Georgia 9-12 Health Education Performance Standards. Georgia Department of Education online at https://www.georgiastandards.org/Standards/Pages/BrowseStandards/HealthEd_9-12.aspx
1) Newly formed public health policies should consider ethics and ensure equitable outcomes for all populations. Without ethics, policies could jeopardize vulnerable groups and reduce health standards.
2) Ethical practices must guide policy implementation and consider visibility, goals, evaluations, and research validity. Partnerships can leverage resources to treat diseases globally in an equitable manner.
3) International policies should prevent inequalities when addressing widespread diseases. Equality is needed for skilled workers to educate communities, but ethics vary between countries.
Improving rehabilitation services at juvenile rehabilitation centers in afgha...IDCOAFGHANISTAN
This document summarizes the outcomes of a project to improve rehabilitation services at juvenile rehabilitation centers in Kabul and Herat, Afghanistan. The project was funded by the Italian Cooperation Office and implemented by ASCHIANA between 2010 and 2011.
The project took an integrated approach, providing literacy education, legal aid, vocational training, psychological counseling, and health/recreational activities. It achieved several outcomes, including providing legal aid to juveniles without defense attorneys, releasing one girl to home confinement due to mental health issues, reducing some detention sentences, reuniting one boy with his family, finding placements for juveniles after detention, improving mental health for 134 juveniles, and providing vocational training and apprenticeship opportunities
Helth pomotion planning educational and ecological diagnosis (precede-procee...Zulfiquer Ahmed Amin
The PRECEDE-PROCEED framework is a planning model for health promotion programs consisting of five planning phases, an implementation phase, and three evaluation phases. It begins by identifying quality of life outcomes, then works backwards to determine behavioral, environmental, and educational factors to target through interventions. The model addresses both individual factors like knowledge, attitudes, and skills as well as external factors like policies, resources, and social norms that influence health behaviors. The goal is to systematically develop effective, community-oriented programs by understanding and targeting all relevant influences on health.
Adolescence Offence and Social Responsibilities: Perspective Upper Class Boys...AJHSSR Journal
ABSTRACT: Adolescence offence among upper-class boys remains shrouded in mystery. So scanty is our
knowledge of this group that a public image of the upper-class adolescent is non-existent, and neither the barest
trace nor suspicion is available of him as delinquent. Although the hard knot of delinquency (behavior that is apt
to try any public tolerance) is located in the bottom levels of the working class, limited studies (using selfreported techniques) have revealed delinquency throughout the class structure. But nothing is known about the
delinquency of boys who attend expensive private schools. The purpose of this paper is to study Bangladeshi
upper class adolescents’ involvement in different violent and criminal activities and their growing tendency to
commit acts of violence in high schools and the reasons behind them. This study therefore aims to provide such
data by attempting to understand the different influential factors that are closely related with the involvement of
adolescence offence in Bangladesh. This study is based on primary data of 200 upper class adolescents who are
involved in different criminal activities of Dhaka city, 40 parents, 30 secondary school teachers, 20 social
workers and on review of secondary literatures. After collecting the data they are transcribed, tabulated and
analyzed in terms of the research objectives. This study shows that parents’ detachment, low internet cost, social
media, reluctantness of law and enforcement agencies and friends’ influence play the most important role on
upper class adolescence offence. This study also recommends some ways to mitigate this problem.
KEY WORDS: adolescence, violence, social responsibility, mental health etc.
The document discusses comprehensive school health approaches in Canada over time. It outlines the evolution from focusing on individual diseases and health topics to a more coordinated, systems-based approach considering the complex context and characteristics of schools. The 2007 Canadian consensus statement emphasizes a framework with five C's: context, complexity, capacity, and characteristics to guide future comprehensive school health efforts through coordinated policy, leadership, knowledge sharing, and workforce development. Opportunities exist to strengthen comprehensive school health in Canada by addressing issues across governments and taking a more sustained, systematic approach.
Substance abuse prevention requires a comprehensive approach that addresses risk and protective factors from early childhood through young adulthood. Schools play a key role in prevention by delivering developmentally appropriate programming to reduce substance use. The Safe Schools/Healthy Students initiative integrates substance abuse prevention activities into a collaborative, district-wide approach that builds community commitment and reduces related risk factors. Evaluation found the initiative helped decrease student substance use and increased protective factors.
This document discusses the economics of risky health behaviors. It notes that an individual's health is influenced by biological, lifestyle, societal, and environmental factors. Risky behaviors like tobacco, alcohol, and drug use are more common among certain groups, especially youth. The objectives are to evaluate how risky behaviors influence health economics, study their impact on teenagers/adolescents and society, and examine the positive and negative economic impacts. The methodology uses secondary data collection from sources like interviews, journals, and the internet. The scope focuses on an overview of the economics of risky health behaviors and outcomes in relation to increased social welfare. Suggestions include health education programs in schools, reducing access to drugs/smoking, identifying obstacles to healthy
Determining the Influence of Transition or Community-Based Interventions on R...LaKeisha Weber
This study examined the relationship between transition services and recidivism rates among urban students in the southeastern United States. Data was collected from 34 students' records on whether they received transition services after leaving juvenile justice and whether they recidivated. A chi-squared analysis found no significant relationship (p=.868) between receiving transition services and lower recidivism. The contingency coefficient showed a weak association between the variables, supporting the null hypothesis that transition services do not affect recidivism rates.
1) Newly formed public health policies should consider ethics and ensure equitable outcomes for all populations. Without ethics, policies could jeopardize vulnerable groups and reduce health standards.
2) Ethical practices must guide policy implementation and consider visibility, goals, evaluations, and research validity. Partnerships can leverage resources to treat diseases globally in an equitable manner.
3) International policies should prevent inequalities when addressing widespread diseases. Equality is needed for skilled workers to educate communities, but ethics vary between countries.
Improving rehabilitation services at juvenile rehabilitation centers in afgha...IDCOAFGHANISTAN
This document summarizes the outcomes of a project to improve rehabilitation services at juvenile rehabilitation centers in Kabul and Herat, Afghanistan. The project was funded by the Italian Cooperation Office and implemented by ASCHIANA between 2010 and 2011.
The project took an integrated approach, providing literacy education, legal aid, vocational training, psychological counseling, and health/recreational activities. It achieved several outcomes, including providing legal aid to juveniles without defense attorneys, releasing one girl to home confinement due to mental health issues, reducing some detention sentences, reuniting one boy with his family, finding placements for juveniles after detention, improving mental health for 134 juveniles, and providing vocational training and apprenticeship opportunities
Helth pomotion planning educational and ecological diagnosis (precede-procee...Zulfiquer Ahmed Amin
The PRECEDE-PROCEED framework is a planning model for health promotion programs consisting of five planning phases, an implementation phase, and three evaluation phases. It begins by identifying quality of life outcomes, then works backwards to determine behavioral, environmental, and educational factors to target through interventions. The model addresses both individual factors like knowledge, attitudes, and skills as well as external factors like policies, resources, and social norms that influence health behaviors. The goal is to systematically develop effective, community-oriented programs by understanding and targeting all relevant influences on health.
