Name ______Life Skills Health Packet

Life Skills/Introduction to Health Days Topic Description Day 1 Expectations Teacher & Student Expectations/ Teens Today PP Day 2 Risky Behavior/ What is Health Teen Health Appraisal/Health Reading 1 Day 3 Decision making Going over the DECIDE model/Role Play Day 4 Decision making Role Plays/ Life Expectancy survey Day 5 Intro to Critical Thinking What is Critical Thinking/Discuss a current topic Day 6 Teenage Brain Video Day 7 Health Models Behavior Change & Health Belief Model Day 8 Personal Health & Wellness Vision & Hearing/Sun Exposure/Screenings, Immunizations, & Checkups

Links Teenage Brain (60 min) New – Music & Hearing Loss New – Want to Live to 100? New – Getting Rid of Acne New – Black vs. White Life Expectancy New – Lifestyle Choices New – The Mysterious Workings of the Teenage Brain (Ted Talks) (15 min) New – Kyle’s Story (5 min)

1 What to Expect in Health Education ______

Health Education Overview You make choices everyday that affect your health. You decide what to eat, whom to have for friends, how to spend your time, and many other things. Do you know which choices lead to optimal health and which do not? This class will help you make an informed decision regarding everyday choices. It will also give you the chance to analyze your health habits and possibly make modifications to the way you live.

“Even with all the riches in the world, one cannot be happy without good health. The greatest wealth is health”

Author unknown ______

High School Health Education Curriculum

1 st /3 rd Quarter 2 nd /4 th Quarter Life Skills/Personal Health/Introduction Weight Management to Health Physical Fitness Mental & Emotional Health Alcohol & Substance Abuse Relationships (Sexual Health) Tobacco Safety Communicable & Chronic Diseases Nutrition (Healthy Eating) Consumer/Community Health Lifestyle Change Project Health Fair

______

Health Education Expectations Respect and Responsibility How would you define Respect? What does it mean to be Responsible? ______

Students are to be PREPARED for Not following the expectations will class: result in a: 1. Binder 1. Verbal warning (1st warning) 2. Pen or Pencil 2. Time after school with me (2nd 3. Completed Homework warning) 4. Respectful and Responsible attitude

2 Grading  The majority of your assignments have completed work to an will be completed in class. Your acceptable level. If you hand an grades will be based on assignment in that I believe you classroom participation in could have completed at a higher discussions, assignments, level I will hand it back until I journaling, quizzes and two tests. believe you have completely Points will be deducted for any finished it. assignment turned in late.  All work must be handed in to  Your grade will not be entered receive a grade in Health. into the grade book until you Remember you need Health Education to graduate! ______

Questions? Do you have any questions about your upcoming health education class? This is the time to ask. Students write your questions before your parents sign this sheet. Parents please take some time to ask any questions you still have about Health Education at Lake Crystal Welcome Memorial High School.

Student Questions: ______

Parent Questions ______

Parent Signature: Student Signature: ______

Who am I? Hi, my name is Tony Stadtherr, I am in my fifth year here at LCWM. My undergraduate degree is in Health and Physical Education from Gustavus Adolphus College. I have also completed my M.S. Degree in School Health Education. I will be at the high school every day from 7:00 a.m. until 11:45 a.m. if you would like to see me for any reason. My office is in the boys’ locker room. I was born and raised on a dairy farm northwest of Gibbon, MN and have many other interests outside of my profession, including history and the outdoors. My wife and I live in Mankato and we enjoy walking, biking and running together in our free time. I also love playing most recreational sports. I spend a great deal of time in the summer playing baseball for my hometown amateur team.

Tony Stadtherr

3 Health/Physical Education (507) 726-2110 ext. 1741 [email protected]

4 GEORGE CARLIN POST 9-11

The paradox of our time in history is that we have taller buildings but shorter tempers, wider freeways, but narrower viewpoints. We spend more, but have less; we buy more, but enjoy less. We have bigger houses and smaller families, more conveniences, but less time. We have more degrees but less sense, more knowledge, but less judgment, more experts, yet more problems, more medicine, but less wellness.

