1. 9 th Grade Health Ms. Bolash

2. Hand in homework on the table up front and take a worksheet. Do Now: -What is wellness? -How many dimensions of wellness are there? -And what are they?

3. Wellness is a state of optimal well-being that is oriented toward maximizing an individuals potential. This is a life-long process of moving toward enhancing your physical, intellectual, emotional, social, spiritual, and environmental well- being. What is Wellness?

4. Dimensions of Wellness Emotional Intellectual Social Environmental Physical Spiritual

5. In groups you will: Define each dimension of wellness AND Come up with 4 examples that will positively affect each dimension of wellness. And why does it benefit that dimension.

6. For example: I participated in a yoga class yesterday to benefit my emotional, physical, and spiritual health.

7. Definitions Intellectual: the ability to learn and use information effectively for personal, family, and career development. Social: having the ability to interact successfully with people and one's personal environment. Environmental: the ability to improve the standard of living and quality of life in the community, including laws and agencies that safeguard the physical environment.

8. Do Now: Take out that blank note card. Name Book # Any damages

9. Definitions Continued… Physical: the ability to carry out daily tasks, develop cardio respiratory and muscular fitness, maintain adequate nutrition and a healthy body fat level, and avoid abusing alcohol and other drugs or using tobacco products. Spiritual: provides meaning and direction in life and enables you to grow, learn, and meet in new challenges. Emotional: the state of being free of mental disturbances that limit functioning.

10. Group Discussion What are some examples that will positively affect each dimension of wellness? And why does it benefit that dimension?

11. Homework: COVER YOUR BOOK PLEASE

12. 9 th Grade Health Ms. Bolash

13. Do Now: Fact or Fiction? Emotional health is not related to physical health. Once a person adopts values, they remain firmly fixed for a lifetime. It is best to reject illogical or unpleasant feelings.

14. Answers… False. Emotional health is closely tied to physical health. False. Once a person adopts values, that person continues to test those values and can change them when necessary. False. It is best to face and deal with all feelings as promptly as possible, even those that seem illogical or unpleasant.

15. Discussion Why do YOU think emotional health is important to your overall health? Why is it important to maintain a healthy relationship with yourself and others?

16. What is the most important relationship? One of the most important relationships in your life is the relationship you have with yourself. How can you have a better relationship with yourself? Learn what values are important to you.

17. Self-Confidence Get to know yourself. It’s ATTRACTIVE. To friends, dating partners, teachers, to everyone. It’s a chain reaction; people will soon to walk around with that same feeling! Remember: being self-confident is not the same as being conceited. (The saying: I’m not cocky, I’m confident. It’s the truth) If you are confident, you are comfortable with yourself.

18. Self-Confidence Continued.. Ask yourself: Who am I? Along with beneath the surface traits. Your thoughts, values, emotions(feelings). These play an important role in the decisions you make. Making decisions involves what you believe is right, and how you feel about the situation.

19. Thoughts Thoughts help you gather information about yourself and the world. Your thoughts shape your actions: if you think destructive, negative thoughts, you will destruct. If you think constructive thoughts, positive thoughts, you will act in positive ways. READ THE SECRET, if you think positive thoughts, good things will happen to you. If you keep thinking of negative thoughts, bad things will keep occurring. Provide an example (bad morning)

20. Making the change… Recognize your own negative thoughts. Stop the negative thoughts. Replace them with positive thoughts.

21. Values Learning to manage and live by your values is an important part of emotional health. What a person thinks of as right and wrong; your rules for behavior. You learn values from your family first; such statements as “we believe in education, working hard, and sticking together no matter what.” May change from time to time… However, some teens reject family values for a while.

22. Values Continued… Why are values important to me? Your values guide you in assigning positive and negative weights to behaviors. Example: You may value sports and reading, but babysitting a sibling and cleaning your room negatively (reverse). Guideline to your thinking and actions. Personal values by stating your beliefs. Example: I am an honest person, I do not ever cheat. Not in games, tests, exercising. I push myself to do the best I can all the time.

23. Homework Go home and discuss values with your parents or the adult figures in your home. You should write a one-page report answering the following questions:

24. Questions: 1. What values are most important to you? 2. Can you describe how your values changed as you were growing up? 3. Have your values been much different from your parents’ or those of an adult you are close to? If so, how? 4. What values, if any, are unique to your generation? 5. Are you happy with your values? How would you change them?

25. Emotions Recognizing, accepting, and expressing feelings are important to emotional health. Is a feeling that occurs in response to an event as experienced by an individual. Everyone feels multiple emotions throughout the day, which is not a bad thing, but acting on certain emotions would be wrong.

