HEALTH SKILLS Mr. Donley. Accessing Information Media literacy is defined a "the ability to access, analyze, evaluate, and communicate information in.

Slides:



Advertisements
Similar presentations
Communicating and Addressing Adolescent HIV/STD & Unintended Pregnancies in the 21st Century Rick Deem Data Management Coordinator Office of Healthy Schools.
Advertisements

Goal 1: Develop self-awareness and self-management skills to achieve school and life success..1a or.1b = early elementary.2a or.2b = late elementary.3a.
Introduction to the Muscle System 7 th Grade Health Mr. Pence NAMS.
Standards. New Jersey New Jersey Health and Physical Education Core Curriculum Content Standards FAQ.
Standards. New Jersey 2009 Revised 2009 Revised New Jersey Health and Physical Education Core Curriculum Content Standards FAQ.
Module 1 Learning Goals Module 1
P21 framework OPV 362.
Lesson 1 Your Mental and Emotional Health Do you think you have a positive outlook? Do you look forward to facing life’s challenges?
Combining the Five Basic Communication Skills to Effectively Collaborate and Negotiate Unit 1 Lesson 14.
Mr. Le’s Health Class.  Describe how decisions affect your life and others.  Identify the benefits of setting goals  Identify the traits of good character.
Building Health Skills Chapter 2. Focusing on the main ideas… In this lesson you will learn how to: In this lesson you will learn how to: –Demonstrate.
Chapter 2: Taking Charge of your health
Building Health Skills
EMPOWER STUDENTS BY TEACHING CONTENT AND SKILL Mary Connolly Program Chair, Health and Family Consumer Sciences, Cambridge College Health Education Consultant.
Mental and Emotional Health 1. Goal Setting, Communication, Conflict and Depression (8 th ) “When you get into a tight place and everything goes against.
Your Mental and Emotional Health
Health Education Wellness For Grades 3-5. Massachusetts Health State Standards K-12  Growth & Development  Physical Activity & Fitness  Nutrition 
The Comprehensive School Health Education Curriculum: A Blueprint for Implementing the National Health Education Standards Chapter 4.
The Comprehensive School Health Education Curriculum:
Colorado Comprehensive Health Education Standards
Beth Mastro New York State Center for School Safety 2010 ACT for Youth Center of Excellence Cornell University Family Life Development Center Cornell University.
Chapter One You and Your Health. Elements of Health Pre-Quiz on wellness Three Elements of Health – Physical (nutrition, exercise, medical check-ups,
From Standards to Transfer. Parkway Mission All students are capable learners who transfer their prior learning to new demands, in and out of school.
Wellness 9 Building Health Skills Building Health Skills.
Lesson 1 Taking responsibility for your health begins with a commitment to take charge of your actions and behaviors in a way that reduces risks and promotes.
Lesson 1 Taking responsibility for your health begins with a commitment to take charge of your actions and behaviors in a way that reduces risks and promotes.
Health Chapter 2.
Building Health Skills
What are life skills? These are abilities for adaptive and positive behaviour that enable individuals to effectively deal effectively with the demands.
Chapter 2 Building Health Skills and Character
Wellness.
Building Health Skills and Character
Michigan Merit Curriculum Standard 6: Decision Making – 4.7 Apply decision-making and problem-solving steps to generate alternative solutions regarding.
+ Chapter 1 Self, Family, and Community © 2013 McGraw-Hill Education. All Rights Reserved. 1.
Your Mental and Emotional Health Mental/Emotional Health – the ability to accept yourself and others, adapt to and manage emotions, and deal with the demands.
Jeopardy $100 HealthInfluencesSkillsDecisionsCharacter $200 $300 $400 $500 $400 $300 $200 $100 $500 $400 $300 $200 $100 $500 $400 $300 $200 $100 $500.
Building Health Skills
Ch. 2 Building Health Skills and Character. Health Skills Life skills, specific tools and strategies that help you maintain, protect, and improve all.
Health and Wellness Week Two (Building Health Skills and Character)
Chapter 2 Warm-Up Do you consider yourself a good communicator? List various methods of communication that you use on a daily basis.
Developing Other Health Skills
Chapter 2 Skills for a Healthy Life. Making Decisions and Setting Goals 0 As you grow older, you gain more freedom, but with it come more responsibility.
HEALTH SKILLS Mr. Donley. Accessing Information Media literacy is defined a "the ability to access, analyze, evaluate, and communicate information in.
Building Health Skills and Character. Objectives  Demonstrate communication skills in building and maintaining healthy relationships.  Demonstrate refusal.
Chapter 2 Taking Charge of Your Health. Lesson 1 You can develop skills that will help you manage throughout your life. Health skills help you manage.
Building Health Skills
Building Health Skills and Character.  1.4, 2.2, 3.7, 5.1, 5.5, 7.3  The student will be prepared to promote their own health, as well as the health.
Human Relations Unit 2 Decision Making. (2.1)—12-Terms to Know Nonhuman Resources Alternatives Wants Evaluate Consequences Resources Decision Trade-off.
Ch.2 Valuable questions. Are your values different from your parents? Why?
Chapter 2 Skills for a healthy life. What Are Life Skills? Life skills are tools for building a healthy life.
What 50 Years of Research Tells Us about a Teen’s Mom Future A teenage girl who gets pregnant has written 90% of her life’s script.
Standards... Smandards... WHAT DO THEY MEAN????. The National Health Education Standards Standards that specify what students should know and be able.
Building Health Skills (3:04) Click here to launch video Click here to download print activity.
The three elements of health—physical, mental/emotional, and social—are interconnected, like the sides of a triangle. When one side receives too much.
Chapter 2 – Taking Charge of Your Health. Building Health Skills Health skills – specific tools & strategies to maintain, protect, and improve all aspects.
SKILLS FOR A HEALTHY LIFE.  Character is the way in which a person thinks, feels and acts.  Involves understanding, caring about, and acting upon certain.
6 th Grade  Physical & Personal Wellness  Emotional & Social Wellness  Prevention & Risk Management.
Chapter two Building Health Skills and Character.
21st Century Skills in the Classroom
Your Mental and Emotional Health
Your Mental and Emotional Health
Chapter 2: Taking Charge of Your Health
Taking Charge of Your Health
Module 4 Learning goals Module 4
Building Health Character and Skills
The 7 Health Skills Mrs. Anthony.
Building Health Skills and Character
Chapter 2 Lesson 1 Taking Charge of Your Life!
Chapter 2 Test Review Test 9/11.
Decision Making, Character and Other Health Related Skills
Presentation transcript:

