California State University, Chico

Department of Health and Community Services

 

HCSV 451- 01 Adolescent Health for Secondary Teachers   FALL 2005

Section 01 Tracs # 2792 MWF 9-10 a.m              Instructor:  Jan Campbell                               

Office                                      Butte 630

Office Hours:                           MW:  12-2 p.m.

Email:                                      jcampbell@.csuchico.edu

Fax:                                         (530)  898-5107

Mailbox:                                   Department Office:  Butte 607

 

TEXTS:

 

            Arnett, Jeffrey (2003).  Adolescence and Emerging Adulthood.  Prentice Hall.  Upper Saddle River, New Jersey.           

 

Course Description:

 

This course addresses major health issues affecting the adolescent including but not limited to health promotion and disease prevention, nutrition, family life education, sexually transmitted diseases, and substance use and abuse, first aid and CPR.  An overview of the California health Instruction Framework for Public Schools is reviewed and can be accessed online .This course fulfills the California State Health Education requirements for a full teaching credential.

 

Course Objectives:

 

  1. Analyzes the physical, mental, emotional, social, and spiritual determinants of health with particular reference to adolescents.

 

  1. Applies health education theory and research to the promotion of optimal health in adolescents.

 

  1. Analyzes the structure of the health care system as it applies to health needs of adolescents.

 

  1. Identifies appropriate school and community services for referral of an adolescent with health related problems.

 

  1. Analyzes multiple factors influencing the adolescent’s dietary practices (economic, cultural, psychological, social) including dietary disorders.

 

  1. Applies knowledge of basic nutrition to the optimal growth and development of adolescents.

 

  1. Describes the physiological and psychological benefits of physical fitness for adolescents.

 

  1. Describes the physiological, psychological, and sociological effects of psychoactive drugs, including alcohol and tobacco, on adolescents.

 

  1. Selects appropriate drug education and preventive strategies for adolescents.

 

  1. Describes the physiological and psychosocial components of human reproduction, sexuality, and contraception.

 

  1. Identifies family life education programs appropriate for adolescent students.

 

  1. Identifies causes, symptoms, and prevention methods for common adolescent diseases and disorders, including STDs and STIs.

 

  1. Describes the prevention and control of the major chronic diseases contributing to premature death and disability in the U.S.

 

  1. Identifies common accidents and prevention strategies that apply to adolescents.

 

  1. Discusses effects of the environment upon the health of adolescents and ways individuals and groups may promote a healthful environment.

 

  1. Evaluates selected health products, services, and information sources.

 

  1. Identifies the purpose of the California Health Framework.

 

  1. Develops health consciousness and literacy for the nine content areas of health education as presented in the Framework.

 

  1. Utilizes the Health Framework in the planning and integrating of health information into course disciplines.

 

 

Student Reponsibilities: 

 

Attendance:  prompt attendance is mandatory.  Roll will be taken at each class meeting.  Students may miss no more than three sessions without instructor excused absence. For absences will result in a reduced full letter grade.

 

Grading Policy:  Final grades will be calculated from scores received on

written examinations, the written semester projects, lesson plan and

completion of CPR certificate.

 

Proof of CPR completion:  completion of red Cross Community CPR card, or EMP American card (MEDIC First Aid), or an American Heart Association BLS Adult and Pediatric Heartsaver copy of the card must be submitted before the last week of school in order to receive a grade for the class.  Students who show current proof of CPR training in excess of these requirements (EMT or Paramedic) may submit copies of their cards for credit.

 

 

Written papers are due at the beginning of the class period on the date specified.  Papers received after that date are then considered late.  Papers received after one week late will not be accepted. There will be a health project (suggestions listed below) and a lesson plan. The lesson plan will involve an interdisciplinary plan between your area of teaching and health. A template and sample plan will be provided, and instruction in how to produce the plan will accomplished during the second five weeks of the class.

 

Homework: The homework indicated on the syllabus is usually a summary of a web site listed for each week.  Produce a 1-2 page synopsis of your summary and your view of the web site experience.  Please indicate the exact website URL address in the upper left hand corner of the page with your name, class, and date submitted.  The homework will be submitted to the front desk each Friday at the beginning of class.  It will be returned the following Monday.

 

Accentuating the Obvious

 

Please turn off cell phone ring while in class.  Text messaging (sending or receiving); eating in class, reading newspapers or other texts, sleeping, or doing homework is inappropriate.  Please be respectful of the class members through language  (both verbal and body), and/or other signs or gestures.  Please do not pop gum, or carry on a conversation with a class member that doesn’t pertain to group work. 

 

Health Project:

 

From the following suggestions, select 1 project.

 

  1. Review a health video directed toward school use and write a two page, typed report on your evaluation of the film in terms of the accuracy of its health content and its potential appeal to students.  How would you introduce the film?  Does it lend itself to follow up discussion or activities?

 

  1. Write a 3-5 page typed paper on a specific health problem in middle school or high school students.  Provide a minimum of three references from a professional journal.

 

  1. Assist in a school health program, inspection, project, seminar, or any other activity related to school health.  Write a 3 paged, typed report of your duties, reactions, evaluations, and feelings about the experience.

