Students develop skills and processes that
contribute to the development of a healthy self.
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,
- Analyze the role of developmental assets in
building resiliency; e.g., contributes to self-efficacy, establishes
Demonstrate positive strategies for managing stress.
- Identify situations or circumstances that
- Evaluate personal responses to stressful
- Develop a variety of healthy ways to reduce or
- Design a time-management plan for stress
prevention or reduction.
Analyze the grieving process.
- Identify emotions or reactions associated with
- 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.
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
- Evaluate the effects of media on perceptions
- Identify steps in decision making.
- Weigh ethical implications of decisions.
Students develop health-promoting and
risk-reducing behaviors used to prevent substance abuse.
Determine the individual and societal implications of drug 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
- 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,
- Describe responsible use of legal drugs and
supplements; e.g., prescription, over-the-counter (OTC), herbs,
- Apply decision-making skills and values to a
variety of legal, social, and emotional scenarios related to
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
- Compile a list of community/agency resources
available to support individuals impacted by substance abuse.
Students determine how knowledge, skills, attitudes, and behaviors
contribute to healthy relationships with self and others.
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
- 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.
Develop skills that contribute to healthy, dynamic relationships.
- Identify characteristics necessary for healthy
relationships; e.g., empathy, confidence, trust, individual rights
- Identify skills necessary for healthy
relationships; e.g., communication, listening, goal-setting.
- Generate ways to open discussions with
- Identify the role of grief and loss in
- Develop ways to accept, manage, and/or adapt
to changes in relationships.
Demonstrate the skills needed to manage unhealthy or dangerous
relationships or situations.
- Identify unhealthy behaviors; e.g., coercion,
selfishness, obsession, neediness, control, manipulation, apathy,
- 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.
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.)
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.
Students analyze issues related to health promotion and disease
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
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
- 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
- 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
- Predict the economic, social, mental,
emotional, and physical impact of HIV/AIDS, hepatitis, and sexually
Students determine how individual and group behaviors impact personal
and community health and safety.
Demonstrate ability to manage conflict peacefully and safely.
- Explain the role of conflict in interpersonal
- Identify warning signs that conflict may be
- Develop strategies for dealing safely with
- Practice conflict-management skills and/or
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.
Develop strategies for ensuring personal safety in a variety
- Identify potentially dangerous situations.
- Identify person(s) to rely on in risky
- Create safety plans to address a variety of
potential risks; e.g., automobile, recreational, natural disasters,
assault, rape, confrontations, domestic and other violence.
Analyze the process of creating a safe and caring environment
- 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.
Students plan to incorporate healthy nutritional and fitness behaviors.
Evaluate nutrient density and balance of individual food
- Identify the basic nutrients found in each
food group; i.e., vitamins, minerals, fats, proteins, water, and
- Evaluate various types of foods using the food
- Compare individual nutrient intake and
Recommended Daily Allowances (RDA).
- Identify low-nutrient foods.
- Identify nutrient-dense foods that are
enjoyable and cost effective.
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
- 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.
Analyze the relationship between a healthy sense of self and
- Identify characteristics of a healthy self and
- 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
- Develop strategies for improving body image
- Identify warning signs and short- and
long-term effects of disordered eating.
- Identify ways to help someone who is
experiencing disordered eating.
Students evaluate health information needed to advocate for personal,
peer, family, community, and environmental health.
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.
Create and implement an advocacy plan to address an unmet
- 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.