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173 Cards in this Set
- Front
- Back
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Coordinated School Health Programs
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Series of policies programs, personnel,services, curricula, activities, and environments which work together to enhance the total health of all individuals in the schools from a Holisitic perspective
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Component Areas of Coordinated School Health Programs
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Comprehensive School Health Education
Family & Community Involvment in School Health Physical Education School Health Services School Nutrition Services School Counseling, Psycholgocial, Social Services Health School Environment School Site Health Promotion for Staff |
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Basic role of CSHP
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Advocacy
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Health Promotion
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Builds a foundation, providing knowledge, resources, opportunities
Encourages proactive choices |
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Primary Prevention
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Takes form of education
Forestalls or stop condition occurring |
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Secondary Prevention
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Recognizes condition early and prevents from getting worse
Screenings and diagnosis |
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Tertiary
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Identify condition specifics, reduce impact, rehabilitate, minimizes effects, restores ability
Treatment |
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Advocate for Health Maintenence
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Coordination of Care
Follow up |
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ACCEPTE
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Assess needs and wants
Commit Key people to the programs Choose Emphasize Provide Train Evaluate |
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Effective CSHP are....
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Planned
Developmental Sequential Integrated |
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Health
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Complex concept that involves the condition and function of body, mind, and spirit and includes multiple components
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Health is Multidimensional
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Physical, Social, Spiritual, Emotional, Vocational
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Health is Personal
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Heredity
Environment Behavior |
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Health is Relative
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Dependent variables
Constant Transition |
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Health is Self-Actualized
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Necessitates Internalization
Belief System |
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Instructional Procedures
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Planned process used by a teacher to convey information, ideas, attitudes, or skills
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Procedure
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Particular way of accomplishing something, a defined order or series of steps
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Method
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Mode of procedure or way of doing something according to a plan
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Strategy
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A skill manipulation to attain a result
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Technique
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A technical skill or way of performing
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Instructional Procedures are the processes used to assist learning. They tend to
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Increase or enhance learning of all students
Be consistent Provides means to practice,cognitive, affective, and psychomotor skills |
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Most common Instructional Procedures
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Lecture/ illustrated presentation
Discussion/question and answer Demonstration |
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Teaching Aids
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Materials used to complement effective teaching and to enhance pupil learning, motivational tools
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Benefit/Cost ratio
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Time to make, order, reserve
Time to preview, try out, practice Time to use in class Time to set up, clean up, replace/return |
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Degree of Bias
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Gender
Ethnicity Age Economic status/power base Lifestyles/relationships |
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Goals
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Broad, general conceptual statements identifying ultimate achievement, end result, non-behavioral terms, non-measurable, plural subjects
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Objectives
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narrow, explicit statement identifying specific desired behaviors or outcome, specific behavioral terms, measurable, singular subjects
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A=Audience
B=Behavior C=Condition D=Degree |
Who will perform the objective, singular every person
What specific behavior or skill will be completed, only one per objective What must have occurred for the student to succeed What is the minimum level of achievement, least acceptable amount |
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Quantitative
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How much, how many, the number of
objective |
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Qualitative
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How good, how effective, how useful, subjective
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Measurement Instruments Should be
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Valid, Reliable, Objective, Discriminate, Comprehensive, Easy to Administer
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Assessment
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Determines what knowledge/skill exists how much students know or have learned, and how students respond to various teaching strategies
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Unit Plan
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Identify and Organize Scope and Sequence
Provide Program Coherence and Lesson Continuity Identify Procedures, Materials, Resources, and Assessment/Evaluation Techniques Identify Long Range Goals Determine Breadth and Depth of Material |
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Lesson Plans
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Provides An outline for every day
Specified Objectives and Time frame Organizes |
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Evaluation
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Process of determining the value of either a product, outcome, or process through comparison
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Evaluation includes what 3 components
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Comparison
Object of Interest Standard |
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Normative Evaluation
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Uses an average or mean standard; may use historical norms or bell-shaped curves
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Criteria Based Evaluation
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Uses a prearranged or set standard; may be absolute, theoretical, negotiated or comprised norms
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Formative Evaluation
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Continuous and ongoing from beginning to end
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Summative Evaluation
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Terminal, decisive or final evaluation
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Process Evaluation
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Looks at the procedures or process used to attain success
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Product Evaluation
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Looks at the specific results or outcomes
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Rubrics
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Help compare complex and subjective information/data
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Thinking Processes
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Perceptive
Associative Inductive-Deductive Creative Critical |
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Perceptive
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Use 5 senses to perceive information and develop conclusions
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Associative
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Joins together and associates previous information to recognize coherent conclusions
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Inductive-Deductive
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Uses proven/accepted principles to develop sustainable conclusions
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Creative
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Original or hypothetical opinions used to develop innovative original conclusions
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Critical
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Carefule examination and elimination of faulty information leaving basic or incontrovertible conclusions
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Principles of Learning
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Motivation
Maturation and Readiness Experiences and Environment Appropriate Guidance and Good Pupil/Teacher Relationships Portion Remembrance Organized, Meaningful Material Repetition and Reinforcment Transferability |
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Cognitive domain
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Knowledge, Understanding
Blooms Taxonomy |
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Affective Domain
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State of Mind, attitudes, feelings, appreciation, values
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Action or Psychomotor Domain
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Behaviors, skills, habits, practices
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Direct Health Instruction
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Health is seperate subject
Planned and sequentially arranged |
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Indirect Health Instruction
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Taught throughout many subject areas
secondary in time/emphasis |
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Informal Health Instruction
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"The teachable moment"
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Scope
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What topic is being taught
depth,degree, range of topic key components expected goals, competencies, objectives |
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Sequence
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when will topic be taught
Order and succession of topics grade, semester, age taught How much time is spent on the topic |
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Health People 2010 Goals
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Increase Quality and years life
Eliminate Health Disparities |
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Student Risk Behaviors
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Behaviors that result in unintentional and intentional injuries
Tobacco use Alcohol and other drug use Sexual behaviors result in HIV infection, other STDS or unintended pregnancy Dietary patterns that contribute to disease Insufficient physical activity |
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Why Emphasize Student Risk Behaviors
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They are preventable, interrelated, established in youth, persist into adulthood
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Health Literacy
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Ability to obtain, interpret and understand basic health information and services in ways which enhance health
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Health Literate Person is....
