1. © 2009 McGraw-Hill Higher Education. All rights reserved. Why didn’t they give us an owners manual for the Human body?

2. © 2009 McGraw-Hill Higher Education. All rights reserved. Biology 103: Health Education What is the goal? What is the plan?

3. © 2009 McGraw-Hill Higher Education. All rights reserved. Biology 103: Health Education What is the goal? What is the plan? A healthier you Introduce you to some new ideas about health and hope that some are adopted.

4. © 2009 McGraw-Hill Higher Education. All rights reserved. Didn’t we learn all this in high school? Yes, and No.

5. © 2009 McGraw-Hill Higher Education. All rights reserved. Point of view

6. © 2009 McGraw-Hill Higher Education. All rights reserved. Point of view

7. © 2009 McGraw-Hill Higher Education. All rights reserved. Aspects of Health Mental Physical Spiritual Aligning the arrows - social occupational

8. © 2009 McGraw-Hill Higher Education. All rights reserved. What did the green grape say to the red grape? ?

9. © 2009 McGraw-Hill Higher Education. All rights reserved. What did the green grape say to the red grape? Breathe!

10. © 2009 McGraw-Hill Higher Education. All rights reserved. Laughing people live longer 93 77 84

11. © 2009 McGraw-Hill Higher Education. All rights reserved. Chapter One: Shaping Your Health

12. © 2009 McGraw-Hill Higher Education. All rights reserved. Our view on health changes as we age Youth - immortal Early 20s - too busy to think about it 30s and 40s - starting to think about it 50s and 60s - spend more time thinking about it

13. © 2009 McGraw-Hill Higher Education. All rights reserved. The Millennial Generation Current “traditional” aged students  Ages 18-24 years  Born between 1982 and 2000

14. © 2009 McGraw-Hill Higher Education. All rights reserved. Developmental Tasks of Early Adulthood 1.Forming an initial adult identity (who am I?) 2.Establishing independence 3.Assuming responsibility 4.Broadening social skills 5.Nurturing intimacy

15. © 2009 McGraw-Hill Higher Education. All rights reserved. Related Developmental Tasks of Young Adulthood Obtaining entry-level employment Developing parenting skills

16. © 2009 McGraw-Hill Higher Education. All rights reserved. Developmental Tasks of Middle Adulthood 1.Achieving generativity—giving back Contributing to the collective good Parenting Traditional way in which people repay society 2.Reassessing plans of young adulthood— one’s original goals and objectives

17. © 2009 McGraw-Hill Higher Education. All rights reserved. Developmental Tasks of Older Adulthood 1.Accepting changes of aging 2.Maintaining physical functioning 3.Reassessing a sense of integrity—a sense of wholeness concerning life’s journey

18. © 2009 McGraw-Hill Higher Education. All rights reserved. Today’s College Students Traditional-age students Nontraditional-age students Minority students Students with disabilities

19. © 2009 McGraw-Hill Higher Education. All rights reserved. Traditional Definitions of Health Concerns  Morbidity: pertaining to illness and disease  Mortality: pertaining to death Episodic health care  Seeking medical treatment when ill or injured Preventive or prospective medicine  Identifying risk factors and high-risk health behaviors to lower the risk of illness  Empowerment

20. © 2009 McGraw-Hill Higher Education. All rights reserved. Health Promotion: Personal and Collective Empowerment Individually oriented Group oriented Wellness

21. © 2009 McGraw-Hill Higher Education. All rights reserved. Individually-Oriented Health Promotion Individual focuses on personal goals—may overlap with risk reduction for chronic illness Focus on fitness, social interaction, and healthy lifestyle

22. © 2009 McGraw-Hill Higher Education. All rights reserved. Group-Oriented Health Promotion Community places emphasis on a group centered concept to promote empowerment Empowerment: Gain more self control over one’s health perspective (for example, drug prevention within communities at risk)

23. © 2009 McGraw-Hill Higher Education. All rights reserved. Wellness A process intended to aid individuals in unlocking their full potential through the development of an overall wellness lifestyle Emphasis on lifestyle  May not focus on mortality and morbidity but in practice shares many risk-reduction activities with health promotion approaches