We drink too much, smoke too much, spend too recklessly, laugh too little, drive too fast, get too angry, stay up too late, get up too tired, read too little, watch TV too much, and pray too seldom. We have multiplied our possessions, but reduced our values. We talk too much, love too seldom, and hate too often.

We've learned how to make a living, but not a life. We've added years to life not life to years. We've been all the way to the moon and back, but have trouble crossing the street to meet a new neighbor. We conquered outer space but not inner space.

We've done larger things, but not better things. We've cleaned up the air, but polluted the soul. We've conquered the atom, but not our prejudice.

We write more, but learn less. We plan more, but accomplish less.

We've learned to rush, but not to wait. We build more computers to hold more information, to produce more copies than ever, but we communicate less and less.

These are the times of fast foods and slow digestion, big men and small character, steep profits and shallow relationships. These are the days of two incomes but more divorce, fancier houses, but broken homes.

These are days of quick trips, disposable diapers, throwaway morality, one night stands, overweight bodies, and pills that do everything from cheer, to quiet, to kill.

It is a time when there is much in the showroom window and nothing in the stockroom. A time when technology can bring this letter to you, and a time when you can choose either to share this insight, or to just hit delete.

Remember; spend some time with your loved ones, because they are not going to be around forever. Remember, say a kind word to someone who looks up to you in awe, because that little person soon will grow up and leave your side. RAD

Restate Answer Detail

1.After looking at your health risk appraisal, identify and write in detail about two areas of health you could work on. What could you do to improve these areas?

RESTATE: The two areas I could improve on are ANSWER: Safety and Diet. DETAIL: I could improve my safety score by wearing a seatbelt when I drive and driving the speed limit. I could improve my diet score by eating more fruits and vegetables each day.

6 Activity Discussion Questions

Teen Health Risk Appraisal (Answer using RAD) 2. After looking at your health risk appraisal, identify and write in detail about two areas of health you could work on. What could you do to improve these areas? ______

3. What was the most surprising category score on your score sheet? Why did it surprise you? ______

4. What do you know about teens and risky behavior? ______

Choices and Consequences 1. Why was your count more accurate the second time around? ______

2. How does this activity relate to decision making ( and choices & consequences)? ______

3. What happens when you don’t look at all the consequences? ______

7 ______

4. Who can help us make decisions in our lives, who’s choice is it in the end? ______Health Reading 1 Pages 2-11 & 16-18 Answer Questions Using RAD

1. Define health and wellness.

2. Identify major factors that determine health.

3. Describe the six (may not be six in the book) dimensions of wellness that affect your health.

4. What is the Transtheorectical Model of Behavior Change (Stages of Change)? (Online: This is the one time you can use Wikipedia)

8 5. Explain how self-concept affects wellbeing. What’s the difference between self- concept and self-esteem? D E C I D E Define Explore Consider Information Decide Evaluate Problem Alternatives Consequences & Values & Act Results

D What is the decision that needs to be made?

E Make a list of all possible alternatives for solving your problem. There are always more than two alternatives.

C What will be the consequences of each alternative? Make a list of pros and cons.

I Research, seek out information. Then consider your beliefs and values. Which alternative is most in line with your values?

D Use all of the information you have collected. Compare and contrast. Which one is best for you?

9 E How did your decision work out? What are the effects on your life and the lives of others? What did you learn? What would you do differently?

Practice Decisions

D –

E –

C –

I –

D –

E –

D –

E –

C –

I –

10 D –

E –

/25

Name______

DECIDE 6-Steps to Making Healthy Decisions ( /6) Write out the 6 steps in your own words below.

1.______

2.______

3.______

4.______

5.______

6.______

Directions: Create a role-play situation were 1 of the characters has to make a decision based on peer pressure. The 6 step decision-making model must be embedded into your role-play.

