Accessing Your Health © 2015 Pearson Education, Inc.

LEARNING OUTCOMES Describe the immediate and long-term rewards of healthy behaviors and the effects that your health choices may have on others. Compare and contrast the medical model of health and the public health model, and discuss the six dimensions of health and wellness. Identify the determinants of health and explain how they influence the health of individuals and communities. Identify several personal factors that influence your health and classify them as modifiable or nonmodifiable. Ask students to consider what healthy behaviors they currently employ and why they have them. Try to get them to focus on the fact that behaviors are maintained when they provide immediate pleasure or anticipated reward. Ask them to consider how old they would like to be when they die. Most will not provide an immediate age but will rather focus on the personal conditions they want to have and that if they don't have them, then death will be a better alternative. You will hear things like I want to be alive as long as I can. . . . From this, move the thought process into the long-term rewards of healthy behaviors. © 2015 Pearson Education, Inc.

LEARNING OUTCOMES (cont.) Compare and contrast the health belief model, the social cognitive model, and the transtheoretical model of behavior change. Identify your own current risk behaviors, the factors that influence those behaviors, and the strategies you can use to change them. © 2015 Pearson Education, Inc.

Why Health, Why Now? Individuals have a desire to improve personal health. We are bombarded with information about health challenges from a variety of sources. In the twenty-first century, your health is connected to the entire planet. How does what you do today influence you and others? As you go over this slide, ask students to identify behaviors and practices they have that might influence either negatively or positively their health and the health of the environment. Perhaps some will consider carbon footprint issues, waste management, greens recycling. © 2015 Pearson Education, Inc.

Top Ten Reported Impediments to Academic Performance Ask students to list their top ten impediments to academic success. © 2015 Pearson Education, Inc.

Choosing Health Now Has Immediate Benefits Healthy choices have immediate benefits. When you're well nourished, fit, rested, and free from the influence of nicotine, alcohol, and other drugs, you're more likely to avoid illness, succeed in school, and have supportive relationships and other benefits. © 2015 Pearson Education, Inc.

Choosing Health Now Leads to Many Long-Term Rewards Good choices lead to a healthier life. Poor choices increase the likelihood of a shorter life, as well as persistent illness, addictions, and other limitations. Successful aging begins now. © 2015 Pearson Education, Inc.

Top Ten Reported Impediments to Academic Performance—Last 12 Months © 2015 Pearson Education, Inc.

Personal Choices Influence Life Expectancy Life expectancy has almost doubled over the last 100 years, moving from about 47 years in the early 1900s to over 78 years for a child born in 2011. In 1900, 40 percent or more of all deaths were children under age 5 years. Infectious disease caused a third of these deaths. Remind students that most infectious diseases are now controlled by vaccinations. Public health mandates requires that children be vaccinated not only to protect the individual, but also to protect the general population. You might want to consider asking them if they have maintained appropriate vaccinations such as tetanus, pneumonia, and influenza shots. © 2015 Pearson Education, Inc.

Personal Choices Influence Life Expectancy (cont.) Today the leading causes of death has shifted to chronic diseases. Advances in treatment continue to increase life expectancy. But life expectancy here is still several years behind that of many other nations. © 2015 Pearson Education, Inc.

Personal Choices Influence Healthy Life Expectancy Healthy life expectancy is the number of years of full health without disability, chronic pain, or significant illness. Health-related quality of life (HRQoL) is a concept that goes beyond mortality rates. Well-being assesses the positive aspects of a person's life. © 2015 Pearson Education, Inc.

ABC News Video: Women's Life Expectancy in Decline Discussion Questions Discuss the possible reasons for the decline in women's life expectancy in America. Describe the medical and social reasons the rates of heart disease are elevated in women. Discuss methods for raising awareness of heart disease rates in women. Discuss how to educate the American population about the higher rates of the disease in women than men. © 2015 Pearson Education, Inc.

Choose Health Now to Benefit Others Personal health choices contribute to the burden of disease. Nearly 21 percent of current medical spending in the United Sates is now obesity related. A large portion is paid by Medicaid and Medicare. Indirect costs include reduced tax revenues, premature death, increased disability payments, and increased health insurance costs. Obesity has become an epidemic in the United States. Ask students to consider whether being overweight is a choice. This is a sensitive issue because thinner students will respond yes, whereas those with higher BMI will want to excuse or justify their body mass. Should we mandate that every student in this college take an exercise class each semester? Should we consider higher taxes on foods that calorie dense and but nutritionally weak? © 2015 Pearson Education, Inc.

How Are Health and Quality of Life Related? © 2015 Pearson Education, Inc.

Choosing Health Now to Benefit Others (cont.) Should individuals be held accountable for poor choices? Should individuals be punished for choices that society influenced and the media promoted? Are personal choices that influence health within our personal control? © 2015 Pearson Education, Inc.