24. © 2009 McGraw-Hill Higher Education. All rights reserved. Institute of Medicine (2003) Priority Health Concerns Institute of Medicine (2003) Priority Health Concerns Treat asthma Coordinate care for 60+ million chronic disease sufferers Reduce diabetes Develop evidence-based cancer screenings Enhance rates of flu and pneumonia immunization

25. © 2009 McGraw-Hill Higher Education. All rights reserved. Institute of Medicine (2003) Priority of Health Concerns Improve detection of depression Promote CVD prevention Reduce tobacco dependence Widen availability of prenatal care

26. © 2009 McGraw-Hill Higher Education. All rights reserved. Why Behavior Change Is Often Difficult Several factors influence a person’s desire to change a health behavior—the person must 1.Know the behavior is associated with a health problem 2.Accept that the behavior increases personal risk for the health problem 3.Recognize that risk-reduction intervention programs exist and can be effective 4.Believe the benefits of the new behavior justify the change in behavior 5.Feel that significant others will be accepting of such changes

27. © 2009 McGraw-Hill Higher Education. All rights reserved. Stages of Change Prochaska et al. (1994) identified the following six stages people go through in changing health behaviors:  Precontemplation  Contemplation  Preparation  Action  Maintenance  Termination

28. © 2009 McGraw-Hill Higher Education. All rights reserved. Stages of Change Prochaska et al. (1994) identified the following six stages people go through in changing health behaviors:  Precontemplation- not ready  Contemplation - desire but not logistics  Preparation- desire + plans  Action- plans implemented  Maintenance- plans modified for long haul  Termination-change complete-plans well established

29. © 2009 McGraw-Hill Higher Education. All rights reserved. Believing and Balance Diversity clouds correlation and causation. Old habits hard to break Balance is key

30. © 2009 McGraw-Hill Higher Education. All rights reserved. Multiple Dimensions of Health Physical dimension Emotional dimension Social dimension Intellectual dimension Spiritual dimension Occupational dimension Environmental dimension All can be interrelated

31. © 2009 McGraw-Hill Higher Education. All rights reserved. Dimensions of Health and Developmental Tasks

32. © 2009 McGraw-Hill Higher Education. All rights reserved. A New Definition of Health A view less centered on the concepts of morbidity and mortality Two areas of differences to focus on: 1) The role of health (process of transitions) 2) The composition of health –Intrinsic resources- within you –Extrinsic resources - society, friends, body of knowledge

33. © 2009 McGraw-Hill Higher Education. All rights reserved. A New Definition of Health One’s ability to use the intrinsic and extrinsic resources related to each dimension of health to participate fully in the activities that contribute to growth and development, with the goal of feeling a sense of well- being as one evaluates one’s progress through life

34. © 2009 McGraw-Hill Higher Education. All rights reserved. Chapter One: Shaping Your Health

35. © 2009 McGraw-Hill Higher Education. All rights reserved. Observation People who are social live longer Married people live longer Why? Should we have a health class in each stage of our lives?

36. © 2009 McGraw-Hill Higher Education. All rights reserved. Discussion groups Group 1Group 2Group 3Group 4Group 5

37. © 2009 McGraw-Hill Higher Education. All rights reserved. Obesity

38. Discussion topics Obesity is becoming epidemic in the United States - Why is this? What effects does this have on health? Who should pay for fixing this problem? The Right to Die is a controversial issue. If one has the right to pursue happiness shouldn’t one have the choice of death. Who should decide? What if the person is mentally impaired?

39. © 2009 McGraw-Hill Higher Education. All rights reserved.

40. The happiness paradox Fame + Money = Happiness + Satisfaction ???

41. © 2009 McGraw-Hill Higher Education. All rights reserved. Comprehensive Health Assessment Take the CHA on page 21 tally points for each section in your notebook. We will compare your values now vs. at the end of the course. Read Chapter 2 Before next week’s class Visit and bookmark class website Homework?