1. Where will this situation take place ( /1)? (Circle One)

School Home Party Mall Restaurant Other

2. Characters Needed ( /1): How Many______Names of Characters: ______

11 ______

3. In a couple of paragraphs, write out your whole script ( /5).

4. Clearly write out your use of the DECIDE decision making model ( /12).

D

E

C

I

12 D

E Role Play Directions:

1. Find a group of 2-4 people 2. You each will share your personal Role Plays 3. As a group you will decide which Role Play you will perform 4. Follow the Role Play Criteria

Role Play Criteria (Student/Teacher Checklist) 1. Someone must make a POSITIVE DECISION /5 in the Role Play! (A character can make the wrong decision) /5 Creativity!!! 2. Must make visible the 6-step decision- /5 making model in your skit! /5 3. Everyone must be involved

/20 Role Play Group Total /25 Page 1 & 2 Total /45 Total

13 Life Expectancy Calculator http://calculator.livingto100.com/calculator Use RAD to answer questions 1. What is your life expectancy ___

2. Are you happy with your score, why or why not? ______

3. What was the biggest surprise to you when doing this activity? ______

4. What changes can you make to improve your score? How can you make these changes? ______

14 ______

5. What are some of the flaws or drawbacks of this tool? What doesn’t it consider or what does it over consider? ______

Critical Thinking

Why the Analysis of Thinking Is Important Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced. Yet the quality of our life and of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. If you want to think well, you must understand at least the rudiments of thought, the most basic structures out of which all thinking is made. You must learn how to take thinking apart.

Where to Begin: http://www.criticalthinking.org/starting/Begin-CTModel.cfm

Three Parts There are three parts that make up critical thinking, Elements, Domains, and Standards. We will examine each below.

Elements: All thinking is defined by eight elements. Eight basic structures are present in all thinking: Whenever we think, we think for a purpose within a point of view based on assumptions leading to implications and consequences. We use concepts, ideas and theories to interpret data, facts, and experiences in order to answer questions, solve problems, and resolve issues. Thinking  Generates Purpose  Raises Questions  Uses Information  Utilizes Concepts  Makes Inferences  Makes Assumptions  Generates Implications

Purpose

15 Your purpose is your goal, your objective, what you are trying to accomplish. We also use the term to include motives and intentions.

You should be clear about your purpose, and your purpose should be justifiable.

Questions which target purpose  What is your, my, their purpose in doing______?  What is the objective of this assignment (task, job, experiment, policy, strategy, etc.)?  Should we question, refine, modify our purpose (goal, objective, etc.)?  What is the purpose of this meeting (chapter, relationship, action)?  What is your central aim in this line of thought?  What is the purpose of education?  Why did you say…? Element: Purpose All reasoning has a PURPOSE.  Take time to state your purpose clearly.  Distinguish your purpose from related purposes.  Check periodically to be sure you are still on target.  Choose significant and realistic purposes.

State the Question The question lays out the problem or issue and guides our thinking. When the question is vague, our thinking will lack clarity and distinctness.

The question should be clear and precise enough to productively guide our thinking. Questions which target the question  What is the question I am trying to answer?  What important questions are embedded in the issue?  Is there a better way to put the question?  Is this question clear? Is it complex?  I am not sure exactly what question you are asking. Could you explain it?  The question in my mind is this: How do you see the question?  What kind of question is this? Historical? Scientific? Ethical? Political? Economic? Or…?  What would we have to do to settle this question? Element: Question All reasoning is an attempt to figure something out, to settle some QUESTION, to solve some problem.  State the question at issue clearly and precisely.  Express the question in several ways to clarify its meaning.  Break the question into sub-questions.  Distinguish questions that have definitive answers from those that are a matter of opinion or that require multiple viewpoints.

Gather... Information Information includes the facts, data, evidence, or experiences we use to figure things out. It does not necessarily imply accuracy or correctness.

The information you use should be accurate and relevant to the question or issue you are addressing. Questions which target information  What information do I need to answer this question?  What data are relevant to this problem?

