demonstrate good character

Describe why we use big beautiful questions

Turning "know that" into "know how" to help frame/focus out units, including assessments as an "invitation to learn"

Identify the components of the WCWCWS model. Compare to CHS model. What are the key purposes of the WCWCWS model?

• Health Education • Physical Education and Physical Activity • Nutrition Environment and Services • Health services • Counseling, Psychological, and Social Services • Social and Emotional Climate • Physical Environment • Employee Wellness • Family Engagement • Community Involvement The focus of the WCWCWS model is an ecological approach that is directed at the whole school, with the school in turn drawing its resources and influences from the whole community and serving to address the needs of the whole child.