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Critical thinker and Problem Solver
Responsible Productive Citizen Self-Directed Learner Effective Communicator |
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Critical Thinker
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Recognizes/Uses Applications
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Productive Citizens
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Uses Time Wisely
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Self-Directed Learner
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Reads and Reflects
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Effective Communicator
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Listens Carefully
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Goal
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An aim related to something a person would like to do, have, or be
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Important aspects of goal setting are
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Delayed gratification and improved impulse control
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Short Term Goals
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Daily, weekly, semester
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Long Term Goals
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Yearly, 5-10 years, lifetime
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SMART Goal Setting
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Specific
Measurable Accurate Realisitc Timely |
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Proactive Decision Making
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Makes a choice based on active examination and consideration of what is right for me
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Reactive
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Makes a choice based on other people's opinions and desires
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Inactive
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Failure to make a choice that leans to unknown decisions or impacts
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Steps of Decision Making
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Identify the Decision to be made
Gather information and examine resources Identify Possible Solutions or actions to take List Consequences of each solution or action Choose the best solution, most responsible, and try it Evaluate the decision, identify results |
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Communication
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Our ability to interact with others and the manner by which we choose to interact; the way/ means by which we share knowledge, feelings, attitudes, and values
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Verbal
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use of language and sounds
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Nonverbal
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Use of body language or visual cues
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Elements of Communication
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Message
Speaker Listener Context Channel Interference Feedback |
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Stress
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The response of the body to any demand placed on it; symptoms resulting from stressors
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Eustress
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good or positive stress arising from exhiliration, excitement, motivation
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Distress
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Bad or negative stress arising from fear, anxiety, potential harm
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Stressors
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The sources of causes of stress; stimuli that produce body changes; circumstances and events that produce disruptions in mind-body harmony
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Degree of stress depends on
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Frequency: how often stress occurs
Intensity: How strong the stress is Duration: How long |
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General Adaptation Syndrome (GAS)
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The physiological response of the body to stress
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Alarm Stage
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The physiological changes that occurs when stress stimuli is noted. Increased respiration, heart rate, blood pressure
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Resistance Stage
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Attempt to return to homeostasis after the body is out of danger or the body's defenses are actively adapting to the continued presences of the stressor by increasing resistance until the stressor is reduced,eliminated, or the 3rd stage occurs
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Exhaustion Stage
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Demands of the body are overwhelming, the body's resources become depleted and fatigue, shock, or death set in
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Anger is a two step process
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Starts with a experience of pain
Trigger Thoughts |
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Conflict
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Antagonistic state resulting from incompatible or opposing needs, drives wishes or demands
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Peer Mediation
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Arrange for Disputant's Cooperation
Establish Neutrality of the mediator Set Ground Rules Listen to each side Search for win-win solutions Don't give up Negotiate a solution Schedule follow-up meeting |
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Consumer
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one who boys or consumers goods or services for personal needs
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Consumer Goods
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Goods and services for satisfying people's needs rather than for producing other goods and services
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Consumer Credit
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Installment plans, charge accounts, short or long term loans used to extend a person's buying power
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Right to Safety
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FDAT testing
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Right to Choice
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No monopolies
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Right to be Informed
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Complete/true information
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Right to be Heard
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Speak/vote against
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Right to Redress
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Problem solved/corrected
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Right to Consumer Education
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Skills for Good Consumerism
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Quackery
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Use of worthless or unproven approaches or products to solve consumer health problems
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Quack
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One who attempts to entice consumers into buying worthless products or services
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Advertise
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To make knows or call attention to; to tell about, warn or praise
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Bandwagon
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Everyone wants it
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Brand Loyalty
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Ours is the best product
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Cost
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This Product Costs Less
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False Image
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Use this and you'll be that
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Glittering Generality
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Greatly Exaggerates
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Humor
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Uses Humorous approach to sell
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Progress
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Product is new and improved
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Reward
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buy this and also get that
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Scientific
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Evidence or tests that "prove" the worth of the product
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Social
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Be more attractive, enticing, appealing
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Snob
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You're better and worth the very best
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Testimony
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Use of well known individual to sell product
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Wise Consumer
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Needs v. wants
Quality v. Quantity Now v. Later Type of Store, Location Cash v. Credit |
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Budget
