1. Health Education & Wellness
North Central College Jr/SR Scholars Training

2. You can’t educate a child who isn’t healthy, And you can’t keep a child healthy who isn’t educated -Joycelyn Elders, former Surgeon General

3. Think about This . . .
What is the goal of health education?

4. Teaching the Dimensions of Wellness
Summarize here how we have the 10 content areas and 4 life skills, but the expansion of health and wellness beyond physical is also a strong presence in teaching health education.

5. SPECIES Social P Emotional C Intellectual E Spiritual
Part of figuring out how health goes beyond physical is having students evaluate their own dimensions - have students do self-assessment, include graphing with crayons.

7. YOU GOT AN ACE! IS IT HIGH OR IS IT LOW?

8. Adverse Childhood Experience (ACE)
Questionnaire & Scoring

9. Ecological Model
Addresses interrelationship between individual and environment
Do Spectrum of Risk Behavior Activity if time
Plug in ACES Presentation Now

10. Purposes of the YRBSS Centers for Disease Control & Prevention
Focus the nation on behaviors among youth causing the most important health problems
Assess how risk behaviors change over time
Provide comparable data
Centers for Disease Control & Prevention Y

11. Create Awareness Among:
Legislators, boards of education, and school administrators
Parents
Community members
School staff
Students
Media

12. CDC 6 Risk Behaviors

14. What is Healthy People? National Health Objectives for the Decade
Collaborative Process
Designed to Over Time
A public health document that is part strategic plan, part textbook on public health priorities

15. overarching goals
topic areas
specific objectives
Healthy People 2020

16. The Goals for Education include Wellness & Academic Success
Raise Academic
Performance
Improve Children’s
Well Being
and

17. School Wide and Classroom Health Education in schools connects wellness & academics
Improved Academic
Performance
by Increasing
Well Being

18. Health Literacy Building Health Literacy is of health education.
"Health Literacy is the capacity of individuals to obtain, interpret, and understand basic health information and services and the competence to use such information and services in ways which enhance health.”
Building Health Literacy
is of health
education.

19. Healthy People 2020
Reading skills – “read meaningful language, read anything with independence, comprehension and fluency and mental interaction with the message”
Adolescent Health Objective 5.3 is design to increase the proportion of students who reading skills are at or above the proficient level for their grade.
of 8th graders
of 12th graders
Introduce SMOG and practice in class calculations with 2 different brochures

20. Action Steps Through Teach-backs
Asking students to repeat what they need to know or do, in a non-shaming way.
NOT a test for the student, but of how well explained a concept.
A chance to check for understanding and, if necessary, the information.

21. Teach-back – Additional Points
Do not ask yes/no questions like:
“Do you understand?”
“Do you have any questions?”
For more than one concept:
“Chunk and Check”
Teach the 2-3 main points for the first concept & check for understanding using teach-back…
Then go to the next concept

22. Comprehensive School Health Education (CSHE)
The Foundation
Materials – Personal & Social Skills Handout Copies, Misuk book on Stress Management, Goal Game samples – materials to print on – go through slow, go, and whoa- to teach how to connect to content

23. Universal Life Skills
Health Skill – an ability to do something to maintain or improve an individual’s health or the health of others

24. Healthy People Objective EMC 4.4
Increase the proportion of required health education classes or courses with a teacher who has had professional development related to teaching personal and social skills for behavior change within the past 2 years.
T. Wynard
Target: 57.8%
Baseline: 52.5%

25. Skills – Generic Communication Generic Goal Setting
Apply to any area of health education – reinforced in different content areas
Communication
Goal Setting

26. Skills – Content Specific
Reading a food label
Practicing time management
Finding target heart rate
Practicing self exams
Communicating with a doctor
Using music to relax
Using a condom
Resisting peer pressure
How to communicate in an argument with a partner
How to refuse a drug if pressured to use

27. Setting the Stage for Skill Development
Create and Maintain a safe, supportive environment
Provide accurate
Present the rational and the context for using the skill
Use a variety of
Practice
Give Feedback –
Assess
See Fetro Text – walk through book with students

28. Goal Setting: Goal! Game Examples
T. Wynard

29. Goal Setting: Goal Game
You must name your game.
Your game must have a start and a finish.
You must have one goal.
You must have two obstacles (red lights) that will make it difficult for you to reach your goal.
You must have two helpful (green lights) things that will make reaching your goal easier.
You must write out directions for your game.
Game must have color and BE CREATIVE!

30. Comprehensive School Health Education
Learning Essential Skills for Life through . . .
Alcohol, Tobacco, and Other Drugs
Consumer and Community Health
Injury Prevention and Safety
Mental and Emotional Health
Growth and Development
Personal Health and Physical Activity

31. Tammy Wynard, North Central College tswynard@noctrl.edu
Puzzle Vision
Connection to
Lesson, Unit, and
Curriculum Development
2016 DuPage County Health & PE Institute Day

32. 8 Health Education National Standards
Students will . . .
Comprehend concepts related to health promotion and disease prevention
Analyze the influence of culture, media, and other health factors
Demonstrate the ability to access information, products, and services to enhance health
Demonstrate the ability to use interpersonal communication skills to enhance health

33. 8 Health Education National Standards (cont’d)
Students will . . .
Demonstrate the ability to use decision-making skills that enhance health
Demonstrate the ability to use goal-setting skills to enhance health
Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks
Demonstrate the ability to advocate for personal, family, and community health

34. Illinois State Health Education Standards
STATE GOAL 22: Understand principles of health promotion and the prevention and treatment of illness and injury.
STATE GOAL 23. Understand human body systems and factors that influence growth and development.
STATE GOAL 24: Promote and enhance health and well-being through the use of effective communication and decision- making skills.

35. Illinois State Social Emotional Learning Standards
SEL Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.   
SEL Goal 2 - Use social-awareness and interpersonal skills to establish and maintain positive relationships.
SEL Goal 3 - Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

36. Unit Planning
Starting at the end

37. Wiggins & McTighe Understanding by Design

38. Using the Health Education Curriculum Analysis Tool (HECAT)

39. How can I access it? Organization of the HECAT
How can I access it?

40. How can teachers help students adopt and maintain healthy behaviors?
Use Health Behavior Outcomes, identified in the HECAT, as the starting point for creating a plan.
Using the knowledge and skills expectations in the HECAT to guide the development and revisions of plans.