Adolescence Offence and Social Responsibilities: Perspective Upper Class Boys...AJHSSR Journal
ABSTRACT: Adolescence offence among upper-class boys remains shrouded in mystery. So scanty is our
knowledge of this group that a public image of the upper-class adolescent is non-existent, and neither the barest
trace nor suspicion is available of him as delinquent. Although the hard knot of delinquency (behavior that is apt
to try any public tolerance) is located in the bottom levels of the working class, limited studies (using selfreported techniques) have revealed delinquency throughout the class structure. But nothing is known about the
delinquency of boys who attend expensive private schools. The purpose of this paper is to study Bangladeshi
upper class adolescents’ involvement in different violent and criminal activities and their growing tendency to
commit acts of violence in high schools and the reasons behind them. This study therefore aims to provide such
data by attempting to understand the different influential factors that are closely related with the involvement of
adolescence offence in Bangladesh. This study is based on primary data of 200 upper class adolescents who are
involved in different criminal activities of Dhaka city, 40 parents, 30 secondary school teachers, 20 social
workers and on review of secondary literatures. After collecting the data they are transcribed, tabulated and
analyzed in terms of the research objectives. This study shows that parents’ detachment, low internet cost, social
media, reluctantness of law and enforcement agencies and friends’ influence play the most important role on
upper class adolescence offence. This study also recommends some ways to mitigate this problem.
KEY WORDS: adolescence, violence, social responsibility, mental health etc.
The document discusses comprehensive school health approaches in Canada over time. It outlines the evolution from focusing on individual diseases and health topics to a more coordinated, systems-based approach considering the complex context and characteristics of schools. The 2007 Canadian consensus statement emphasizes a framework with five C's: context, complexity, capacity, and characteristics to guide future comprehensive school health efforts through coordinated policy, leadership, knowledge sharing, and workforce development. Opportunities exist to strengthen comprehensive school health in Canada by addressing issues across governments and taking a more sustained, systematic approach.
Substance abuse prevention requires a comprehensive approach that addresses risk and protective factors from early childhood through young adulthood. Schools play a key role in prevention by delivering developmentally appropriate programming to reduce substance use. The Safe Schools/Healthy Students initiative integrates substance abuse prevention activities into a collaborative, district-wide approach that builds community commitment and reduces related risk factors. Evaluation found the initiative helped decrease student substance use and increased protective factors.
This document discusses the economics of risky health behaviors. It notes that an individual's health is influenced by biological, lifestyle, societal, and environmental factors. Risky behaviors like tobacco, alcohol, and drug use are more common among certain groups, especially youth. The objectives are to evaluate how risky behaviors influence health economics, study their impact on teenagers/adolescents and society, and examine the positive and negative economic impacts. The methodology uses secondary data collection from sources like interviews, journals, and the internet. The scope focuses on an overview of the economics of risky health behaviors and outcomes in relation to increased social welfare. Suggestions include health education programs in schools, reducing access to drugs/smoking, identifying obstacles to healthy
Determining the Influence of Transition or Community-Based Interventions on R...LaKeisha Weber
This study examined the relationship between transition services and recidivism rates among urban students in the southeastern United States. Data was collected from 34 students' records on whether they received transition services after leaving juvenile justice and whether they recidivated. A chi-squared analysis found no significant relationship (p=.868) between receiving transition services and lower recidivism. The contingency coefficient showed a weak association between the variables, supporting the null hypothesis that transition services do not affect recidivism rates.
Prevention programs should address risk and protective factors, tailor interventions to the specific risks and population, and enhance protective factors like family bonding. Effective programs provide parenting skills, teach families how to develop and enforce drug policies, and give parents drug education to discuss with their children. School-based programs can intervene early to address risk factors for drug abuse.
Presentation from Andreas Cebulla, Research Director of the National Centre for Social Research about risk taking behaviour by young people and the relationship with the sorts of activities they are involved with.
The document discusses issues related to substance abuse among teens. It notes that teens who abuse drugs and alcohol are more likely to engage in criminal behavior and end up in the juvenile justice system. Four out of five teens in the justice system have substance abuse problems. Treatment is more effective and cheaper than incarceration, but many teens do not receive treatment. Effective treatment requires a coordinated, long-term, family-focused approach addressing multiple needs.
The document summarizes the It's Your Game: Keep It Real (IYG) program, a comprehensive sex education intervention for middle school students. The program combines lectures, group activities, computer-based activities, writing assignments, and parent-child interaction. An evaluation found IYG reduced sexual activity rates among participants compared to those receiving standard education by 9th grade. While effective, the program has not been evaluated for other socioeconomic groups and could better address cultural factors influencing sexuality.
This document discusses the precede-proceed model for designing health education programs using solid waste management as an example. It first provides background on the precede-proceed model and its stages for assessment and planning. It then outlines the steps of applying the model to design a program on solid waste management, including assessing the social, epidemiological, behavioral and educational factors, developing goals and objectives, selecting methods/media, planning implementation and evaluation.
Advocacy and Intervention Methodology for JuvenilesMarilyn Selfridge
Phillip is a 17-year-old Hispanic adolescent who has been getting into fights at school and exhibits signs of anger issues and rebellious behavior. His home life has been disrupted by violence and neglect between his parents. An appropriate intervention would be an intense outpatient program connecting Phillip with former gang members who have reformed through treatment. This would help address his anger issues and lack of direction due to disconnect between his home and school. The program would require parental consent and consideration of ethical and legal guidelines when working with Phillip.
Risk factors predict increased likelihood of problem behaviors like drug use and delinquency. These include characteristics of environments like schools, communities, families, and peer groups. Protective factors reduce the influence of risk and likelihood of problem behaviors through bonding, beliefs, standards, and individual characteristics. Research on risk and protective factors informs prevention programs, which address elevated risks and increase protections to promote positive youth development.
Substance Abuse Prevention Programs for Children and Adolescentsiretablog
The document discusses drug abuse prevention programs and interventions. It describes how successful programs use cognitive behavioral therapy and are tailored to the specific community. Interventions should involve multiple community sectors and aim to decrease risk factors while increasing protective factors. The document reviews several prevention programs and notes there is evidence they can have short-term positive effects, but more data is still needed on long-term health impacts.