HEALTH SKILLS Mr. Donley

Accessing Information Media literacy is defined a "the ability to access, analyze, evaluate, and communicate information in a variety of format including print and nonprint Media literacy is defined a "the ability to access, analyze, evaluate, and communicate information in a variety of format including print and nonprint Expanded information and communication skill that is responsive to the changing nature of information in our society. It addresses the skills students need to be taught in school, the competencies citizens must have as we consume information in our homes and living rooms, the abilities workers must have as we move toward the 21st century and the challenges of a global economy Expanded information and communication skill that is responsive to the changing nature of information in our society. It addresses the skills students need to be taught in school, the competencies citizens must have as we consume information in our homes and living rooms, the abilities workers must have as we move toward the 21st century and the challenges of a global economy

Advocacy The act of pleading or arguing in favor of something, such as a cause, idea, or policy; active support. The act of pleading or arguing in favor of something, such as a cause, idea, or policy; active support. Examples:presentation, campaigns, poems, rap, articles, PE4Life, Mypryamid, MADD Examples:presentation, campaigns, poems, rap, articles, PE4Life, Mypryamid, MADD

Decision Making Decision making involves choosing between alternative courses of action to deal with a problem. Steps in the Decision-Making Process: Decision making involves choosing between alternative courses of action to deal with a problem. Steps in the Decision-Making Process: 1. Analyze the situation. Define what is happening. Get input from others. Be objective rather than emotional. 1. Analyze the situation. Define what is happening. Get input from others. Be objective rather than emotional. 2. Define the problem. Don't deal with symptoms, but focus on the actual problem. 2. Define the problem. Don't deal with symptoms, but focus on the actual problem. 3. Consider options / Develop solution alternatives. Each alternative must solve the problem. 3. Consider options / Develop solution alternatives. Each alternative must solve the problem.

Decision-Making Process 4. Evaluate the solution alternatives. Look at both the positive and the negative consequences of each alternative. Some alternatives will have fewer "side effects", or unintended consequences. Get input from others if needed. 4. Evaluate the solution alternatives. Look at both the positive and the negative consequences of each alternative. Some alternatives will have fewer "side effects", or unintended consequences. Get input from others if needed. 5. Make a choice / decision. Make the choice that has the least negative consequences and that solves the problem, accomplishes the purpose, and meets the goal. 5. Make a choice / decision. Make the choice that has the least negative consequences and that solves the problem, accomplishes the purpose, and meets the goal. 6. Implement the plan and evaluate the decision. Make changes in the plan if needed, again using the steps of the decision-making process. 6. Implement the plan and evaluate the decision. Make changes in the plan if needed, again using the steps of the decision-making process.

