An Invitation To Health, 17th Edition Lecture Notes

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1Your Invitation to a Healthy FutureLearning ObjectivesAfter studying this chapter in the text, the student should be able to:1.Comment on the aspects of health and wellness.2.Discuss the current state of health inAmerica.3.Describe the unhealthy habits and health issues of college students.4.Summarize how healthy habits can improve the quality of life.Chapter SummaryWe extend an invitation to you to live more fully, more happily, and morehealthfully. Itisanofferthatyou literally cannot afford to refuse.Your lifemaydepend on it--starting now.Lecture OutlineI.Health and WellnessA.Health means being sound in body, mind, and spirit.B.The World Health Organization defines health as “not merely the absence ofdisease or infirmity,” but “a state of complete physical, mental, and social well-being.”C.Health has many dimensions: physical, psychological, spiritual, social, intellectual,and environmental.D.Wellness can be defined as purposeful, enjoyable living or, more specifically, adeliberate lifestyle choice characterized by personal responsibility and optimalenhancement of physical, mental, and spiritual health.II.The Dimensions of HealthA.Physical Health1.Nota static stateB.Psychological Health1.Ouremotional and mental statesC.Spiritual Health1.Spiritually healthy individuals identify their own basic purpose inlife; learn how toexperience love, joy, peace, and fulfillment; andhelp themselves and others achieve their full potential.D.Social Health

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1.The ability to interact effectively with other people and the socialenvironment, to develop satisfying interpersonal relationships, and tofulfill social rolesE.IntellectualHealth1.Theability to think and learn from life experience, your openness tonew ideas, and your capacity to question and evaluate information.F.Environmental Health1.The impact your world has on yourwell-beingG.Occupational Health1.Thebalance between the rewards and challenges of a career and howthese affect your well-beingIII.HealthinAmericaA.The United States spends more than any other nation on health care.1.Among the diseases taking the greatest toll on Americans’ well-beingare hypertension, heart disease, diabetes, arthritis, and autoimmunedisorders.2.In comparison with almost all of the 16 high-income “peer” countries,American have shorter life expectancies.IV.How We Lag BehindA.Birth outcomesB.Injuries and homicidesC.Teen pregnancy and sexually transmitted infections (STIs)D.HIV and AIDSE.Drug-related mortalityF.Obesity and diabetesG.Heart diseaseH.Chronic lung diseaseI.DisabilityV.Closing the GapA.FitnessB.WeightC.OverallhealthD.MedicalconditionsE.HealthcareF.Healthy People 20201.Mission2.GoalsG.Health Disparities1.The toll of poverty2.Why racematters3.Cancer Screening and Management4.Cardiovascular Disease5.Diabetes6.Infant Mortality

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7.Mental Health8.Infectious Disease9.HIV and Sexually Transmitted InfectionsH.Sex, Gender, and Health1.Sex is a classification according to thereproductive organs and functions thatderive from the chromosomal complement.2.Gender is a person’s self-representation as male or female or how socialinstitutions respond to a person, on the basis of the individual’s genderpresentation.VI.Health on CampusA.College and Health1.Health risks increase significantlyB.How Healthy are Today’s Students?1.Adults in the US ages 20-34 have the highest BMIs of any developed country2.About 67 percent have drunk alcohol in the previous months; 42.7 percentreported 5 or more drinks in a single sitting in the past two weeks.3.Only about half reported using a condom mostly or always during vaginalintercourse.4.Only 11.9 percent report getting enough sleep six or more days a week; 10percent never feel rested.5.Collegeathletes have lower health-related quality of life.C.Why “Now” MattersD.Student Health Norms1.Social norm refers to a behavior or an attitude that a particular group expects,values, and enforces.E.The Promise of Prevention1.No medical treatment cancompare with the power of prevention.F.Protecting Yourself1.There is a great deal of overlap between prevention and protection.2.Assess risk to determine protection.G.Understanding Risky Behaviors1.Young people overestimate immediate pleasure compared to dangerof some risky behaviors.VII.Making Healthy ChangesA.Understanding Health Behavior1.Predisposing factors2.Enabling factors3.Reinforcing factorsVIII.How and Why People ChangeA.The Health Belief ModelB.Self-DeterminationTheoryC.Motivational InterviewingD.Self-Affirmation TheoryE.The Transtheoretical Model

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1.The stages of change2.The processes of changeF.Self-efficacy and locus of controlDiscussion QuestionsDiscuss with students which dimension of health is most prominent in their lives.Why? With whichare they least concerned? Ask students what they could do in orderto incorporate all components into their lives? What are some of the obviousdifferences between those who do incorporate all of these aspects into their lives andthose who only concentrate on one or two components?Ask students to take a quick inventory of their own and their immediate family’shealth status. Using the statistics found in the text, compare their inventory to thedifferent health risks for their racial and ethnic group. Ask students what factors theybelieve contribute to the differences in health status that various racial and ethnicgroups face. How might religion affect the health of a culture?What challenges do ethnicity, race, religion, gender, and sexual orientation bring tothe health-care system? What actions can government, universities, hospitals, andother health-care facilities and individuals take to address these differences? Identifysome of the religious differences that might affect the overall health of an individualfor the better or worse. What factors in the health-care system might keep variousindividuals from keeping up with their health?Ask students how theyhavehandledtheir newfound freedom since attending collegeor leaving home for the first time. Howhavetheir parents handledand reactedto it?How does this sense of independence affect their health? What health challenges dothey face?Ask students to identify ways they can keep their medical costs down withoutsacrificing goodhealth. What options do they have if they are not insured?