Juvenile delinquency from the perspective of employees social institutions in...Alexander Decker
This document discusses a study on juvenile delinquency from the perspective of employees at social institutions in Jordanian society. The study aimed to identify factors of juvenile delinquency related to family, psychological, economic, social, and physical issues. A questionnaire was administered to 100 employees at social institutions. The results showed that the family plays an active role in stimulating deviant behavior in children through parenting styles, conflicts, lack of religious faith, and mental illness. Social relations and events within institutions can also cause delinquency. The study recommends activating the role of schools in collaboration with families to raise children and try to solve their problems with social specialists.
Public Health Program Development to Complement Occupational Therapy PracticeSamantha Thompson
This document describes a public health program developed through collaboration between occupational therapy and public health practitioners to support parents of teenagers with autism. A needs assessment identified key parental needs around stress, support, and caregiving burden. In response, a nine-session parent health program was developed covering topics like financial wellness, independence promotion, and social skills. Program evaluation found it increased parents' knowledge, decreased stress, and improved confidence in handling their teenager's transition out of high school. The collaboration between occupational therapy and public health allowed for addressing needs at both the individual client and community levels.
This document discusses effective approaches to student discipline. It summarizes that zero tolerance policies that rely on suspension and expulsion have been shown to be ineffective and counterproductive. Instead, it advocates for positive discipline strategies focused on increasing desirable behaviors through reinforcement, supportive relationships, and addressing the underlying causes of misbehavior. These approaches benefit all students by improving school climate and safety while still addressing disciplinary issues. The document also discusses the use of alternative educational settings and interventions for students with more serious behavioral problems as required by the Individuals with Disabilities Education Act.
The document discusses strategies for promoting community health. It identifies five priority action areas: building healthy public policy, creating supportive environments, strengthening community action, developing personal skills, and reorienting health services. For each area, it provides examples of relevant policies, environments, community actions, skills, and health services approaches that can be taken to improve population health. The overarching goals are to increase individual and community control over health determinants and enable people to improve their own health.
The document summarizes a research study that examined risk factors for poor outcomes in young mothers referred to the Sure Start "Young Mums to Be" program in West Lothian, Scotland. The study found that the most significant risk factors predicting further social work involvement were a history of substance misuse, criminal justice involvement, abuse, and other family problems. While many risk factors for poor outcomes are interdependent, none alone predicted engagement with the antenatal support program. The implications are that early identification of risk factors is crucial to ensure appropriate support, and a multi-agency approach is needed due to the interdependency of risks.
Florida International University Herbert Wertheim College of MedicineABIM Foundation
The document describes a new model of community engaged and interdisciplinary medical education developed by Florida International University's Herbert Wertheim College of Medicine. The model, called NeighborhoodHELP, aims to train medical students to form partnerships with medically underserved communities to improve patient and community health. Key aspects include longitudinal clinical experiences with households, interprofessional education, and a community-engaged curriculum integrated across four years with a focus on primary care, behavioral health, and public health. Initial results show partnerships with 25 community organizations and recruitment of over 120 households for student visits and health services.
Rx15 ea tues_1115_1_nunley_2elliott-haskinsOPUNITE
This document discusses a presentation on education and advocacy for community responses to prescription drug abuse. It will demonstrate the Prevention on Purpose planning model, evaluate environmental and individual prevention strategies, explain CADCA's Seven Strategies for Community Change, and describe best practices from successful community coalitions. The presenters are from Pathways, Inc., CADCA, and a county health department and coalition in West Virginia. The objectives are to demonstrate community engagement models, evaluate risk and protective factors, explain CADCA's strategies, and describe best practices.
3. Ecological framework in health promotion.pptx (1).pdfPujaDey19
The document discusses the ecological framework for health promotion and disease prevention. It explains that the ecological model recognizes multiple levels of influence on health behaviors, including intrapersonal, interpersonal, organizational, community, and public policy factors. The ecological perspective provides a useful framework for understanding the range of factors that influence health and for designing comprehensive health promotion programs that address multiple levels of influence simultaneously.
This document outlines a health education curriculum for grades 3-5 that addresses various health topics including growth and development, physical activity, nutrition, mental health, relationships, disease prevention, safety, and substance abuse. The curriculum aims to help students become models of wellness, make informed health decisions, and apply their learning to improve their physical, mental and social well-being as well as that of their peers, families and communities. Key elements of the curriculum include monthly themes on various health topics, goals addressing subjects like fitness, nutrition, and conflict resolution, and performance indicators for eight health standards related to behaviors, influences, accessing information, communication, decision-making, goal-setting, practicing healthy behaviors and advocacy.
Prevention programs should address risk and protective factors, tailor interventions to the specific risks and population, and enhance protective factors like family bonding. Effective programs provide parenting skills, teach families how to develop and enforce drug policies, and give parents drug education to discuss with their children. School-based programs can intervene early to address risk factors for drug abuse.
Presentation from Andreas Cebulla, Research Director of the National Centre for Social Research about risk taking behaviour by young people and the relationship with the sorts of activities they are involved with.
The document discusses issues related to substance abuse among teens. It notes that teens who abuse drugs and alcohol are more likely to engage in criminal behavior and end up in the juvenile justice system. Four out of five teens in the justice system have substance abuse problems. Treatment is more effective and cheaper than incarceration, but many teens do not receive treatment. Effective treatment requires a coordinated, long-term, family-focused approach addressing multiple needs.
The document summarizes the It's Your Game: Keep It Real (IYG) program, a comprehensive sex education intervention for middle school students. The program combines lectures, group activities, computer-based activities, writing assignments, and parent-child interaction. An evaluation found IYG reduced sexual activity rates among participants compared to those receiving standard education by 9th grade. While effective, the program has not been evaluated for other socioeconomic groups and could better address cultural factors influencing sexuality.
This document discusses the precede-proceed model for designing health education programs using solid waste management as an example. It first provides background on the precede-proceed model and its stages for assessment and planning. It then outlines the steps of applying the model to design a program on solid waste management, including assessing the social, epidemiological, behavioral and educational factors, developing goals and objectives, selecting methods/media, planning implementation and evaluation.
Advocacy and Intervention Methodology for JuvenilesMarilyn Selfridge
Phillip is a 17-year-old Hispanic adolescent who has been getting into fights at school and exhibits signs of anger issues and rebellious behavior. His home life has been disrupted by violence and neglect between his parents. An appropriate intervention would be an intense outpatient program connecting Phillip with former gang members who have reformed through treatment. This would help address his anger issues and lack of direction due to disconnect between his home and school. The program would require parental consent and consideration of ethical and legal guidelines when working with Phillip.
