HEALTH EDUCATION - GRADES 10-12

Critical Components

In order to satisfy the state graduation requirement, health education (grades 10 - 12) should deal significantly with:

· Mental and Emotional Health
· Substance Use and Abuse*
· Consumer Health
· Nutrition and Fitness
· Death and Dying*
· Emergency Intervention*
· Diseases and Disorders*
· Community and Environmental Health*
· Human Sexuality/Family Life* (See Idaho Code page 5.01.)

*In accordance with IDAPA 08.02.E.3, HIV/AIDS education has been integrated into appropriate content areas within the comprehensive health education program

I.    Mental and Emotional Health

A. Goal:

Students will interpret and analyze the effects of a variety of influences on their emotional health.

Objectives:
Students will

1. identify positive mental health traits that enable a person to be comfortable with self and others.

2. discuss the physical and psychological consequences of stress.

3. analyze and demonstrate the coping skills for handling stress.

4. recognize symptoms of mental disorders and social attitudes toward mental health and mental illness.

5. understand that all people experience the same emotions but may express them differently.

6. consider possible causes and signs of suicide and discuss preventive measures and intervention resources.

7. identify several types of physical and emotional abuse inside/outside the family.

8. investigate various societal problems and discuss preventive measures and intervention resources.

II. Substance Use and Abuse

A.    Goal:

Students will analyze and understand the personal, societal and global implications of the use and abuse of alcohol and other drugs/substances.

Objectives.
Students will

1. recognize that decisions regarding nonuse, use, or abuse of various drugs involve a variety of factors, i.e., social, psychological, legal, economic, ethnic and religious.

2. describe various procedures involved in intervention and rehabilitation of alcoholism and drug addiction.

3. demonstrate constructive ways to help reduce stress.

4. apply the decision-making process/refusal skills in making drug-related choices and understand the importance of peer assistance.

5. examine and analyze behavior changes associated with substance use/abuse and the increased risk of lily infection, other sexually transmitted diseases (STDs), and unplanned pregnancy.

6. discuss the influence of alcohol and other drugs on risk taking behaviors.

7. understand the relationship between the use of alcohol and other drugs and fetal development.

8. analyze the influence of family and community values and attitudes on decisions regarding substance use/abuse.

III. Consumer Health

A.    Goal:

Students will organize, analyze, and apply health information practices and services appropriate for individual needs.

Objectives:
Students will

1. critically analyze advertising practices regarding products that influence health.

2. identify characteristic forms of health fraud and quackery.

3. recognize and apply the rights and responsibilities of the consumer.

4. investigate and discuss the economics of health care.

5. identify how to locate appropriate agencies and competent professionals and understand the services provided.

6. identify and demonstrate knowledge of roles, skills and training required of various health-related careers.

7. investigate and identify attitudes and beliefs of various cultures and subcultures toward health services and products.

8. recognize the importance of maintaining personal health records.

9. evaluate and utilize information to make competent decisions concerning health care and products.

IV. Nutrition and Fitness

A.    Goal:

Students will recognize the relationships between proper nutrition, fitness and optimum wellness.

Objectives:
Students will

1. recognize that food choices and eating habits are influenced by a number of factors.

2. identify the influence of family composition, lifestyle, economic status, and cultural background in the selection of food choices and eating patterns.

3. analyze the relationships that exist between nutritional behaviors and disease.

4. describe the relationship of various components of fitness to total well-being.

5. accurately measure and record data and interpret results relative to personal nutrition and fitness levels.

6. synthesize and utilize a plan combining regular physical activity with personal health habits that promote and maintain total health.

7. evaluate circumstances which require professional, nutritional, and fitness counseling.

8. identify various factors that affect the individual's level of wellness.

9. identify and examine emerging trends in society that are affecting dietary and fitness patterns.

10. identify, examine and select sound and pertinent sources of nutritional information.

V. Death and Dying

A. Goal:

Students will analyze and synthesize their feelings about death and dying.

Objectives:
Students will

1. identify the leading causes of death.

2. discuss their feelings and share experiences concerning death and dying.

3. describe arid compare the stages of grief and support methods involved in separation, loss, and terminal illness, and identify the specific implications for AIDS.

4. examine commemorative rituals for death and dying.

5. discuss various options relating to funeral preparation and wills.

6. define living wills and discuss options of organ donations.

7. define euthanasia and discuss the effects on the terminally ill and their survivors.

VI. Emergency Intervention

A.    Goal:

Students will identify and demonstrate the ability to cope with common health hazards and emergencies.

Objectives:
Students will

1. interpret accident data in relation to physical, mental, social, and economic implications.

2. describe the relationship of accidents to behavior.

3. determine when an environmental situation may be threatening and identify appropriate actions.

4. demonstrate basic skills in emergency care, including CPR.

5. describe universal precautions in handling blood and other body fluids.

VII.    Diseases and Disorders

A.    Goal:

Students will identify and classify aspects of diseases/disorders including their relationship to individual lifestyle and gr9up behavior.

Objectives:
Students will

1. identify the major risk factors and causes of death and disability in the United States.

2. relate influences of technological advances and environmental changes to emerging health problems.

3. determine the hereditary, environmental and lifestyle factors which place them at risk for disease and/or enhance their health.

4. identify sources, symptoms and treatments of selected diseases and conditions.

5. recognize and understand the implications of the disease HIV/MDS including source, process, transmission, high risk behavior, treatment, prevention and psychosocial impact.

6. integrate information about disease prevention and control into an effective plan for a healthy lifestyle.

7. recognize that disease prevention and epidemiological control are the responsibility of the individual and various local, state and national agencies.

VIII.    Community and Environmental Health

A.    Goal:

Students will interpret and analyze how community and environmental factors impact total health and one's standard of living.

Objectives:
Students will

1. identify and investigate areas of personal responsibility in community health issues.

2. analyze and demonstrate the reciprocal relationship of human activities and the environment.

3. identify and demonstrate present and future ways of protecting the environment to maintain quality living.

IX. Human Sexuality/Family Life (See Idaho Code Page 5.01)

A.    Goal:

Students will understand sexuality as an individual and social aspect of life from birth to death.

Objectives:
Students will

1. identify and discuss the difference between love, infatuation, and sex.

2. recognize and identify emotions and feelings associated with their sexuality.

3. recognize alternatives to premarital sexual intercourse for expressing feelings and affection.

4. identify and discuss sex roles, stereotyping, sexual orientation, and alternative lifestyles.

5. identify the relationship between high risk sexual behaviors and STD/HIV infection and discuss methods of prevention

B.    Goal:

Students will analyze the different aspects of the family, life skills, and interpersonal relationships as they relate to a variety of lifestyles.

Objectives:
Students will

1. describe skills needed to become a successful marriage partner.

2. identify and describe the different methods of family planning.

3. discuss the process of conception and fetal development.

4. identify genetic and environmental responsibilities in the prevention of birth defects.

5. describe the physical and emotional factors that influence teenage pregnancy and parenthood.

6. discuss options to unwanted pregnancy.

7. examine and discuss responsibilities of parenting.

8. analyze and demonstrate effective verbal and nonverbal communication skills which influence the well-being of the family unit and its individual members.

9. integrate interpersonal skills into a plan for the resolution of family problems.

10. describe the causes and effects of physical and emotional abuse as they occur in family and interpersonal relationships.

11. explore and identify the varied structures of family units.