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Plan or schedule that sets guidelines for use of money, time, etc. Assists in considering both obligations and responsiblities and needs and wants
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Food Guide Pyramid
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Grain
Vegetables Fruit Milk Meat |
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Proteins
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Needed for Growth, development, replacement, and repair of body tissues
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Carbs
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main source of body's energy
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Fats
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Source of energy, small amounts for growth and repair, essential to make certain vitamins available to body
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Vitamins
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Organic substances used to facilitate growth and repair and to aid in the release of energy
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Minerals
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Inorganic Substances used to aid in the body's chemical reactions
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Water
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Helps regulate body temp. and digestion; major portion of blood and cells
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Drugs
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Substances that alter the body's structure or function when introduced into the body
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Drug effects depend on
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Dose, Potency and Biologic Variations
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Drugs enter the body through
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Ingestion, Inhalation, Injection, Absorption
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Specific Signs of drug use
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Physical, Behavioral, Social, Psychological
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Legal Drugs
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Drugs which are not illegal by federal, state, or local laws; those which can be purchased over the counter or with a prescription; those that comply with stated standards
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Illegal drugs
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Drugs which are illegal by definition of law; those that cannot be purchased over the counter or by prescription; those which do not comply with state standards
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Stimulants
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Accelerate or increase the activity of body systems or organs particularly circulatory, respiratory and central nervous system
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Depressant
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Reduce, lower, decrease the activity of the circulatory respiratory and central nervous systems
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Narcotics/Opiates
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Lessens pain (may produce pleasurable,dreamlike euphoric state) depresses/ alters mood and behavior may induce/stupor
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Hallucinogens
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Caue of altered or distorted perceptions of reality and or feelings; may depersonalize people and experiences; increase emotions
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Inhalants
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Change brain chemistry, may produce psychoactive effects, may create memory loss, hallucinations, aggressiveness, sufocation cardiac arrest
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Cannabis
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Derived from the hemp plant changes brain messages affecting sensory perceptions and coordination
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Alcohol
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Is a drug, a depressent that slows thinking and inhibitions, then coordination then involuntary body functions. Directly absorbed into the blood stream
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Basic First Aid procedures
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Evaluate the scene
Check victims and bystanders Call 911 Assist the victims |
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Universal Precautions
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Always put on latex or rubber gloves
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Cardio-Respiratory Distress
ABC's |
A=airway
B=breathing C=circulation |
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Respiratory Distress
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Conscious Choking Victim
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Respiratory Arrest
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Unconscious Chocking Victim
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General care for bone and joint injuries
RICE |
Rest
Immobolize Cold Elevate |
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Seizures
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Abnormal brain activity causing change in alterness or behavior
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Types of Seizure
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Petite mal, generalized absence, non-convulsive eye flutter, vacant or spaced lost attention
Psychomotor Grand mal, tonic clonic |
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Asthama
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Chronic lung disease characterized by acute episodes of coughing, wheezing, chest tightness, and shortness of breath
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To stop severe bleeding
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Direct Pressure
Elevation Pressure Point |
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Abrasion
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Scrape, painful, low bleed, hard to clean
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Avulsion
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Amputation, high bleed, intermediate to clean
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Incision
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Clean cut, high bleed, easy to clean
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Laceration
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Jagged cut, intermediate bleed, difficult to clean
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Puncture
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Stab or penetration, low bleed, difficult to clean
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Shock
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Failure of the ciruclatory systems to provide sufficient circulation of blood/oxygen to every body part
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Burns
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First Degree: Red, Dry Sore
2nd: red, swolled, sore, blisters,wet 3rd: charred skin/ muscle |
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Heat Cramp
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Muscle spasms/ cramping
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Heat Exhaustion
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Overheated Body
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Heat Stroke
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Extreme overheating of body
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Frostbite
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Limited freezing of body tissues
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Hypothermia
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Extreme cooling of entire body; re-warm gradually
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Contusion
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internal tissue and blood vessel damage, bruise
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Sprain
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Damage to joint ligaments
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Strain
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Stretched or damaged muscle fibers or tendons
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Fracture
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Broken or cracked bone
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Dislocation
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Bone out of place at joint
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Negligence
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Failure to act as a reasonably prudent and careful individual would act
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Nonfeasance
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Failure to perform an expected durty
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Misfeasance
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Performing a duty incorrectly
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Malfeasance
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Performing an illegal procedure or a procedure without consent
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Assumption of Risk
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Injured person failed to heed warnings or voluntarily proceeded
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Contributory or Comparative Risk
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Injured Person failed to use due care for personal safety
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Proximate Cause
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Injury not result of teacher negligence, would have occurred regardless
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Vis major-
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natural cause or "act of God"
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