26. Emotions vs. Actions Fearing emotions may occur and lead to unacceptable behaviors. Emotional intelligence is the ability to recognize and appropriately express one’s emotions in a way that enhances living. Describing people who can express their emotions well.

27. Expressing Emotions DO NOT let anger build up, express your feelings in a calm manner. Express anger through physical activity. MANAGE your feelings: Recognize it. What am I feeling? Own it. Accept that you feel it. Verbalize it. Express through words. Express it physically. Engage in physical activity (go running).

28. Relating to Others A person’s friends can form a strong support system: a network of individuals or groups with which one identifies and exchanges emotional support. Members may be family, friends, neighbors, teammates, counselors, etc. There is always a gap between what you want and need and what you are receiving. To close this gap you must express your wants and needs.

29. Relating to Others Continued.. A way to do this is by being assertive To be assertive is to say what you mean—not drop hints about what you mean. Does assertiveness come naturally to most people? Why or why not?

30. Resolving Conflicts Conflicts, if well-handled, can end constructively. Strategies for resolving conflict With the right strategies, people can break down barriers and resolve conflicts peacefully. Both parties should do the following: Desire a resolution Strive for a win-win outcome Honor the relationship Be flexible but firm Be sincere and apologetic Show courage Be open-minded.

31. Making Decisions & Solving Problems Help Strategy: H (healthful) does this choice present any health risks? E (ethical) does this choice reflect your personal values? L (legal) does this choice violate a law? P (parent approval) would this choice be approved by your parents? Process begins with naming the problem…

32. Method for Making Decisions and Solutions A Method for Making Decisions and Solving Problems Be sure it is the real problem. Name the parts. Name all of the solutions you can think.Of no matter how crazy they may seem. What are the positive and negative. Consequences of each solution. And act on it. * did that solution solve the problem? * Would another solution have worked better?

33. 9 th Grade Health Ms. Bolash

34. Do Now:Fact or Fiction?! One of the most important tasks of the teen years is to work out an individual identity. Human beings need the respect of others even more than they need shelter. People who imagine themselves as more successful than they are need to stop dreaming. How might a family member or friend describe you in 5 words.

35. Answers to Fact or Fiction True False. Human beings first need the essentials for survival – food, clothing, and shelter. Then they become free to notice other needs. False. People who imagine themselves as more successful than they are may be taking an important first step toward a more successful future.

36. Erikson’s Eight Stages of Life In psychology, the scientific study of behavior and the mind, Erik Erikson has described how people become who they are. From infancy to older adulthood… Here are the stages:

37. Infancy (0 to 1) To learn trust. The infant learns that needs are met. (if neglected or abused, the infant learns distrust that can last a lifetime)

38. Toddler Stage (1 to 2) To learn independence. The toddler learns self- will. (If unable to complete this development, the adult may remain dependent and feel inadequate.

39. Preschool Age (3 to 5) To learn initiative (the ability to think and act without being told to do so). The child explores with curiosity and imagination. (if discouraged in this development, the adult may avoid leadership and risks.

40. School Age (6 to 12) To develop industriousness (earnest, steady effort). The child has confidence to pursue self-chosen goals. (If this development fails, the adult will lack social confidence and will perform poorly).

41. Adolescence (13 to 20) To develop an identity. Teens develop a strong sense of self, goals, and timing and learns how to fit into the social circle – as a leader, follower, female, and male. The adolescent picks out role models and grows with confidence.

42. Young Adulthood (21 to 40) To develop intimacy (close, personal relationships). The young adult can commit to love, to work, and to a social group. (Failure leads to avoidance of intimacy, misuse of sexuality, isolation, and destructiveness.

43. Adulthood (41 to 60) To develop generativity (giving yourself and your talents to others). The mature adult moves through life with confidence, taking pride in accomplishments. (The negative side of this is stagnation, self- involvement, and failure to encourage others).

44. Older Adulthood (61 and older) To retain ego integrity (satisfaction with life). The person feels fulfilled and faces death with serenity. (The adult who has not moved positively through earlier stages experiences isolation, despair, and fears of death).

45. Discussion The negative words we say to each other can be destructive and damaging as a physical attack, and the effects are more long lasting. Are comments normally made directly to the person or behind their back? How do you feel about negative comments you learn are directed to you. Encouraged to make positive comments as often as possible.