16  Do we need to gather more information?  Is this information relevant to our purpose or goal?  On what information are you basing that comment?  What experience convinced you of this? Could your experience be distorted?  How do we know this information (data, testimony) is accurate?  Have we left out any important information that we need to consider? Element: Information All reasoning is based on DATA, INFORMATION and EVIDENCE.  Restrict your claims to those supported by the data you have.  Search for information that opposes your position as well as information that supports it.  Make sure that all information used is clear, accurate and relevant.  Make sure you have gathered sufficient information.

Watch Your... Inferences Inferences are interpretations or conclusions you come to. Inferring is what the mind does in figuring something out. Inferences should logically follow from the evidence. Infer no more or less than what is implied in the situation. Questions to check your inferences  What conclusions am I coming to?  Is my inference logical?  Are there other conclusions I should consider?  Does this interpretation make sense?  Does our solution necessarily follow from our data?  How did you reach that conclusion?  What are you basing your reasoning on?  Is there an alternative plausible conclusion?  Given all the facts what is the best possible conclusion?  How shall we interpret these data? Element: Interpretation and Inference All reasoning contains INFERENCES or INTERPRETATIONS by which we draw CONCLUSIONS and give meaning to data.  Infer only what the evidence implies.  Check inferences for their consistency with each other.  Identify assumptions underlying your inferences.

Clarify Your... Concepts Concepts are ideas, theories, laws, principles, or hypotheses we use in thinking to make sense of things. Be clear about the concepts you are using and use them justifiably. Questions you can ask about concepts  What idea am I using in my thinking? Is this idea causing problems for me or for others?  I think this is a good theory, but could you explain it more fully?  What is the main hypothesis you are using in your reasoning?  Are you using this term in keeping with established usage?  What main distinctions should we draw in reasoning through this problem?  What idea is this author using in his or her thinking? Is there a problem with it?

17 Element: Concepts All reasoning is expressed through, and shaped by, CONCEPTS and IDEAS.  Identify key concepts and explain them clearly.  Consider alternative concepts or alternative definitions of concepts.  Make sure you are using concepts with precision.

Check Your... Assumptions

Assumptions are beliefs you take for granted. They usually operate at the subconscious or unconscious level of thought. Make sure that you are clear about your assumptions and they are justified by sound evidence. Questions you can ask about assumptions  What am I assuming or taking for granted?  Am I assuming something I shouldn’t?  What assumption is leading me to this conclusion?  What is… (this policy, strategy, explanation) assuming?  What exactly do sociologists (historians, mathematicians, etc.) take for granted?  What is being presupposed in this theory?  What are some important assumptions I make about my roommate, my friends, my parents, my instructors, my country? Element: Assumptions All reasoning is based on ASSUMPTIONS.  Clearly identify your assumptions and determine whether they are justifiable.  Consider how your assumptions are shaping your point of view.

Think Through the... Implications and Consequences Implications are claims or truths that logically follow from other claims or truths. Implications follow from thoughts. Consequences follow from actions. Implications are inherent in your thoughts, whether you see them or not. The best thinkers think through the logical implications in a situation before acting.

Questions you can ask about implications  If I decide to do “X”, what things might happen?  If I decide not to do “X”, what things might happen?  What are you implying when you say that?  What is likely to happen if we do this versus that?  Are you implying that…?  How significant are the implications of this decision?  What, if anything, is implied by the fact that a much higher percentage of poor people are in jail than wealthy people?

18 Element: Implications All reasoning leads somewhere or has IMPLICATIONS and CONSEQUENCES.  Trace the implications and consequences that follow from your reasoning.  Search for negative as well as positive implications.  Consider all possible consequences.