Goal Setting Make a clear goal statement that defines a realistic goal, a plan for reaching the goal, and a reward for when the goal is reached. Important goal-setting steps include: Make a clear goal statement that defines a realistic goal, a plan for reaching the goal, and a reward for when the goal is reached. Important goal-setting steps include:  Set a goal.  Look at options to meet the goal.  Establish a plan.  Think about rewards for reaching the goal.  Monitor your progress toward the goal.  Evaluate progress. If needed, adjust the goal

Interpersonal Communication Problem-Solving/Conflict Resolution Problem-Solving/Conflict Resolution Problem solving is the process of determining a discrepancy between how things are and how they are desired to be and then taking action to resolve this discrepancy Problem solving is the process of determining a discrepancy between how things are and how they are desired to be and then taking action to resolve this discrepancy 3 primary conflict resolution problem-solving processes: 3 primary conflict resolution problem-solving processes:  Negotiation  Mediation  Consensus Decision Making

Analyzing Influences Helps develop your ability to analyze the influence of internal and external elements on health behavior. Helps develop your ability to analyze the influence of internal and external elements on health behavior. Internal and external factors play into your decisions regarding personal, family and community health could result in risky behavior Internal and external factors play into your decisions regarding personal, family and community health could result in risky behavior Learn how to appreciate the complexity of these influences and be able to determine how these factors can positively or negatively affect health decisions. Learn how to appreciate the complexity of these influences and be able to determine how these factors can positively or negatively affect health decisions.

Influences Internal Internal  knowledge/factual information/what I know  curiosity  interests, likes/dislikes  desires (to feel accepted, loved, powerful, competent, etc.)  fears External  media/advertising  legal restrictions (speed limit, drinking age laws, driver's license, no smoking signs)  setting/location  culture  parents/family/relatives  peers/friends/other teens role models outside the family (celebrities, athletes, singers, leaders)

Health Standards Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health Predict how healthy behaviors can impact health status Predict how healthy behaviors can impact health status Describe the interrelationships of emotional, intellectual, physical, and social health Describe the interrelationships of emotional, intellectual, physical, and social health Analyze how environment and personal health are interrelated Analyze how environment and personal health are interrelated

Health Standards Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health Analyze how genetics and family history can impact personal health Analyze how genetics and family history can impact personal health Propose ways to reduce or prevent injuries and health problems Propose ways to reduce or prevent injuries and health problems Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors

Health Standards Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors Analyze personal susceptibility to injury, illness or death if engaging in unhealthy behaviors Analyze personal susceptibility to injury, illness or death if engaging in unhealthy behaviors Analyze the potential severity of injury or illness if engaging in unhealthy behaviors Analyze the potential severity of injury or illness if engaging in unhealthy behaviors  Analyze how family influences the health of individuals  Analyze how culture supports and challenges health beliefs, practices and behaviors

Standard #3 Students will demonstrate the ability to access valid information, products, and services to enhance health Students will demonstrate the ability to access valid information, products, and services to enhance health Evaluate the validity of health information, products, and services. Evaluate the validity of health information, products, and services. Use resources from home, school, and community that provide valid health information. Use resources from home, school, and community that provide valid health information. Determine the accessibility of products and services that enhance health Determine the accessibility of products and services that enhance health Determine when professional health services may be required Determine when professional health services may be required

Standard #4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Use skills for communicating effectively with family, peers, and others to enhance health. Use skills for communicating effectively with family, peers, and others to enhance health. Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others. Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.

Standard #5 Students will demonstrate the ability to use decision-making skills to enhance health. Students will demonstrate the ability to use decision-making skills to enhance health. Examine barriers that can hinder healthy decision making. Examine barriers that can hinder healthy decision making. Determine the value of applying a thoughtful decision-making process in health-related situations. Determine the value of applying a thoughtful decision-making process in health-related situations. Predict the potential short-term and long-term impact of each alternative on self and others. Predict the potential short-term and long-term impact of each alternative on self and others. Defend the healthy choice when making decisions. Defend the healthy choice when making decisions. Evaluate the effectiveness of health-related decisions. Evaluate the effectiveness of health-related decisions.

Standard #6 Students will demonstrate the ability to use goal- setting skills to enhance health. -Assess personal health practices and overall health status. Students will demonstrate the ability to use goal- setting skills to enhance health. -Assess personal health practices and overall health status. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. Implement strategies and monitor progress in achieving a personal health goal. Formulate an effective long- term personal health plan. Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. Implement strategies and monitor progress in achieving a personal health goal. Formulate an effective long- term personal health plan.

Standard #7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Analyze the role of individual responsibility for enhancing health. Analyze the role of individual responsibility for enhancing health. Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others. Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others. Demonstrate a variety of behaviors to avoid or reduce health risks to self and others. Demonstrate a variety of behaviors to avoid or reduce health risks to self and others.

Standard #8 Students will demonstrate the ability to advocate for personal, family, and community health. Students will demonstrate the ability to advocate for personal, family, and community health. Utilize accurate peer and societal norms to formulate a health-enhancing message Utilize accurate peer and societal norms to formulate a health-enhancing message Demonstrate how to influence and support others to make positive health choices. Work cooperatively as an advocate for improving personal, family, and community health. Adapt health messages and communication techniques to a specific target audience. Demonstrate how to influence and support others to make positive health choices. Work cooperatively as an advocate for improving personal, family, and community health. Adapt health messages and communication techniques to a specific target audience.