46. A Teen’s New Experiences People develop their identities and their ability to reason during the teen years. Teens can consider variables, changeable factors that affect outcomes, and use logic to make predictions of what might happen. At the same time teens are searching for an individual identity, they may associate with a group identity. This is really a step toward independence, because joining a group is a way of joining the larger society outside of the family.

47. New ways of thinking… The hours that teens spend in each others company permit them to practice reasoning, a skill that gives them great advantage in working out relationships with others. A person who leaves the teen years “OK” can move onto adulthood without difficulty. The less fortunate who internalize a sense of self doubt and failure may have difficulty in performing the tasks of adulthood.

48. Human Needs According to Maslow The theorist Abraham Maslow described a ladder or pyramid of human needs that people of all ages experience According to Maslow, people struggle to meet their basic needs and once these needs are met they can move on to higher needs.

49. Maslow’s Hierarchy of Needs Self-actualization - realization of full potential, being all you can be. Esteem - respect and esteem. Love Needs - to be loved and emotionally secure. Safety Needs - feeling safe and secure. Physiological Needs - food, clothing, and shelter.

50. Gender & Personality Physical Maturation: people grow and mature physically from birth to adulthood. However, not until someone around the early teen years do they enter the period of sexual maturation called adolescence. Puberty is the period of life in which a person becomes physically capable of reproduction.

51. Physical Maturation The adolescent growth spurt is a time of rapid growth and change: Girls generally begin puberty around 10-11 Boys generally begin puberty around 12 or 13

52. Changes… The hormonal changes of adolescence greatly affect every organ including the brain. Hormones also bring out mood changes and sexual feelings. For some, changes occur faster than the individuals can adjust to them. For others the changes occur slowly and they fear being left behind.

53. Continuous changes… Physical maturity does not mean the end of growth and change. Mental, emotional, and spiritual growth and change continue for a lifetime.

54. Gender Identity Your personality is affected by your gender, or the classification of being male or female. The male or female roles people play, or gender roles, depend on society. From birth on society trains individuals to act as it expects male or female people to act, but not everybody adopts all of society’s gender roles.

55. Society If you are male you have probably grown up under the pressure to succeed, to be strong, brave, independent, and to hide emotions. If you are female you have probably grown up with pressure to be attractive, passive, and sensitive to other peoples feelings.

56. Society The parts of the male or female role that a person accepts and lives by becomes that persons gender identity. If everyone accepted roles without question, societies would never change.

57. It takes generations to replace old gender stereotypes completely. Some that are constantly changing are: Men are active and independent, women are passive and dependent Men hide their emotions; women show their emotions Men discipline their children, women nurture them. A man’s success is seen in his earnings or status; a woman’s success is measured by the man she marries. THESE are CONSTANTLY changing….meaning NOT all are true right now.

58. Developing Self-esteem People who know and like themselves have high self esteem. People with high self esteem do not think that they are perfect. They know that they are not and like themselves anyway. A person who claims to be perfect, probably has low self- esteem. Such a person cannot admit imperfections

59. Self-esteem Poor self esteem is closely linked to a wide range of problems. What are some examples?? People with high self esteem contribute to society’s well being.

60. Actions to promote positive self- esteem. Positive self talk- the practice of making positive statements about yourself to boost confidence. Positive Body Image Another part of self esteem is your body image. A factor in the body image of teens is how early or late they develop an adult body. The important thing to remember is that each person has their own timetable.

61. Self-Acceptance Another way to acquire a positive view of yourself is to appreciate your own uniqueness. Part of developing self esteem is to value who you are, and not just what you do.

62. The Importance Of Peer Groups Peer Group: a group of friends similar to yourself in age and stage of life. An important function of peer groups is to help lessen teenagers natural fears.

63. Peer Groups Peer groups may form when individuals with similar backgrounds and interests get together. They naturally develop rules that govern the behavior of all of the members Teens generally adopt their peer group values on style and taste. And their parent’s values on issues that matter such as family, work, morals, etc.

64. Deviant Peer Groups The need to belong to a social group is so strong that it can lead a person to join with a group that is not beneficial. Such deviant peer groups may meet the persons need to belong, but do so at a high price. Two examples of deviant peer groups are gangs and cults.

65. Health 9 Ms. Bolash

66. Stress and Stressors A stressor is a physical or psychological demand that requires a person to adapt to a situation. Physical Stressors- physical conditions: air temperature, intensity of lighting, bacteria, injuries, or radiation. Psychological Stressors- life- changing events: both desirable and undesirable. Stress is the effect of physical and psychological demands on a person.