Understand Your... Point of View Point of view is literally “the place” from which you view something. It includes what you are looking at and the way you are seeing it. Make sure you understand the limitations of your point of view and that you fully consider other relevant viewpoints. Questions to check your point of view  How am I looking at this situation? Is there another way to look at it that I should consider?  What exactly am I focused on? And how am I seeing it?  Is my view the only reasonable view? What does my point of view ignore?  Have you ever considered the way ____(Japanese, Muslims, South Americans, etc.) view this?  Which of these possible viewpoints makes the most sense given the situation?  Am I having difficulty looking at this situation from a viewpoint with which I disagree?  What is the point of view of the author of this story?  Do I study viewpoints that challenge my personal beliefs? Element: Point Of View All reasoning is done from some POINT OF VIEW.  Identify your point of view.  Seek other points of view and identify their strengths as well as weaknesses.  Strive to be fairminded in evaluating all points of view.

Domains:  Economical  Political  Social  Psychological  Educational  Religious  Cultural  Medical  Many Others

19 Standards: Clarity, Accuracy, Precision, Relevance, Depth, Breadth, Logic, Significance, Fairness

Standard: Clarity understandable, the meaning can be grasped  Could you elaborate further?  Could you give me an example?  Could you illustrate what you mean? Standard: Accuracy free from errors or distortions, true  How could we check on that?  How could we find out if that is true?  How could we verify or test that? Standard: Precision exact to the necessary level of detail  Could you be more specific?  Could you give me more details?  Could you be more exact? Standard: Relevance relating to the matter at hand  How does that relate to the problem?  How does that bear on the question?  How does that help us with the issue? Standard: Depth containing complexities and multiple interrelationships  What factors make this a difficult problem?  What are some of the complexities of this question?  What are some of the difficulties we need to deal with? Standard: Breadth encompassing multiple viewpoints  Do we need to look at this from another perspective?  Do we need to consider another point of view?  Do we need to look at this in other ways? Standard: Logic the parts make sense together, no contradictions  Does all this make sense together?  Does your first paragraph fit in with your last?  Does what you say follow from the evidence? Standard: Significance focusing on the important, not trivial  Is this the most important problem to consider?  Is this the central idea to focus on?  Which of these facts are most important? Standard: Fairness Justifiable, not self-serving or one-sided  Do I have any vested interest in this issue?  Am I sympathetically representing the viewpoints of others?

20 Problem: ______

Issues by Domain Political Social Economical Cultural Educational Other ______     

Elements of Thought Concepts Assumptions Info   

Point of View Implications & Consequences Ideas (for Solutions)   

(Conclusion/Solutions) 

21 Problem: The Teenage Brain

Issues by Domain Political Social Economical Cultural Educational Other ______     

Elements of Thought Concepts Assumptions Info   

Point of View Implications & Consequences Ideas (for Solutions)   

(Conclusion/Solutions)

22 

Vision & Hearing 101

Directions: Visit the following website and answer questions as you go. Make sure to be clear and concise in your answers. If you have headphones you may listen to the article and read along. Use RAD to answer questions.

Vision Website: http://kidshealth.org/teen/your_body/take_care/vision_care.html# or  www.kidshealth.org  Click on “Teens”  Click on “Your Body” (left hand tool bar)  Click on “Taking Care of Your Body”  Click on “Taking Care of Your Vision”

Vision 1. What is the number one thing you can do to take care of your eyes?

2. What’s the difference between Myopia (nearsightedness) and Hyperopia (farsightedness)?

3. What is Astigmatism and how does it affect your vision?

4. Identify three signs that you should have your eyes checked.

5. T/F. Wearing a contact over an eye injury provides extra protection and is recommended. Explain your answer.

6. Identify three reasons to wear eye protection such as sunglasses or other protective eyewear.

7. How does “screen time” affect your eyes?

23 8. Four tips for avoiding eye infections would include…

9. What should you consider when choosing glasses or contacts?

10. List 3 benefits and 3 barriers to taking care of your vision. Directions: Visit the following website and answer questions as you go. Make sure to be clear and concise in your answers. If you have headphones you may listen to the article and read along. Use RAD to answer questions.