What Is Health? The medical model views health status on both the individual and biological or diseased organ perspective. The public health model views health as a result of the individual's interactions with the social and physical environment. Disease prevention requires actions or behaviors to keep people from getting sick or injured. Ask students to define what health is for them. Discuss whether the medical model and the public health model are contradictory or complementary. © 2015 Pearson Education, Inc.

Using this slide as your base, introduce the concepts of disease prevention, health promotion, risk behaviors, and wellness. Ask them to review their list of the healthy behaviors they practice and to consider risks they choose. Focus on the choice issue involved in both scenarios. Again, move them to think about the cost involved in negative choices that are never only personally managed but always shared by the family, community, and even beyond. © 2015 Pearson Education, Inc.

What Is Health? (cont.) Health promotion is the combined educational, organizational, procedural, environmental, social, and financial support that help us reduce negative health behaviors and promote and maintain positive change. Risk behaviors increase susceptibility to negative health outcomes. Wellness is the dynamic process of trying to achieve one's potential. © 2015 Pearson Education, Inc.

Wellness and the Dimensions of Health Physical health: body size and functioning Social health: interpersonal network and successful interaction with others Intellectual health: ability to think clearly and make responsible decisions Emotional health: ability to express emotions and maintain a level of self-confidence Spiritual health: a sense of meaning and purpose in one's life Environmental health: appreciation of one's external environment © 2015 Pearson Education, Inc.

The Wellness Continuum Ask students to draw a line from the left where the words "ever deteriorating health' are written to the right where "ever improving health" is written. Now ask them to place a marker where they are on this line. Most will select a point in the center. Ask for a show of hands for how many did this. Now tell them they must choose either side of the center. Ask them to write behaviors that move them to the right above the line and behaviors that move them to the left below the line. As they do this, get them to focus on how "rewarding" each of the behaviors is to them. For the negative behaviors, ask them to assess whether the "health cost" is truly worth it. © 2015 Pearson Education, Inc.

The Dimensions of Health To get students to understand the interrelationship of the dimensions, have them rank the dimensions as they are reflected in their health. Ask them to consider how they could improve their rankings in the lower three and why it might be important to do this. © 2015 Pearson Education, Inc.

What Influences Your Health? Determinants of health are those factors that influence health. The Surgeon General defined the term as "the array of critical influences that determine the health of individuals and communities." Healthy People is a plan to improve the health-related quality of life and years of life for all Americans. © 2015 Pearson Education, Inc.

Healthy People 2020 Goals Attain high-quality, longer lives free of preventable disease, disability, injury, and premature death. Achieve health equity, eliminate disparities, and improve health in all groups. Create social and physical environments that promote good health for all. Promote quality of life, healthy development, and healthy behaviors across all life stages. © 2015 Pearson Education, Inc.

Healthy People 2020 Determinants of Health © 2015 Pearson Education, Inc.

What Influences Your Health? (cont.) Individual behavior: Lack of physical activity, poor nutrition, excessive alcohol consumption, tobacco use Biology and genetics: Genetically inherited traits, conditions, and disposition to diseases Social factors: Social factors and physical conditions in the environment © 2015 Pearson Education, Inc.

Four Leading Causes of Chronic Diseases in the United States © 2015 Pearson Education, Inc.

What Influences Your Health? (cont.) Economic factors: Disadvantages include lacking access to quality education; living in poor housing; being unable to pay for nourishing food, clothes, shoes; not being able to afford utilities, medications, etc. Having insecure employment or being stuck in a low-paying job with few benefits Having few assets to fall back on © 2015 Pearson Education, Inc.

What Influences Your Health? (cont.) The built environment: Improvements proposed include sidewalks, bike lanes as part of every federally funded road project. Pollutants and infectious agents: These affect the quality of the air we breathe and our land, water, and foods. © 2015 Pearson Education, Inc.

The Built Environment © 2015 Pearson Education, Inc.

What Influences Your Health? (cont.) Access to quality health services: Including physical and mental health and health information Policymaking: Policies that ban smoking, laws that mandate seat belt use in vehicles and helmets on bikes, policies that require you to be vaccinated before enrolling in classes, and laws that prohibit drinking and driving and cell phone use while driving © 2015 Pearson Education, Inc.

What Influences Your Health? (cont.) Health disparities: Defined as preventable differences in the burden of disease, injury, violence, or opportunities to achieve optimal health © 2015 Pearson Education, Inc.

ABC News Video: Hunger at Home Discussion Questions In what ways can pay-as-you-can restaurants have a wider impact on impoverished people? In what ways do pay-as-you-can programs help to inspire volunteerism and giving back? What are the benefits and challenges to pay-as-you-can restaurants? How would you discuss the pay-as-you-can idea with a restaurant franchise with the hopes of inspiring them to consider this method of payment? The video gives several examples of pay-as-you-can restaurants across the country. How have pay-as-you-can restaurants been successful and prosperous? © 2015 Pearson Education, Inc.