67. Different Types of Stress Chronic Stress: unrelieved stress that continues to tax a persons resources to the point of exhaustion. Acute Stress: a temporary bout of stress that prompts a person to deal with an event.

68. Stress and the Body Systems All of the body’s systems and especially the nervous, hormonal, and immune system are affected by stress.

69. Nervous System A stressful event may be a mental challenge (such as taking a test), or a physical challenge (such as cold weather). Whatever the challenge, the response of the nervous system is always similar. The nervous system responds to challenges by producing reactions that restore normal body conditions.

70. The Hormonal System The hormonal system works with the nervous system to maintain communication through the body organs. The two systems help each other to adapt to changes during stress. A hormone is chemical that serves as a messenger. Glands Receive information about body conditions and release hormones to control these conditions. Hormones flow everywhere in the body, but only hormones target organs respond to it.

71. Hormones Continued… Stress hormones are hormones that control the stress response. Two stress hormones that help regulate the body’s activities during emergencies are epinephrine and adrenaline.

72. The Immune System The main cells of immunity are the white blood cells. Wbc’s are made in the bone marrow and travel to other glands where they mature. Wbc’s make antibodies, the body’s ammunition against infection.

73. Immune System Continued… The activity of the immune system is lower during the stress response. Short periods of stress followed by periods of relief from stress, can strengthen the immune system. Long periods of unrelieved stress can weaken the immune system.

74. Stress and TOO MUCH Stress.. Whichever the stress that triggers it, the stress response has three stages. 1. Alarm Phase: alarm occurs when you think that you are facing a challenge. The body releases stress hormones which activate the nerves and all of the systems.

75. Resistance Phase Resistance is the state of speeding up functioning. The stress hormones continue to flow, causing muscles to contract and other body functions to shut down. (digestion/immune system, etc.)

76. Recovery or Exhaustion Phase Recovery occurs when stress ceases to affect your body. It is hoped that before your resources run out, you deal with the source of stress or it goes away. Exhaustion occurs when stress continues to affect you without a break and your body stays in overdrive too long. Your resistance finally breaks down recovery is delayed or becomes impossible.

77. During Stress Response… EVERY ORGAN RESPONDS TO AN ALARM BY: Heart rate speeds up Pupils widen to enhance vision Muscles tense Fuels such as fat are released from storage Blood flow from skin is reduced (to protect against blood loss in case of an injury) Immune system temporarily shuts down. Why? TO FREE UP ENERGY

78. What is the stress response often called? A Stressor What are some health effects of too much stress? Constant colds and sickness, WHY??

79. Answer: Prolonged stress can make disease of the heart and arteries likely. The fat released into the bloodstream for extra energy may not be used if no physical activity occurs. When the fat is left in the bloodstream it tends to collect against artery walls, causing blockages and damage.

80. Dealing with Stress People who use stress management strategies are better able to cope with periods of stress than people who do not.

81. Three strategies to help deal with stress Physical activity- keeps your body strong and strengthens your immune system. Relaxation- Change the way you react to events to make them less stressful Time Management- Enjoy security for the future while enjoying the present.

82. Coping Devices Coping Devices- Non-harmful ways of dealing with stress. Displacement- the transferring of energy to a familiar, even pointless activity. Defense Mechanisms- becoming absorbed in high level work, completing an activity with a reward. Venting- expressing your feelings to another person.

83. Defense Mechanisms- coping devices with negative effects. Denial- the refusal to admit that something painful has occurred. Fantasy- imagining that something positive has happened instead of negative. Projection- the belief that it was the other persons fault instead of your own.

84. Defense Mechanisms Continued.. Rationalization- the justification of an unreasonable action or attitude by manufacturing reasons for it. Regression- using inappropriate childish ways to deal with painful realities. Selective forgetting- memory lapse concerning an experience or piece of news. Withdrawal- drawing away from people and activities to avoid pain.

85. Willed Relaxtion The exact opposite of the stress response is the relaxation response. This response reduces blood pressure, slows the pulse, quiets anxiety, and releases tension. Willed relaxation has three components: A comfortable position A quiet, calm mind A passive attitude towards mental thoughts.

86. Methods of Achieving Willed Relaxation Progressive muscle relaxation- a technique of learning to relax by focusing on relaxing each muscle group in turn. Example: Meditation

87. Health 9 Ms. Bolash

88. References http://www.chesapeake.edu/wrobbins/Default.asp Webb, Frances sizer. DeBruyne, Linda Kelly. Woodland Hills, CA:Mcgraw-hill. 2010. Google Images @ www.google.comwww.google.com