Hearing Website: http://kidshealth.org/teen/diseases_conditions/sight/hearing_impairment.html or  www.kidshealth.org  Click on “Teens”  Click on “Diseases & Conditions” (left hand tool bar)  Click on “Sight, Speech, & Hearing”  Click on “Hearing Impairments”

Hearing 1. Identify five reasons people are experiencing hearing loss more today than they did 30 years ago (at least one reason must be thought up on your own).

2. Explain in detail two types of hearing loss.

3. Identify and explain four causes of hearing loss.

4. Briefly explain how hearing loss is treated.

24 5. What are decibels what do they have to do with preventing hearing loss?

6. List 3 benefits and 3 barriers to taking care of your hearing. Teens Health Webquest & Jigsaw Sun Exposure, Screenings, and Checkups

Directions: You and a partner will be working together to scour the Teens Health website for information on “Sun Exposure” as well as “Medical Screenings” or “Checkups”. Each of you will be in charge of the information for one of the topics and will pass your knowledge on to your partner. Working together in this format is called a jigsaw. Make Sure you Use RAD.

Sun Exposure: www.kidshealth.com  Why is this relevant to teens  What are the health implications  Are there any medical recommendations  How can exposure be prevented

______

Medical Screenings (Checkups): http://longevity.about.com/od/inyour20s30sand40s/tp/20s30screening.htm  Why is this relevant to teens  What are the health implications  Are there any medical recommendations

______

25 ______Adolescent and Adult Vaccine Quiz

Directions: Go to the following website and take the quiz to see which immunizations you may need in. Answer the questions as you go through the quiz. Use RAD

Website: http://www2.cdc.gov/nip/adultImmSched/

Questions: 1. How do you know if you need a Hepatitis A vaccination?

2. How do you know if you need a Hepatitis B vaccination?

3. What factors put you at risk for Meningitis?

4. What is the spleen and why is it important to fighting off infection?

5. What Vaccinations were recommended for you? Why?

Webquest: There has been a great deal of debate over the past couple of years about vaccines and their potential danger. Search the web (use credible sites) and answer the following questions. At the end of each question write the name of the site you found the information on.

1. Why do opponents of vaccines oppose their use?

26 2. Why do public health officials want you to continue to get necessary vaccines?

3. Identify one interesting fact, concerning vaccines, you learned during this search.

Life Skills Journal Questions

1. Think of an important decision you will soon need to make. Use the DECIDE model to demonstrate how you will come to a decision. Make the model clear in your journal. ______

2. Think of one health related change you would like to make in your life. Use the Transtheoretical model of behavior change to explain you could accomplish this. Be detailed in your answer; include a brief description of the plan. ______

27 ______

Transtheoretical model of behavior change

 Precontemplation is the stage at which there is no intention to change behavior in the foreseeable future. Many individuals in this stage are unaware or under aware of their problems.  Contemplation is the stage in which people are aware that a problem exists and are seriously thinking about overcoming it but have not yet made a commitment to take action.  Preparation is a stage that combines intention and behavioral criteria. Individuals in this stage are intending to take action in the next month and have unsuccessfully taken action in the past year.

28  Action is the stage in which individuals modify their behavior, experiences, or environment in order to overcome their problems. Action involves the most overt behavioral changes and requires considerable commitment of time and energy.  Maintenance is the stage in which people work to prevent relapse and consolidate the gains attained during action. For addictive behaviors this stage extends from six months to an indeterminate period past the initial action.

29 Health Belief Model Explaining health behaviors

History and Orientation The Health Belief Model (HBM) is a psychological model that attempts to explain and predict health behaviors. This is done by focusing on the attitudes and beliefs of individuals. The model was developed in response to the failure of a free tuberculosis (TB) health screening program. Since then, the HBM has been adapted to explore a variety of long- and short-term health behaviors, including sexual risk behaviors and the transmission of HIV/AIDS.

