HEALTH

Course Standards

Standard 1

Students develop skills and processes that contribute to the development of a healthy self. 

Objective 1
Determine the influence of behavioral choices on mental, social, emotional, physical, and spiritual health.

• Explain Maslow’s Hierarchy of Needs and resources available to support those needs.
• Analyze the positive and negative effects of environmental factors on mental health.
• Identify the healthy and unhealthy uses of defense mechanisms in daily life.
• Describe common mental disorders/illnesses and treatments; e.g., depression, anxiety/panic, somatoform, affective, personality.
• Analyze the role of developmental assets in building resiliency; e.g., contributes to self-efficacy, establishes support systems.

Objective 2
Demonstrate positive strategies for managing stress.

• Identify situations or circumstances that cause stress.
• Evaluate personal responses to stressful situations.
• Develop a variety of healthy ways to reduce or prevent stress.
• Design a time-management plan for stress prevention or reduction.

Objective 3
Analyze the grieving process.

• Identify emotions or reactions associated with grief.
• Determine a variety of healthy ways to express or process these emotions.
• Determine the role family, friends, schools, and communities can play in helping individuals with grief.

Objective 4
Develop a decision-making process to resolve a dilemma.

• Determine the influence of values, dreams, and goals on the decision-making process.
• Predict the short- and long-term effects of risks.
• Evaluate the effects of media on perceptions and decisions.
• Identify steps in decision making.
• Weigh ethical implications of decisions.

Standard 2

Students develop health-promoting and risk-reducing behaviors used to prevent substance abuse.

Objective 1
Determine the individual and societal implications of drug use and non-use.

• Identify consequences of illegal and legal/age-restricted drug use.
• Identify some common antagonistic and synergistic effects of drug interactions.
• Analyze the impact of personal substance misuse or abuse on family, friends, and society; e.g., communication skills, financial costs, relationships, life management, services needed.
• Describe the impact of alcohol, tobacco, and other drug (ATOD) use by males and females on fetal and child development; e.g., fetal alcohol syndrome/effects (FAS/FAE), drug-affected children, asthma, impaired motor abilities, emotional/mental impact.
• Describe responsible use of legal drugs and supplements; e.g., prescription, over-the-counter (OTC), herbs, vitamins, cretin.
• Apply decision-making skills and values to a variety of legal, social, and emotional scenarios related to substance use.

Objective 2
Analyze the impact an individual could have in promoting substance abuse prevention, intervention, and treatment.

• List a variety of activities that could be positive alternatives to substance use.
• Determine ways in which all peers can help with prevention and intervention of substance abuse.
• Identify benefits of a strong support system.
• Explain the need for professional intervention when individuals are involved in a dependency or other addictive process.
• Compile a list of community/agency resources available to support individuals impacted by substance abuse.

Objective 1
Analyze the influence of differing cultural and societal norms regarding gender roles on behavior, dreams, and goals.

• Predict how an individual’s beliefs regarding gender roles may influence behavior, dreams, and goals.
• Identify factors that influence beliefs about gender roles; e.g., age, media representation, culture, societal norms.
• Explain the impact of gender-specific messages on healthy behavior for males and females throughout the lifecycle; e.g., equity, respect, education, careers, sports, relationships.

Objective 2
Develop skills that contribute to healthy, dynamic relationships.

• Identify characteristics necessary for healthy relationships; e.g., empathy, confidence, trust, individual rights and responsibilities.
• Identify skills necessary for healthy relationships; e.g., communication, listening, goal-setting.
• Generate ways to open discussions with parents/guardians.
• Identify the role of grief and loss in relationships.
• Develop ways to accept, manage, and/or adapt to changes in relationships.

Objective 3
Demonstrate the skills needed to manage unhealthy or dangerous relationships or situations.

• Identify unhealthy behaviors; e.g., coercion, selfishness, obsession, neediness, control, manipulation, apathy, aggression.
• Predict the possible consequences when there is a wide disparity in age of partners; e.g., growth, power, respect, goals, earning potential, equity, aging, children.
• Identify behaviors that lead to sexual harassment and/or aggression.
• Develop strategies for managing sexual harassment/aggression in self and others.
• Identify people, resources, and services that may help with personal or relationship issues.

Objective 4
Predict how responsibilities related to sexual development and health maintenance change throughout the lifecycle.  

• Explain reproductive anatomy and physiology of females and males.
• Identify the benefits of sexual abstinence before marriage and fidelity after marriage as a means of preventing certain communicable diseases.
• Describe how sexual abstinence before marriage and fidelity after marriage contributes to overall wellness; e.g., physical, emotional, spiritual, mental, social.
• Identify means of prevention of early and/or unintended pregnancy and sexually transmitted infections; e.g., abstinence before marriage and fidelity after marriage.
• Identify means and associated limitations of reducing the risks of early and or unintended pregnancy and sexually transmitted infections; e.g., disease prevention, contraception/condom use.* (*Contraceptive/condom information is subject to Utah State law and State Board of Education policy. Demonstration is not allowed -- please see below.)
• Explain the importance of health maintenance, including breast and testicular self-exams, pap smears, and annual physical examinations. Analyze the effects of aging on the physiological functions and health of reproductive systems; e.g., menopause, hormonal changes, prostate and other cancers. Adoption presentation. (Subject to Utah State Law -- see below.)