Risk factors predict increased likelihood of problem behaviors like drug use and delinquency. These include characteristics of environments like schools, communities, families, and peer groups. Protective factors reduce the influence of risk and likelihood of problem behaviors through bonding, beliefs, standards, and individual characteristics. Research on risk and protective factors informs prevention programs, which address elevated risks and increase protections to promote positive youth development.
Substance Abuse Prevention Programs for Children and Adolescentsiretablog
The document discusses drug abuse prevention programs and interventions. It describes how successful programs use cognitive behavioral therapy and are tailored to the specific community. Interventions should involve multiple community sectors and aim to decrease risk factors while increasing protective factors. The document reviews several prevention programs and notes there is evidence they can have short-term positive effects, but more data is still needed on long-term health impacts.
Juvenile delinquency from the perspective of employees social institutions in...Alexander Decker
This document discusses a study on juvenile delinquency from the perspective of employees at social institutions in Jordanian society. The study aimed to identify factors of juvenile delinquency related to family, psychological, economic, social, and physical issues. A questionnaire was administered to 100 employees at social institutions. The results showed that the family plays an active role in stimulating deviant behavior in children through parenting styles, conflicts, lack of religious faith, and mental illness. Social relations and events within institutions can also cause delinquency. The study recommends activating the role of schools in collaboration with families to raise children and try to solve their problems with social specialists.
Public Health Program Development to Complement Occupational Therapy PracticeSamantha Thompson
This document describes a public health program developed through collaboration between occupational therapy and public health practitioners to support parents of teenagers with autism. A needs assessment identified key parental needs around stress, support, and caregiving burden. In response, a nine-session parent health program was developed covering topics like financial wellness, independence promotion, and social skills. Program evaluation found it increased parents' knowledge, decreased stress, and improved confidence in handling their teenager's transition out of high school. The collaboration between occupational therapy and public health allowed for addressing needs at both the individual client and community levels.
This document discusses effective approaches to student discipline. It summarizes that zero tolerance policies that rely on suspension and expulsion have been shown to be ineffective and counterproductive. Instead, it advocates for positive discipline strategies focused on increasing desirable behaviors through reinforcement, supportive relationships, and addressing the underlying causes of misbehavior. These approaches benefit all students by improving school climate and safety while still addressing disciplinary issues. The document also discusses the use of alternative educational settings and interventions for students with more serious behavioral problems as required by the Individuals with Disabilities Education Act.
The document discusses strategies for promoting community health. It identifies five priority action areas: building healthy public policy, creating supportive environments, strengthening community action, developing personal skills, and reorienting health services. For each area, it provides examples of relevant policies, environments, community actions, skills, and health services approaches that can be taken to improve population health. The overarching goals are to increase individual and community control over health determinants and enable people to improve their own health.
The document summarizes a research study that examined risk factors for poor outcomes in young mothers referred to the Sure Start "Young Mums to Be" program in West Lothian, Scotland. The study found that the most significant risk factors predicting further social work involvement were a history of substance misuse, criminal justice involvement, abuse, and other family problems. While many risk factors for poor outcomes are interdependent, none alone predicted engagement with the antenatal support program. The implications are that early identification of risk factors is crucial to ensure appropriate support, and a multi-agency approach is needed due to the interdependency of risks.
Florida International University Herbert Wertheim College of MedicineABIM Foundation
The document describes a new model of community engaged and interdisciplinary medical education developed by Florida International University's Herbert Wertheim College of Medicine. The model, called NeighborhoodHELP, aims to train medical students to form partnerships with medically underserved communities to improve patient and community health. Key aspects include longitudinal clinical experiences with households, interprofessional education, and a community-engaged curriculum integrated across four years with a focus on primary care, behavioral health, and public health. Initial results show partnerships with 25 community organizations and recruitment of over 120 households for student visits and health services.
Rx15 ea tues_1115_1_nunley_2elliott-haskinsOPUNITE
This document discusses a presentation on education and advocacy for community responses to prescription drug abuse. It will demonstrate the Prevention on Purpose planning model, evaluate environmental and individual prevention strategies, explain CADCA's Seven Strategies for Community Change, and describe best practices from successful community coalitions. The presenters are from Pathways, Inc., CADCA, and a county health department and coalition in West Virginia. The objectives are to demonstrate community engagement models, evaluate risk and protective factors, explain CADCA's strategies, and describe best practices.
3. Ecological framework in health promotion.pptx (1).pdfPujaDey19
The document discusses the ecological framework for health promotion and disease prevention. It explains that the ecological model recognizes multiple levels of influence on health behaviors, including intrapersonal, interpersonal, organizational, community, and public policy factors. The ecological perspective provides a useful framework for understanding the range of factors that influence health and for designing comprehensive health promotion programs that address multiple levels of influence simultaneously.
This document outlines a health education curriculum for grades 3-5 that addresses various health topics including growth and development, physical activity, nutrition, mental health, relationships, disease prevention, safety, and substance abuse. The curriculum aims to help students become models of wellness, make informed health decisions, and apply their learning to improve their physical, mental and social well-being as well as that of their peers, families and communities. Key elements of the curriculum include monthly themes on various health topics, goals addressing subjects like fitness, nutrition, and conflict resolution, and performance indicators for eight health standards related to behaviors, influences, accessing information, communication, decision-making, goal-setting, practicing healthy behaviors and advocacy.
This document outlines a health education curriculum for grades 3-5 in Massachusetts. It addresses 12 state health standards covering topics like growth and development, physical activity, nutrition, mental health, safety, and substance abuse prevention. The goals are for students to become models of wellness, make informed health decisions, and apply their learning to improve their well-being. The curriculum covers these concepts through monthly themes and aims to teach fundamental health skills. Performance indicators for each standard describe what students should know and be able to do at this grade level.
Social and Behavioral Sciences & Public HealthChap.docxwhitneyleman54422
Social and Behavioral
Sciences & Public
Health
Chapter 4
Slide show developed by:
Richard C. Krejci, Ph.D.
Professor of Public Health
Columbia College of SC
2.8.2016
Introduction
• What are some examples of how social or
cultural influences affect health?
• How Is Public Health related to the Social and
Behavioral Sciences?
• How does Socioeconomic Status affect health?
• What other social factors explain the differences
in health and response to disease?
• What are some of the common obstacles in
helping others to change Health Behaviors?
http://d2jw81rkebrcvk.cloudfront.net/assetsnav2/public_health_05561-0/INTL/9781284055610_INTL_CH04.html
Introduction
• Why are some individual Health Behaviors
easier to change than others?
• How can individual behaviors be changed?
• What stages so Individuals go through in making
behavioral change?
• How can behaviors within a group be changed?
• How can we combine individual, group, and
social efforts to implement behavioral change?