Core Assumptions and Statements The HBM is based on the understanding that a person will take a health-related action (i.e., use condoms) if that person:

1. Feels that a negative health condition (i.e., HIV) can be avoided 2. Has a positive expectation that by taking a recommended action, he/she will avoid a negative health condition (i.e., using condoms will be effective at preventing HIV) 3. Believes that he/she can successfully take a recommended health action (i.e., he/she can use condoms comfortably and with confidence

Concept Definition Application Define population(s) at risk, risk levels; Perceived One's opinion of chances of personalize risk based on a person's Susceptibility getting a condition features or behavior; heighten perceived susceptibility if too low. One's opinion of how serious Specify consequences of the risk and the Perceived Severity a condition and its condition consequences are One's belief in the efficacy of Define action to take; how, where, when; Perceived Benefits the advised action to reduce clarify the positive effects to be expected. risk or seriousness of impact One's opinion of the tangible Identify and reduce barriers through Perceived Barriers and psychological costs of reassurance, incentives, assistance. the advised action Strategies to activate Provide how-to information, promote Cues to Action "readiness" awareness, reminders. Confidence in one's ability to Provide training, guidance in performing Self-Efficacy take action action.

Conceptual Model

30 Example Concept Condom Use Education Example STI Screening or HIV Testing 1. Perceived Youth believe they can get STIs or HIV or create a Youth believe they may have been exposed to Susceptibility pregnancy. STIs or HIV. 2. Perceived Youth believe that the consequences of getting STIs Youth believe the consequences of having STIs or Severity or HIV or creating a pregnancy are significant enough HIV without knowledge or treatment are significant to try to avoid. enough to try to avoid. 3. Perceived Youth believe that the recommended action of using Youth believe that the recommended action of Benefits condoms would protect them from getting STIs or HIV getting tested for STIs and HIV would benefit them or creating a pregnancy. — possibly by allowing them to get early treatment or preventing them from infecting others. 4. Perceived Youth identify their personal barriers to using condomsYouth identify their personal barriers to getting Barriers (i.e., condoms limit the feeling or they are too tested (i.e., getting to the clinic or being seen at the embarrassed to talk to their partner about it) and clinic by someone they know) and explore ways to explore ways to eliminate or reduce these barriers eliminate or reduce these barriers (i.e., brainstorm (i.e., teach them to put lubricant inside the condom to transportation and disguise options). increase sensation for the male and have them practice condom communication skills to decrease their embarrassment level). 5. Cues to Youth receive reminder cues for action in the form of Youth receive reminder cues for action in the form Action incentives (such as pencils with the printed message of incentives (such as a key chain that says, "Got "no glove, no love") or reminder messages (such as sex? Get tested!") or reminder messages (such as messages in the school newsletter). posters that say, "25% of sexually active teens contract an STI. Are you one of them? Find out now"). 6. Self-Efficacy Youth confident in using a condom correctly in all Youth receive guidance (such as information on circumstances. where to get tested) or training (such as practice in making an appointment).

31 Health Belief Model

Directions: Read the following story and answer the questions below. Use RAD

Sleep Deprived “Hi, I’m Jake. I’m a senior in high school. Each night I’m very lucky if I get four hours of sleep. I’m just a night owl. I like staying up at night. My father’s the exact same way. It’s like 3 o’clock in the morning and we’ll still be up watching TV. Around finals time, I find myself awake at 4:00 in the morning, still up, knowing that I have a test at 8:20. Why I don’t know. I don’t think I’m doing my best right now because when I drag myself to class, I’m half asleep. I do need to change and get better rest so that I can do better in school. I don’t think I’ve gotten 8 hours of sleep since I was 13. I’m 18, so that’s five years of not getting a full night’s sleep. That takes a toll on your body and your mind”

Apply the Health Belief Model to Jake’s situation.

1. What is the perceived threat? ______

2. What is the perceived benefit to changing his behavior? ______

3. What are some perceived barriers he may face? ______

4. What is the perceived severity of the situation?

32 ______

5. What could be some potential cues to action? ______

33 Pre/Post Quiz Questions

Day 1______

Day 2______

Day 3______

Day 4______

34 ______Day 5______

Day 6______

Day 7______

Day 8______

35 ______

36