California State University, Chico

Department of Health and Community Services

 

HCSV 261- 01 and 02 Adolescent Health for Secondary Teachers   Spring 2005

Section 01 Tracs # 1188 MWF 9-10 a.m.   Plumas 106

Section 02 Tracs  #11809 Mon. 6-8:50       Butte 229

 

Instructor:                                Jan Campbell                         

Office                                      Butte 630

Office Hours:                           MWF 10-11 am, M 5:15-6:00 pm

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.

 

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 isinappropriate.  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 261 – ADOLESCENT HEALTH FOR SECONDARY TEACHERS

 

SYLLABUS                                                                                        Spring 2005

 

Week of                                                          Content                      Readings_______

 

1/24                 Course requirements/policies                                                 Readings

                        Overview of School Health

                        Adolescents in Social Context                                     Ch. 1 & questions

 

1/31                 Health Status of Adolescents                        

                        Healthy People 2010

                        Biological Foundations                                                            Ch. 2

                        www.siecus.org                                                          HW:  summary

 

2/7                   Health Instruction, Scope and Sequence    

                        Cognitive Foundations                                                            Ch. 3

                        www.eselvier.com/locate jahonline.com                    HW: summary

 

                       

2/14                 Legal Aspects of School Health

                        Cultural Beliefs                                                            Ch. 4 &

www.adolescenthealthlaw.,org                                   HW:  summary

 

2/21                 Gender                                                                        Ch. 5

                        www.iaah.org                                                              HW:  summary

 

3/7                   Designing Lesson Plans                                     

                        www.californiahealthykids.org                                    HW:  summary

 

3/14                 EXAM #1 (CH. 1-5)

                        The Self                                                                       Ch. 6

                        www.californiateenhealth.org                                     HW:  summary

 

 

3/21                 Safe Schools                                                              Readings

                        Violence Control and Injury Prevention                       Handout

                        www.cdipage.com/child_health_safety.shtml                        HW:  summary

 

3/28                 Family Relationships                                                  Ch. 7

                        Classroom Management                                            Readings

                        www.healthyteens.com                                              HW:  summary

 

 

 

4/4                   LESSON PLAN DUE

                        Friends and Peers-/subgroups                                   Ch. 8

                        www.cdc.gov/nccdphp                                               HW:  summary

 

 

 

4/11                 Teen Pregnancy Prevention                                       Ch. 9                                                   On site Pregnant and Parenting Programs

                        (Leslie Mahon Russo)

                        Dating, Love, Sexuality

                        www.goaskalice.com                                                 HW: summary

 

4/18                 MIDTERM 2 (CH. 6-9 and Safe Schools)              

Nutrition/Diet/Exercise/Disorders

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

4/25                 Problems, Drugs, Disorders                                      Ch. 13

HEALTH PROJECT DUE

 

 

5/2                   Education and Schools                                               Ch. 10            

                        TBA                                                                             HW: summary           

                       

5/9                   PROJECT PRESENTATIONS

 

5/16                 FINAL EXAM  - 01 Monday @ 10 a.m.

                                          - 02 Monday @ 8 p.m.


CPR REQUIREMENT

 

Health Education for Elementary and Secondary School Teachers

HCSV 260 & 261

 

The Commission on Teacher Credentialing will accept evidence of the successful completion of these CPR programs submitted with applications for the Multiple Subject, Single Subject or Designated Subject’s teaching credentials:

 

1)     American Red Cross:  Community CPR

2)     American Heart Association:  BLS adult & Pediatric Heartsaver

3)     EMP America:  Pediatric – MEDIC First Aid

4)     American Safety & Health Institute (ASHI)

 

 

Listed below are several agencies & organizations that offer CPR classes:

 

Chico Community Outreach                                           332-7451

 

First Responder                                                              879-9401

 

Enloe Hospital                                                                 332-7366

 

American Red Cross                                                      891-0885

 

Mary Mansfield (Basic Emergency Safety Training)   893-5804

 

CSUC Staff Council                                                        898-6156

 

Continuing Education                                                     898-6105

(CPR credentialing: fall semester only)

 

 

For more information contact these agencies.  Prices are subject to change each semester.  Other agencies & organizations may also be offering CPR classes.  If enrolling in other classes not mentioned make certain the class complies with one of these three programs:

 

1)     American Red Cross:  Community CPR

2)     American Heart Association:  BLS adult & Pediatric Heartsaver

3)     EMP America:  Pediatric – MEDIC First Aid

4)     American Safety & Health Institute (ASHI)

 

NOTE:  THE COURSE MUST INCLUDE:  ADULT, CHILD, AND INFANT CPR.