Social Influence on Health
You travel to a country in Asia and find that
the culture affects most parts of life including
health. From the food they eat and their method
of cooking to their attitudes toward medical care
and their beliefs about the cause of disease and
the ability to alter it through public health and
medical interventions, this country is profoundly
different from the United States.
Social Influence on Health
You are trying to help your spouse quit smoking
cigarettes and your kids from starting. You know that
gentle encouragement and support on a one-to-one
basis are essential but are often not enough since
cigarettes cause addiction that produces withdrawal
and long term cravings. Like most addictions, quitting
requires a combination of individual motivation,
support from family and friends, and sometimes use
of medications. But you wonder: do warning labels
on cigarettes, taxes on cigarettes, and no smoking
zones in public places make any difference?
Social Influence on Health
Your efforts to convince teenagers to avoid
smoking or at least stop smoking focuses on
giving them the facts about how cigarettes cause
lung cancer, throat cancer, and serious heart
disease.
You are frustrated at how little impact you have
had and are surprised that others are more
successful by focusing on immediate impacts
such as stained teeth and bad breadth as well as
the loss of control that goes along with addiction
to nicotine.
Behavioral/Environmental Influences
on Health
Suppose that every day on your way to work,
you pass the same young homeless man on the
same corner. You notice that over the past few
weeks he has been coughing, and you figure he
must have a cold.
Today when you walk by his usual place on the
corner, he is not there, but someone has left a sign
that reads, “Rest in peace, Ramón.” You are
surprised, especially because he was so young..
This document provides definitions and concepts related to public health. It defines public health as the science and art of preventing disease and promoting health through organized community efforts. Public health involves health promotion, disease prevention at primary, secondary and tertiary levels, and addresses major disciplines like nutrition, environmental health, and health education. Public health outcomes are influenced by human biology, environment, lifestyle, and the health care system. Evaluation of public health programs assesses their impact and helps inform management and policy decisions to improve programs and increase their effectiveness.
Characteristics of Effective Health Curricularmchpe
The document discusses 14 characteristics of effective health education curricula identified by the CDC-DASH through reviews of literature and expert input. These characteristics positively influence students' health practices and behaviors. They include focusing on specific behaviors to change, being research/theory-driven, addressing individual values and social norms, developing skills, providing accurate knowledge relevant to decision-making, being culturally responsive and sustained over time with reinforcement. The characteristics emphasize changing behaviors through skills building rather than only increasing knowledge.
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
The document discusses health and human behavior. It defines key terms like health, determinants of health, and factors influencing human health behavior. It explains that health is influenced by behaviors and environmental factors. Behaviors are under individual control while environmental factors are not. The document also outlines different types of health behaviors like promotive, preventive, utilization, at-risk, illness, compliance and rehabilitation behaviors. It discusses factors that influence behaviors like predisposing factors (knowledge, attitudes), enabling factors (resources, skills) and reinforcing factors (social rewards). Approaches to behavior change like persuasion and informed decision making are also summarized.
The document outlines the core competencies expected of graduates of an MPH (Master of Public Health) program. It describes 11 competency areas: transdisciplinary problem solving, evidence-based public health, biostatistics, epidemiology, health policy and management, social and behavioral sciences, environmental health sciences, communication and informatics, program planning, leadership/professionalism/ethics, and diversity/culture/health disparities. For each competency area, it lists 2-4 learning objectives describing the skills and abilities students should possess upon graduation.
Target of public health approaches.
The shifting role of behaviour ( simple-complex)
Behavioural risk factors (itself- determinant-consequent)
determinants of behaviour
Public health strategies to influence determinants of behaviour
The interaction of socioeconomic status (SES), environments, and behaviour
Denormalizing behaviour
Public health interventions and conclusion
This document discusses several models for health maintenance and disease prevention, including ecological models, the health belief model, relapse prevention model, stages of change model, social cognitive theory, and theory of planned behavior. It provides details on key concepts and components of each model. Additionally, it covers strategies for facilitating dietary change and assessing and treating pain.
Bachelor of Science in Health Studies Program Learning Out.docxwilcockiris
Bachelor of Science in Health Studies
Program Learning Outcomes
1. Demonstrate an understanding of how the concepts of health and wellness
relate to health promotion and disease prevention.
2. Critically appraise the context and quality of health care delivery within and
outside of the United States.
3. Apply epidemiological approaches to the study of patterns of disease and
injury in populations.
4. Evaluate study designs, methods, and strategies for data analysis used in
health-related research.
5. Analyze key behavioral and cultural factors that impact health and health
care.
6. Demonstrate an understanding of how technology, legal, and ethical issues
impact the delivery of health care services.
7. Analyze the major advantages and disadvantages of an interdisciplinary
approach to health care delivery.
8. Articulate critical issues in acute and long-term care from the perspective of
patient and practitioner.
9. Assess public and global health issues that transcend national borders, class,
race, ethnicity, and culture.
.
Michigan Model Substance Abuse Conference 9 08Wendy Sellers
The document discusses the Michigan Model for Health, a comprehensive K-12 health education curriculum that aims to prevent drug abuse. It provides skills-based lessons addressing various health topics including social-emotional health, nutrition, safety, and alcohol/tobacco prevention. Research shows this approach is effective by building students' knowledge, self-efficacy, and skills to make healthy choices. The curriculum is implemented statewide with support from regional coordinators.
Identify Strengths and Health ConcernsInterpretation of commun.docxwilcockiris
Identify Strengths and Health Concerns
Interpretation of community data occurs about community concerns, community strengths, and feasibility studies. Community nurses make judgments and inferences about community health, community responses to health situations, and population needs. One approach assumes health concerns exist unless assessment data indicate otherwise (Gordon, 2011). Other systems of assessment base decisions on community strengths. With the problem-focused assessment of health concerns, nurses make diagnoses based on summarized data using the nursing process, which results in one or more of the following determinations:
•No problem exists, but providing health-promotion or health-protection services may address a potential health concern. For example, providing health education in a high school could offset a potential for increased sexually transmitted disease in the high school population.
•A problem exists but is recognized by community members or health-related professionals with effective strategies for problem-solving; for example, flu immunizations.
•A problem exists that the community recognizes, but resources are inadequate, or the community has not responded. Assistance is needed; for example, highway traffic noise.
•A problem exists that the community recognizes but cannot cope with at this time, such as a lack of fluoridated water systems. Dentists, nurses, and nutritionists could be assigned to assist the community in resolving actual problems of dental caries.
•A problem or potential health concern exists that needs further study; for example, lack of sidewalks.
Using strength-based approaches to assessment emphasizes strengths and integrates health-promotion and health-protection activities into their plans. For example, a community may have nutritional feeding programs for older adults, women, and children that are underutilized. Community members may not use them because communication is inadequate. Examples of community strengths and concerns are shown in Table 8-3.