The Challenge of Health Disparities Dramatic health disparities exist among people of certain racial and ethnic backgrounds. Men and women experience major differences in rates of disease and disability. Gay, lesbian, bisexual, or transgender individuals may lack social support and may be denied health benefits due to unrecognized marital status. Economic status can influence health. Underinsured and uninsured individuals may face unaffordable payments. Geographic location may limit services. Disabled individuals may lack services that would enhance their life quality. © 2015 Pearson Education, Inc.

How Can You Improve Your Health Behaviors? Change is not easy. To successfully change a behavior, you need to see change as a process that requires preparation, has several steps or stages, and takes time to succeed. © 2015 Pearson Education, Inc.

ABC News Video: Life-Changing Resolutions Discussion Questions Provide examples of resolutions that can have a positive impact on health and wellness. Discuss the ways in which the top three resolutions discussed can have a positive impact on overall health and wellness. Discuss how spending time with family and friends positively impacts our health. © 2015 Pearson Education, Inc.

Models of Behavior Change There are three different model types. The health belief model The social cognitive model The transtheoretical model © 2015 Pearson Education, Inc.

The Health Belief Model Developed by Rosenstock in 1966 Health behavior change is more likely if: There is a perceived seriousness of the health problem. There is a perceived susceptibility to the health problem. There are perceived benefits to change. Perceived barriers must be overcome. There are cues to action. Ask students to again consider the behaviors they have that may undermine their health and have them evaluate them in light of this model. © 2015 Pearson Education, Inc.

Social Cognitive Model Three factors interact in a reciprocal fashion to promote behavior change. Social environment in which we live Our inner thoughts and feelings Our behaviors We change our behavior in part by observing models in our environment. © 2015 Pearson Education, Inc.

Transtheoretical Model Precontemplation stage Contemplation stage Preparation stage Action stage Maintenance stage Termination stage Precontemplation stage–No current intention of changing behavior. Contemplation stage–Problem is recognized and change is contemplated, but it may take years. Preparation stage–Close to taking action; there may even be a plan. Action stage–Begin to follow action plans. Maintenance stage–Continue the actions begun in the action stage and work toward making them permanent. Termination stage–Behavior is ingrained and is a part of daily living. © 2015 Pearson Education, Inc.

Transtheoretical Model Using the health continuum that students completed earlier, ask them to select one negative behavior and to establish a behavior change using these steps. © 2015 Pearson Education, Inc.

Steps to Behavior Change Step 1: Increase your awareness Step 2: Contemplate change Identify a target behavior Learn more about the target behavior Assess your motivation and readiness to change Develop self-efficacy and cultivate an internal locus of control © 2015 Pearson Education, Inc.

Steps to Behavior Change (cont.) Step 3: Prepare for change Set a realistic goal: A realistic goal is one that you truly can achieve. Anticipate barriers to change that may include the following: Overambitious goals Self-defeating beliefs and attitudes Failing to accurately assess your current state of wellness Lack of support and guidance Emotions that sabotage your efforts and sap your will © 2015 Pearson Education, Inc.

Steps to Behavior Change (cont.) Use the SMART System Unsuccessful goals are vague, open-ended; successful goals are SMART. Specific Measurable Action-oriented Realistic Time-oriented Ask students to think about previous attempts to change behavior and why they might have been successful or failed based on the SMART system. Most will have failed to make a plan. Perhaps the goal was to lose weight, and they merely decided to eat less, and even add exercise, but had no committed plan that included when and what to eat or when and how to exercise. © 2015 Pearson Education, Inc.

Step Three: Prepare for Change (cont.) Use shaping, making a series of small changes Anticipate barriers to change Overambitious goals Self-defeating beliefs and attitudes Failure to accurately assess your current state of wellness Lack of support and guidance Emotions that sabotage your efforts and sap your will © 2015 Pearson Education, Inc.

Steps to Behavior Change (cont.) Enlist Others as Change Agents The social cognitive model recognizes the importance of social contacts, including watching others change successfully (modeling). Family members Friends Professionals A signed contract © 2015 Pearson Education, Inc.

Steps to Behavior Change (cont.) Step 4: Take action to change Visualize the new behavior Learn to counter by substituting a desired behavior for an undesired behavior Control the situation Change your self-talk Reward yourself Journal © 2015 Pearson Education, Inc.

Example of Completed Behavior Change Contract Ask students to complete a blank version of this contract. © 2015 Pearson Education, Inc.

Let's Get Started! After acquiring the skills to support successful behavior change, you're ready to apply those skills to your target behavior. Place your behavior change contract where you will see it every day. Review the contract to help you stay alert to potential problems, aware of alternatives, and to maintain a firm sense of values. After completing the section of behavior change, consider asking © 2015 Pearson Education, Inc.