Health High School

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  • Acceptance of Personal Responsibility for Lifelong Health
  • Standard 1
    The student understands and demonstrates ways in which his or her health and well-being can be enhanced and maintained. Students in high school who meet this standard will be able to:
  • Explain the relationship between personal health habits and quality of life.
  • � Evaluate food choices that can promote optimal health and reduce the risk of disease.
  • Relate the importance of fitness and physical activity to lifelong healthful living.
  • Develop and demonstrate effective communication and coping skills.
  • Demonstrate appropriate strategies for dealing with stress.
  • Standard 2
    The student understands and demonstrates behaviors that prevent disease and speed recovery from illness. Students in high school who meet this standard will be able to:
  • Identify and evaluate measures for the prevention and control of communicable and chronic diseases (including STDs such as HIV/AIDS).
  • Cooperate in regular health screenings, including dental, vision, and hearing exams.
  • Recognize the importance of breast and testicular self-examination.
  • Analyze the influence of family and cultural factors on the treatment of disease.
  • Communicate with a health-care provider about the symptoms of disease and other personal health concerns.
  • Evaluate food intake for nutritional adequacy specific to one's gender, age, and health condition.
  • Explain to a pregnant woman the benefits of prenatal care and the importance of care after the delivery, especially for the newborn.
  • Standard 3
    The student will understand and demonstrate behaviors that reduce the risk of becoming involved in potentially dangerous situations and will know how to react to situations in ways that help to protect his or her health. Students in high school who meet this standard will be able to:
  • Examine the influence of tobacco, alcohol, and other drug use on performing physical tasks and making judgments. Demonstrate competencies in responding appropriately to emergencies.
  • Use assertiveness techniques to counteract pressures to become sexually active.
  • Avoid violence through application of interpersonal life skills.
  • Understand and obey rules prohibiting weapons at school and within the community.
  • Understand that assertiveness and decision-making skills are useful in resolving conflicts.
  • Identifying ways to seek assistance if concerned, abused, or threatened.
  • Understand the role that condoms play in reducing the spread of STDs, HIV, and unintended pregnancy.
  • Respect for and Promotion of the Health of Others
  • Standard 4
    The student will understand and demonstrate how to play a positive, active role in promoting the health of his or her family. Students in high school who meet this standard will be able to:
  • Describe the importance of family communication.
  • Analyze the effects of substance abuse, including tobacco use, and its impact on the family.
  • Investigate and analyze responsibilities of healthful parenting.
  • Standard 5
    The student will understand and demonstrate how to promote positive health practices within the school and community, including how to cultivate positive relationships with peers. Students in high school who meet this standard will be able to:
  • Interact effectively with a diverse population (including both males and females and members of different ethnic and cultural groups).
  • Demonstrate respect for all people.
  • Understand the components of a healthy relationship.
  • Describe the role of a responsible citizen.
  • Demonstrate ways to advocate responsibility for the environmental health of the school and community.
  • Examine how laws, policies, and practices influence human health locally, nationally, and internationally.
  • Standard 6
    The student will understand the variety of physical, mental, emotional, and social changes that occur throughout life. Students in high school who meet this standard will be able to:
  • Identify the changes that occur during the various stages of life, including pregnancy, infancy, childhood, adolescence, young adulthood, middle age, and older adulthood.
  • Describe fetal development from conception through pregnancy to birth.
  • Analyze the effect that nutrition, prenatal care, and harmful substances such as alcohol or environmental hazards have on the health of the mother and developing fetus.
  • Evaluate the rate of growth, maturity, and development of individuals.
  • Analyze how skills such as the ability to cope, adjust, make decisions, communicate feelings, make and keep friends, care for others, and show concern for the community influence individuals through the various stages of life.
  • Explain death and dying as a part of the life cycle (grieving process).
  • Standard 7
    The student will understand individual differences in growth and development. Students in high school who meet this standard will be able to:
  • Explain how individuals experience physical, mental, emotional, and social changes at their own pace.
  • Explore how body image is affected by many outside influences.
  • Evaluate problems associated with body image, including steroid drug use, eating disorders, and dieting.
  • Standard 8
    The student will understand his or her developing sexuality, the benefits of abstinence from sexual activity, and how to be respectful of the sexuality of others. Students in high school who meet this standard will be able to:
  • Recognize that abstinence is the only totally effective method of contraception.
  • Analyze other methods of contraception.
  • Explain human sexuality and analyze the effects of social and cultural influences.
  • Identify influences and pressures to become sexually active.
  • Apply communication/refusal skills as they relate to responsible decision making.
  • Understand how to be respectful of the sexuality of others, including personal and social characteristics of sexual harassment.
  • Informed Use of Health-Related Information, Products, and Services
  • Standard 9
    The student will know how to identify products, services, and information that may be helpful or harmful to his or her health. Students in high school who meet this standard will be able to:
  • Apply criteria for selecting health services, products, and information.
  • Develop strategies for identifying and combating fraudulent health products, services, and information.
  • Analyze the influence of advertising and marketing on the selection of healthful and nutritional products.
  • Analyze how individual citizens and communities can promote a healthy and safe environment.
  • Identify resources that should be conserved to protect health and to improve environmental quality.