Identify Causes and Risk Factors
Data are examined for factors or characteristics that contribute to identified potential and existing health-related concerns. Nurses make inferences about population groups and identify risk factors. Identifying risk factors guides community nursing actions. Some risk factors signify immediate health concerns, such as polluted water supply, whereas other risk factors indicate potential problems, such as lack of knowledge about childhood disease prevention. Nurses consider whether community risk factors can be altered, eliminated, or regulated through nursing actions. Nurses modify factors when possible by using strategies such as health education
TABLE 8-3 EXAMPLES OF COMMUNITY STRENGTHS AND CONCERNS
STRENGTHS
CONCERNS
Well-child clinic available
Unavailable
Feeding program accessible to older adults
Inaccessible
Sex education in schools acceptable
Unacceptable
Family planning services accessible
Inaccessible.
This document provides the K to 12 Health Curriculum Guide published by the Department of Education of the Republic of the Philippines in December 2013. It outlines the conceptual framework, content areas, characteristics, standards and learning competencies for health education from Kindergarten to Grade 10. The curriculum aims to assist students in attaining, sustaining and promoting lifelong health and wellness through the development of health literacy. Key topics covered include nutrition, personal health, injury prevention, community health, and substance abuse prevention. Teachers are encouraged to use learner-centered, culture-responsive and values-based approaches.
Function , Core competencies and scope of public healthsirjana Tiwari
The document discusses the core competencies and scope of public health. It outlines seven core competencies - biostatistics, environmental health sciences, epidemiology, health policy and management, social and behavioral sciences, critical thinking, and problem solving. It also discusses emerging competencies like evidence-based approaches, public health systems, planning/management, policy, leadership, communication, and inter-professional practice. Additionally, the document outlines the broad scope of public health, covering areas like infectious and chronic disease prevention, mental health, bioterrorism, demography, environmental health, health financing, and addressing social determinants of health.
The document is the K to 12 Health Curriculum Guide published by the Department of Education of the Philippines in August 2016. It outlines the conceptual framework, content areas, characteristics, standards, and curriculum for health education from Kindergarten to Grade 10. The goal is to assist students in attaining, sustaining and promoting lifelong health and wellness. It takes a holistic approach that addresses the physical, mental, emotional, social, moral and spiritual dimensions of health. The curriculum aims to provide students with the knowledge, attitudes, and skills needed to make healthy choices and prevent diseases. It emphasizes developing positive health attitudes and skills, especially in the primary grades.
The document is the K to 12 Health Curriculum Guide published by the Department of Education of the Philippines in August 2016. It outlines the conceptual framework, content areas, characteristics, standards, and curriculum for health education from Kindergarten to Grade 10. The goal is to assist students in attaining, sustaining and promoting lifelong health and wellness. It takes a holistic approach that addresses the physical, mental, emotional, social, moral and spiritual dimensions of health. The curriculum aims to provide students with the knowledge, attitudes, and skills needed to make healthy choices and prevent diseases. It emphasizes developing positive health attitudes and skills, especially in the primary grades.
Course Textbook Edberg, M. (2015). Essentials of health behavi.docxvanesaburnand
Course Textbook
Edberg, M. (2015). Essentials of health behavior: Social and behavioral theory in public health (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
QUESTION 1
Please define the concept of a political-economic approach. What are some of its key principles? Using HIV/AIDS as an example, please address/answer the following question: What issues would a political-economic approach address in terms of potential action or actions?
Your response should be at least 200 words in length.
QUESTION 2
As you are aware by now, the concept of social marketing is being widely used to influence health behavior. Please define the term social marketing and then discuss some of this concept’s key principles. Also, explain how social marketing is being used in various health promotion programs.
Your response should be at least 200 words in length.
QUESTION 3
The Social Cognitive Theory (SCT) explains how people acquire and maintain certain behavioral patterns. Please outline some of those patterns, and explain why they occur in the first place. Also, indicate how health promotion practitioners use this theory’s principles in order to design effective behavior change interventions.
Your response should be at least 200 words in length.
25 points
QUESTION 4
Diffusion of Innovation (DOI) Theory explains how, over time, an idea or product gains momentum and diffuses (or spreads) through a specific population or social system. The end result of this diffusion is that people, as part of a social system, adopt a new idea, behavior, or product. Define the term social system as it is being used in this context. Then, discuss the key aspects/elements of these three factors that influence adoption of an innovation. Please provide a couple of supporting examples applicable to each of these three factors:
1
compatibility
2
complexity, and
3
observability
Your response should be at least 200 words in length.
Unit Lesson HELP
The Importance of Theories in Health Promotion
Public health promotion programs are designed to improve health, prevent disease, and mitigate death. These programs also promote a better quality of life and advocate conditions in which people can be healthier and have a better quality of life. Successful health promotion programs are designed in such a way that they assess the fundamental cause or causes of certain health problems or unhealthy behaviors. The program then incorporates actual interventions to address the problems and behaviors linked to the public health problem. In order to do that, health promotion workers/practitioners are using various theories related to health behaviors during the various phases of planning, implementing, and evaluating a certain proposed intervention.
Theories assist the public health practitioners in understanding the nature of certain targeted health behaviors. The theories are then used to explain the dynamics of the behavior, the process of changi.
This document lists 17 references used in research on various topics including how to create blackout poems, Boolean search operators, search tips for the GALILEO database, Georgia's 8th grade social studies and health education standards, 3rd grade science curriculum, a Boolean search teaching tool, the website of Congressman John Lewis, information about kidneys, a biography of John Lewis, learning about fossils through hands-on activities, definitions of paleo and primal diets, how to take a cat's blood pressure, a fossil park website, and fossilization animations. The references are from a variety of sources published between 2005 and 2017 including blogs, videos, government websites, magazines, and more.
Georgia Performance Standards for Eighth Grade Social Studies. Published by the Georgia Department of Education at https://www.georgiastandards.org/Standards/Pages/BrowseStandards/SocialStudiesStandards6-8.aspx
Georgia Third Grade Performance Standards in Science. From the Georgia Department of Education website: https://www.georgiastandards.org/Standards/Pages/BrowseStandards/ScienceStandardsK-5.aspx
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Michelle Colquitt Professional Development Lesson PlanMichelle Colquitt
This document provides information about a proposed professional development training for teachers at Jefferson Middle School on how to use the GALILEO database. It summarizes the context, including details about the school district and student demographics. The identified learning problem is that entering freshmen at Jefferson High School are struggling to use GALILEO for research assignments. The goals of the training are to teach middle school teachers about GALILEO so they can help prepare their students. A learner analysis section provides information about the teacher demographics, student entry skills, attitudes, and general learning preferences.