Objective 5
Determine the benefits of planning for pregnancy and parenthood.

• Determine how planning ahead can contribute to healthy pregnancy(s), fetal development, birth, and relationships.
• Explain the value of prenatal care, nutrition and exercise, and abstinence from ATOD.
• Explain the various stages of fetal development and birth.
• Identify factors that may complicate pregnancy and/or contribute to birth defects; e.g., choices, environment, illness, substance use, genetics, nutrition, undetermined factors.

Objective 1
Analyze how non-communicable, chronic illnesses affect individuals, families, and society.

• Identify common chronic illnesses; e.g., asthma, diabetes, cancer, Alzheimer’s, schizophrenia, depression.
• Predict the impact of chronic illness on economic, social, mental, emotional, and physical well-being.
• Explain the positive and negative results of living with health challenges.
• Determine the benefits of assisting those living with chronic illness for individuals, volunteers, family, and community.

Objective 2
Analyze the impact of HIV disease, hepatitis, and sexually transmitted infections on self and others.

• Explain transmission, physiology, and treatment for HIV disease, hepatitis, and sexually transmitted infections.
• Determine methods of prevention; e.g., abstinence from alcohol, Tobacco and other drugs (ATOD), abstinence from sexual activity before marriage and fidelity after marriage, universal precautions, sterilizing needles, body piercing, and/or tattoo equipment.
• Determine methods of reducing the risk of infection; e.g., correct condom use per package instructions.* (*Condom information is subject to Utah State law and State Board of Education policy. Demonstration is not allowed &emdash; please see below.)
• Predict the economic, social, mental, emotional, and physical impact of HIV/AIDS, hepatitis, and sexually transmitted diseases.

Standard 5
Students determine how individual and group behaviors impact personal and community health and safety.

Objective 1
Demonstrate ability to manage conflict peacefully and safely.

• Explain the role of conflict in interpersonal relationships.  
• Identify warning signs that conflict may be escalating.  
• Develop strategies for dealing safely with conflict.  
• Practice conflict-management skills and/or strategies.

Objective 2
Identify ways to help self or others when dealing with suicide.

• Identify warning signs of suicide.
• Practice skills or strategies that can help prevent a suicide; e.g., questioning skills, communicating with others, asking for help, expressing emotions, referral.
• Compile a list of resources in the school and community to help a person dealing with suicide.

Objective 3
Develop strategies for ensuring personal safety in a variety of situations.

• Identify potentially dangerous situations.
• Identify person(s) to rely on in risky situations.
• Create safety plans to address a variety of potential risks; e.g., automobile, recreational, natural disasters, assault, rape, confrontations, domestic and other violence.

Objective 4
Analyze the process of creating a safe and caring environment for citizens.

• Identify common values, rules, and responsibilities of various communities; e.g., nonviolence, respect, responsibility, honesty, civility, cooperation, compassion.
• Identify ways a community cares for itself; e.g., Neighborhood Watch, city and school clean-up, law enforcement, community mobilization, health resources and services, volunteerism.
• Compile a list of community/agency resources that contribute to a safe and caring community; e.g., public safety and health, recreational opportunities, mental health services.

Standard 6
Students plan to incorporate healthy nutritional and fitness behaviors.

Objective 1
Evaluate nutrient density and balance of individual food intake. 

• Identify the basic nutrients found in each food group; i.e., vitamins, minerals, fats, proteins, water, and carbohydrates.
• Evaluate various types of foods using the food labels.
• Compare individual nutrient intake and Recommended Daily Allowances (RDA).
• Identify low-nutrient foods.
• Identify nutrient-dense foods that are enjoyable and cost effective.

Objective 2
Design a personal peak performance plan to include proper nutrition, physical activity, and healthy behaviors.

• Identify the five components of fitness and how to attain each.
• Compute the proper amounts of exercise, rest, and nutrition to provide peak personal performance.
• Determine how fast food could be included in the plan.
• Determine how addictions and fads impact personal health and performance; e.g., disordered eating, dietary supplements, performance-enhancing supplements, dysfunctional weight loss or gain.
• Strategize ways to manage influences of heredity and prevent disease; e.g., body type, diabetes, hypertension, heart disease, cancer, osteoporosis.
• Compare nutritional contents of personal plan with Dietary Guidelines for Healthy Americans.

Objective 3
Analyze the relationship between a healthy sense of self and eating patterns.

• Identify characteristics of a healthy self and body.
• Compare body image and body acceptance and the influence of one on the other.
• Predict how external and internal factors impact body image and acceptance; e.g., media, fashion, trauma, abuse, perfectionism, control, lack of self-worth.
• Explain the potential impact of negative body image and acceptance; e.g., fad dieting, starvation, compulsive eating and/or exercising, bulimia, anorexia, other disordered eating.
• Develop strategies for improving body image and acceptance.
• Identify warning signs and short- and long-term effects of disordered eating.
• Identify ways to help someone who is experiencing disordered eating.

Objective 1
Determine how fads and trends may influence health.

• Identify health-related fads and trends.
• Summarize how fads and trends have influenced health in the past.
• Predict how fads and trends may influence health in the future.

Objective 2
Create and implement an advocacy plan to address an unmet health need.

• Identify various professions that contribute to, or advocate for, health.
• Identify health needs, opportunities to be proactive, related community resources, and available services.
• Practice advocacy skills and methods.
• Reflect on results of the action process.