 

  1. Critique three California school health texts and provide a typed report of your assessment.  Also, be sure to measure the reading and comprehension level.  Indicate the positive and negative aspects of these texts.

 

  1. Research empty calorie foods being sold in vending machines on campus or in the lunchroom.  Is there a conflict of interest if the manufacturer of brand name products also donates money or other goods or services to schools or to sports programs?  Cite references.

 

  1. Interview a priest, minister, rabbi, or other spiritual leader concerning potential conflicts between health education and religious training (e.g. certain contraceptive techniques are unacceptable to various religions. Type a two paged paper about your interview.  Include names, addresses and telephone numbers of these professionals.

 

  1. Spend a morning or afternoon at a middle or high school. Interview a member of the school staff about how the school attempts to maintain a healthy school environment (sanitation, reduction of accidents, etc.).  Type a two paged paper of your findings, questions asked, and what the California Education Code stipulates about these questions.  Be sure to add works cited.

 

  1. Evaluate a health curriculum (School Health Curriculum Project, Staying Healthy, etc, but not the California Framework).  Write a 3 page, typed paper detailing your evaluation.

 

  1. Write a skit, play or fact simile for secondary students that will incorporate health knowledge or is designed to influence students’ attitudes or behaviors toward a specific health issue.  Include a paragraph about how you would use this activity.

 

  1. Attend a public presentation on a health related topic.  Take detailed notes (to be turned in) during the presentation, Write a 2 paged typed report using supplementary references if necessary explaining the value of the program for a secondary school teacher.

 

  1. Produce an instructional videotape dealing with a topic relevant to the health of children.  Include resources involving your information.

 

  1. Write a 2-3 page report in which you evaluate a web based adolescent health information source.  Be sure to give the web address and an example of the content found there.

 

 

ALL PAPERS MUST BE TYPED AND DOUBLE SPACED, SIZE 12 FONT. 

VIDEOS MUST BE CLEARLY MARKED.

ALL STUDENTS WILL BE REQUIRED TO PRESENT THEIR WORK TO THE CLASS.

 

PLEASE DO NOT PLACE PLASTIC COVERS OVER THE REPORTS.  STAPLE IN THE UPPER LEFT HAND CORNER OF THE TITLE COVER PAGE.

 

Grading:

 

·         Three exams @ 150 points each                         450

·         One Project                                                             50

·         Lesson Plan                                                          100

·         Homework/outside class work 10 each               130

 

            Total possible points   730

90-100%  =  A

80-  89%   = B

70-  79%   = C

60-  69%   = D

 

HCSV 451 –01  ADOLESCENT HEALTH FOR SECONDARY TEACHERS

 

SYLLABUS                                                                                        FALL 2005

 

Week of                                                          Content                      Readings_______

 

8/22                 Course requirements/policies                                                                                                            Overview of School Health

                        Adolescents in Social Context                                     Ch. 1

 

8/29                 Health Status of Adolescents                        

                        Healthy People 2010

                        Biological Foundations                                                Ch. 2

                        HW:  summary:  www.siecus.org                                                     

 

9/5                   LABOR DAY HOLIDAY - MONDAY

                        Health Instruction, Scope and Sequence    

                        Cognitive Foundations                                                 Ch. 3

                        HW: TBA

                                   

9/12                 Legal Aspects of School Health

                        Cultural Beliefs                                                            Ch. 4

HW:  summary www.adolescenthealthlaw.,org                                

 

9/19                 Gender                                                                        Ch. 5

                        HW:  summary www.iaah.org                                                                       

 

9/26                 Designing Lesson Plans                                     

                        HW:  summary www.californiahealthykids.org                                 

 

10/3                 EXAM #1 (CH. 1-5)

                        The Self                                                                       Ch. 6

                        HW:  summarywww.californiateenhealth.org                        

 

10/17               Safe Schools                                                              Readings

                        Violence Control and Injury Prevention                       Handout

                        HW: TBA

           

10/24               Family Relationships                                                  Ch. 7

                        Classroom Management                                            Handout

                        HW:  summary  www.healthyteens.com                                          

                        (Robin Biacocca – speaker)

 

10/31               LESSON PLAN DUE

                        Friends and Peers-/subgroups                                   Ch. 8

                        HW:  summarywww.cdc.gov/nccdphp                                             

 

 

 

 

 

11/7                 MIDTERM 2 (CH. 6-8 and Safe Schools)              

Nutrition/Diet/Exercise/Disorders                               Handout

                        www.education.indiana.edu/cas/adol/adol.html         HW:  summary

 

11/14               Teen Pregnancy Prevention                                       Ch. 9                                                   On site Pregnant and Parenting Programs

                        (Leslie Mahon Russo- speaker)

                        Dating, Love, Sexuality

                        www.goaskalice.com                                                 HW: summary

 

11/21-11/25     THANKSGIVING BREAK

 

11/28               Problems, Drugs, Disorders                                      Ch. 13

HEALTH PROJECT DUE

 

12/5                 Education and Schools                                               Ch. 10            

                        PROJECT PRESENTATIONS

 

12/12               FINAL EXAM MONDAY 10-12

                  (Ch. 9,10,13 AND Sexuality)