This presentation was created for FRIT 7233 at Georgia Southern University. This presents the concept of Qualitative Literacy for students. The Media Specialist can help to promote quantitative literacy in the school.
This presentation was created for Georgia Southern University's FRMS 7331. This covers the Vietnam War through multiple means (art, poetry, and music).
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Assessment and Planning in Educational technology.pptx
Georgia Health Education Standards
1. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 1 of 12
All Rights Reserved
HIGH SCHOOL
Students in high school demonstrate comprehensive health knowledge and skills. Their behaviors
reflect a conceptual understanding of the issues associated with maintaining good personal
health. They serve the community through the practice of health-enhancing behaviors that
promote wellness throughout life.
HE H.S.1: Students will comprehend concepts related to health promotion and disease prevention to
enhance health.
Description: Students will acquire basic personal health concepts that help maintain healthy
behaviors and prevent disease. High school students will demonstrate patterns of healthy behaviors
to prevent or reduce the risk of injury and/or illness throughout their lifespan. Students will describe
the interrelationships of emotional, physical, social, and intellectual health and how each aspect of
health can be impacted by their surroundings. Students will evaluate established health behavior
theories and models.
Elements:
a. Predict how health behaviors can affect health status.
Examples:
Research and rank the ten leading causes of unintentional death and their risk
factors.
Interpret data on substance use and abuse in the community and its impact on
graduation rates and economic capability.
b. Describe the interrelationships of emotional, intellectual, physical, and social
health.
Examples:
Compare and contrast how peer pressure is linked to emotional, intellectual,
physical, and social health.
Describe the interrelationship of having a traumatic physical injury on a
person‟s social and emotional health.
c. Analyze how environment and personal health are interrelated.
Examples:
List possible risks associated with cell phone use or other electronic devices
on personal health and safety.
Evaluate the air quality in a community and its affect on health.
2. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 2 of 12
All Rights Reserved
d. Analyze how genetics and family history can affect personal health.
Examples:
Compile family health information needed for detection and treatment of
disease prevention related to hereditary factors.
Analyze the relationship between addictive behaviors and family history of
health conditions.
e. Propose ways to reduce or prevent injuries and health problems.
Examples:
Critique health risk behaviors associated with drug and alcohol use and how it
affects body systems.
Create a “No Violence Tolerated Bill” for your school.
f. Analyze the relationship between access to health care and health status.
Examples:
Determine the relationship between health insurance coverage and life
expectancy.
Analyze the connection between availability of vaccines and the reduction of
infectious diseases.
g. Compare and contrast the benefits of and barriers to practicing a variety of
healthy behaviors.
Examples:
Recommend strategies to avoid violence or criminal activity.
Evaluate the benefits and barriers to planning healthy meals.
h. Analyze personal susceptibility to injury, illness, or death if engaging in
unhealthy behaviors.
Examples:
Argue the use of seatbelts in public transportation versus private vehicles.
Compare and contrast local data versus national data on HIV infections
among teens and young adults.
i. Analyze the potential consequences of having unprotected sex on physical,
emotional, and social health.
Examples:
Identify personal health risks of engaging in unprotected sex.
Analyze the potential emotional severity of engaging in unprotected sex.
3. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 3 of 12
All Rights Reserved
HE H.S.2: Students will analyze the influence of family, peers, culture, media, technology, and
other factors on health behaviors.
Description: Students will analyze the influence of family, peers, culture, media, technology, and
other factors on health behaviors. High school students will analyze a variety of positive and
negative influences within society. Students will identify the diverse internal and external factors that
influence health practices and behaviors among youth including personal values, beliefs, and
perceived norms. Students will analyze how policies and regulations influence health promotion and
risk reduction.
Elements:
a. Analyze how the family influences the health of individuals.
Examples:
Describe how family members express their positive and negative feelings.
Evaluate your family health history and health choices, and recommend
strategies to reduce risk.
b. Analyze how the culture supports and challenges health beliefs, practices,
and behaviors.
Examples:
Assess how holidays and celebrations can promote unhealthy behaviors.
Discuss belief systems from various cultures regarding healthy choices.
c. Analyze how peers influence healthy and unhealthy behaviors.
Examples:
Analyze how peers can influence a person‟s physical activity level.
Analyze how peers influence the decision-making process concerning the use
of alcohol, tobacco, or illegal drugs.
d. Evaluate how the school and community can affect personal health practices
and behaviors.
Examples:
Discuss how school and community facilities can enhance your health
practices and behaviors.
Recommend fund raising strategies for schools and community agencies that
also promote healthy choices among students.
4. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 4 of 12
All Rights Reserved
e. Evaluate the effect of media on personal and family health.
Examples:
Explain the influences of the media on teen body image.
Evaluate the influence of media on the selection of products and services
related to having healthy skin.
f. Evaluate the impact of technology on personal, family, and community
health.
Examples:
Evaluate the effectiveness of movie and video game rating systems
regarding teen viewing.
Debate the pros and cons of using technology to develop new
relationships.
g. Analyze how the perceptions of norms influence healthy and unhealthy
behaviors.
Examples:
Discuss peer pressure among teens to wear safety equipment (e.g., “you
don‟t need a helmet”).
Exploit the myths associated with females participating in weight training
programs.
h. Analyze the influence of personal values and beliefs on individual health
practices and behaviors.
Examples:
Summarize the effects of choosing unhealthy food choices.
Analyze how family values and culture guide health practices and
behaviors related to seeking or receiving medical treatments.
i. Analyze how some health risk behaviors can influence the likelihood of
engaging in additional unhealthy behaviors.
Examples:
Evaluate the notion that tobacco is a gateway drug.
Analyze how alcohol use leads to suicidal tendencies among people with
depression.
5. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 5 of 12
All Rights Reserved
j. Analyze how public health policies and government regulations can
influence health promotion and disease prevention.
Examples:
Debate the laws concerning the use of cell phones while driving a car.
Compare and contrast health practices in the United States to Third World
countries.
6. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 6 of 12
All Rights Reserved
HE H.S.3: Students will demonstrate the ability to access valid information and products and
services to enhance health.
Description: The students will access valid health information and health-promoting products and
services. High school students will critique the validity of health information, health promoting
products, and services to prevent and detect health problems. Using critical thinking and analysis
skills, high school students will be able to assess the validity of health information and products and
services used in the prevention, early detection, and treatment of health problems.
Elements:
a. Critique the validity of health information, products, and services
Examples:
Discuss the validity of quick weight loss products.
Analyze claims of legal and illegal supplements on nutrition and physically
performance.
b. Investigate the accessibility of products and services that enhance health.
Examples:
Assemble a list of school clubs and youth organizations – what is offered in a
local community that enhances health.
Recommend sports facilities to people with disabilities based on cost, services
offered, programs/services offered to people with disabilities, etc.
c. Utilize resources from school and community that provide valid health
information.
Examples:
Document from websites the various resources from school and community
that provide health information.
Demonstrate the ability to access resources (e.g., rape crisis centers) that
provide accurate information about sexual assault and sexual violence.
d. Determine when professional health services may be required.
Examples:
Summarize when it is necessary to seek help for mental and emotional health
problems (e.g., mood disorders, depression, anxiety disorders).
Demonstrate how to access a trusted adult who can help someone
experiencing a potentially life threatening health condition (e.g., asthma
attack, seizure).
7. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 7 of 12
All Rights Reserved
HE H.S.4: Students will demonstrate the ability to use interpersonal communication skills to
enhance health and avoid or reduce health risks.
Description: The student will use effective communication skills to enhance personal, family,
and community health. High school students will demonstrate effective verbal and nonverbal
communication skills to develop and maintain healthy relationships. Students will demonstrate
the ability to organize and convey information and feelings as the basis for strengthening
interpersonal interactions and reducing or avoiding conflict.
Elements:
a. Use skills for communicating effectively with family, peers, and others to
enhance health.
Examples:
Discuss how to ask someone effectively and respectfully not to smoke.
Discuss how to communicate clear limits on sexual behaviors.
b. Demonstrate strategies to prevent, manage, or resolve conflicts without
harming self or others.
Examples:
Compare various types of violence and identify warning signs of
unhealthy relationships.
Demonstrate verbal and non-verbal ways to diffuse a volatile situation.
.
c. Summarize how to ask for and offer assistance to enhance the health of
self and others.
Examples:
Create a „how to ask‟ booklet for contacting resources in the community
which enhances the health of self and others.
Demonstrate how to ask for help when experiencing symptoms of mental,
emotional, or physical health conditions.
8. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 8 of 12
All Rights Reserved
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
a. Determine the barriers to making a positive, healthy decision.
Examples:
List personal barriers to reducing stress and the impact on one‟s health.
Identify environmental hazards to one‟s health and well-being.
b. Develop and apply a decision-making process to a health-related
situation.
Examples:
Develop and apply a decision-making process for responding to an
emergency situation (e.g., determine order of care in an accident for
multiple injuries).
Develop and apply a decision-making process for avoiding or getting out
of a violent situation.
c. Justify when individual or collaborative decision making is appropriate.
Examples:
Explain when input from a health professional would be helpful in making
decisions related to substance use or abuse.
Discuss when it would be appropriate to consult a counselor when one
suspects a friend is being abused.
d. Describe alternative choices to health-related issues or problems.
Examples:
Evaluate positive consequences for seeking help for depression.
Describe the steps individuals should take if they suspect they have
contracted a sexually transmitted infection (STI).
9. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 9 of 12
All Rights Reserved
e. Analyze the potential short-term and long-term impact of each decision
on self and others.
Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one‟s
family, and for the community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy
foods and beverages.
Justify the reasons for not using performance enhancing drugs.
g. Compare and contrast the effectiveness of health-related decisions.
Examples:
Compare and contrast the medical decisions made in early historical eras
with those of modern medicine.
Compare and contrast the eating habits of the early 1900‟s with the habits
of today.
h. Justify the reasons for remaining sexually abstinent.
Examples:
Discuss the reason(s) abstinence is the most effective and healthy means
for preventing sexually transmitted infections (STIs).
Analyze risks and consequences of early sexual involvement.
10. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 10 of 12
All Rights Reserved
HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals
based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.
Assess your personal physical activity level.
b. Design a personal health plan that addresses personal strengths, needed
improvements, and risky behaviors.
Examples:
Design a personal plan to improve health by quitting or helping others to
stop the use of tobacco.
Design a plan for increasing or maintaining physical activity that
demonstrates strengths and improves weaknesses while minimizing risky
behaviors.
c. Monitor personal progress in achieving short-term and long-term
personal health goals.
Examples:
Monitor progress toward achieving a healthier diet goal.
Keep a journal of stressful events, how you coped with the stressors, and
the outcome of each coping strategy.
11. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 11 of 12
All Rights Reserved
HE H.S.7: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
Description: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks. High school students will model health-enhancing behaviors to
prevent injuries, diseases, and disorders. Students will practice strategies for reducing harmful
and risk taking behaviors now and in the future.
Elements:
a. Demonstrate individual responsibility for improving personal health.
Examples:
Participate in a variety of personal health assessments to determine
strategies for health enhancement and risk reduction.
Develop a plan for healthy weight management for teenagers.
b. Choose a variety of healthy practices and behaviors that will maintain or
improve health.
Examples:
Use and evaluate safety techniques to avoid and reduce injury (e.g.,
earthquakes, fire, flood).
Identify a variety of behaviors that avoid or reduce risks to self and others.
c. Model behaviors to avoid or reduce health risks.
Examples:
Debate ways to reduce the negative impact on the environment.
Mimic impulsive behaviors and explain strategies for controlling them.
12. Georgia Performance Standards
Health Education
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
May 18, 2009 * Page 12 of 12
All Rights Reserved
HE H.S.8: Students will demonstrate the ability to advocate for personal, family, and community
health.
Description: The students will demonstrate the ability to advocate for personal, family, and
community health by creating health enhancing messages and encourage others to adopt healthy
behaviors. High school students will act as a health resource by communicating valid information
about health issues. Students will demonstrate advocacy skills to encourage others to acquire health-
enhancing behaviors.
Elements:
a. Demonstrate accurate peer and societal norms to create a health-enhancing
message.
Examples:
Create a poster advocating acceptance for a diversity of body types.
Create a public service announcement promoting the importance of not
drinking while driving.
b. Model how to influence and support others to make positive health choices.
Examples:
Develop a presentation on how to help others prevent and manage conflict
and stress in healthy ways.
Interview someone in the health profession about the risks of oral cancer and
how to prevent it and develop an information packet.
c. Coordinate with others to advocate for improving personal, family, and
community health.
Examples:
Engage others to develop health campaigns which promote care,
consideration, and concern for others. (e.g., HIV, cancer, diabetes).
Advocate for healthy eating choices at school, home, and in the community
through a letter writing campaign. (e.g., TV commercial, campaign,
billboard).
d. Create health messages and communication techniques to target specific
audiences.
Examples:
Create a skit to demonstrate ways of handling abuse (e.g., sexual
harassment, bullying, hazing, fighting, and hate crimes).
Write a letter to your classmates encouraging them to avoid distractions while
driving.