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Classroom ActivitiesActivity #1: Meet Your ClassmatesPurpose:1.To meet your classmates and learn to appreciate the differences we all share.2.Tolearn how to appreciate nonverbal communication.Time:10to 15 minutes of classIntroduction:Introduce the disparities in health and how often we overlook our differences.Elaborate on the following communication facts:a.Seven percent ofcommunication is the result of the verbal message: words.b.Fifty-eight percent of communication is the result of nonverbal cues.Method:1.Go to an area in which students can easily move around.2.Divide the class into two or three teams.3.Have students stand in a straight line.4.Give students a topic (most siblings, most pets, most operations, height, weight,age, foot size).

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5.Have students line up accordingly (most to least, least to most).6.Keep track of time to see which group lines up first (and then compare times afterthey aren’t allowed to speak).7.To add a twist, don’t let students talk while trying to line up.8.Repeat many times so that the students get a chance to be in a different locationeach time.Discussion:1.Discuss with the students how they felt when they couldn’t talk. What did theyrely on to communicate?a.How did some communicate? Were there different styles?b.Is nonverbal communication as effective as verbal communication? Explain.2.Discuss whether anyone was always in the same place inline. Discuss thesedifferences.3.How might these differences reflect how we treat ourselves? Our lifestylebehaviorsActivity #2: The Dimensions of HealthPurpose:1.To introduce and investigate the dimensions of health and how various individualsperceive these dimensions.2.To analyze human behavior in the context of physical, psychological, social,intellectual, environmental, and spiritual health.3.To enable students to meet their classmates.Time:One class periodMethod:1.Form a circle in the room.2.Instruct each student to introduce himor herself and identify a dimension of healththat represents their lifestyle by acting it out.Discussion:1.Discuss the various ways that people perceived the dimensions,not only the personacting out the dimension but also the audience.

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Activity #3: Family Health HistoryPurpose:1.To investigate your family health history.2.To analyze how current health practices along with family healthhistory candetermine future health.Time:One class periodMethod:1.Have students first create a family tree that includes parents, siblings, grandparents,aunts,and uncles. Students should also list close relatives who may be deceased.2.After creating the family tree, students should list anyhealth concerns or illnesses anyfamily member hasexperienced.Discussion:1.How many relatives in their family tree have health concerns?2.Discuss how those health conditions may play a role in the student’s life in terms oftheir own health.3.Discuss strategies for behavior change or preventive measuresthateach student cantake to possibly avoid the same health concerns.

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References, Readings, and ResourcesBooksDemetre, Danna.Change Your Habits, Change Your Life, AProven Plan for Healthy Living.GrandRapids, MI: Revell, 2009.Sets forth guidelines for replacing negative “mental programming” withmessagesthat lead to healthierliving. Note: uses a Christian framework.LaVeist, Thomas.Race, Ethnicity, and Health: A Public Health Reader.San Francisco:Wiley, 2002.Explores the racial and ethnic health disparities in America.Audiovisual ResourcesChopra, Deepak.The Secret of Healing: Meditations for Transformation and Higher Consciousness.Play It By EarMusic, 2011. Audio CD.The first in a new series of guidedmeditation CDs by Deepak ChopraandAdamPlack.Minority Health. DVD. New York: Films Media Group, 2007.Healthy living presents special challenges for members of minorities living in lower-income neighborhoods—particularly senior citizens. Thisprogram examines thosechallenges, and the health problems that can result, by focusing on AfricanAmericanand Latinocommunities.Internet ResourcesU.S. Department of Health and Human ServicesPrincipal agency for protecting the health of all Americans and providing essential humanservices, especially for those who are least able to help themselves.http://www.hhs.govCenters for Disease and PreventionProvides a wide variety of information and is a gateway to specific CDC agencies.http://www.cdc.gov/Go Ask AliceSponsored by Columbia University, this site offers questions and answers as well as aninteractive service on a wide variety of health-related topics.

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http://www.goaskalice.columbia.edu/WebMDProvides information on avariety of health issues.http://www.webmd.comHealthy People 2020Healthy People 2020 is a statement of national health objectives designed to identify the mostsignificant preventable causes of acute and chronic illnesses and accidents, and to establishnational goals to reducethese threats to health.http://www.cdc.gov/nchs/healthy_people/hp2020.htmNational Institutes of HealthA governmental organization that supplies data and resources on a wide variety of healthissues.http://www.nih.govU.S. National Library of MedicineThelibrary collects materials and provides information and research services in allareas ofbiomedicine and health care.http://www.nlm.nih.govAnswers toSelectedMindTapActivitiesGlobal Health Watch1.b2.b3.school eventsVideo Quiz1.b2.c3.type II

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2Your Psychological and Spiritual Well-BeingLearning ObjectivesAfter studying this chapter in the text, the student should be able to:1.Recognize the characteristics of emotionally healthy individuals.2.Summarize thecomponents of positive mental health that can lead to a happy andpurposeful life.3.Describe the roles of autonomy and self-assertion in boosting self-control.4.Discuss the impact of spirituality on individuals.5.Summarize the significance of having a good night’s sleep.Chapter SummaryThis chapter reports the latest findings on making the most of psychological strengths,enhancing happiness, and developing the spiritual dimension of your health and your life. Italso explores an often overlookeddimension of physical and emotional well-being: sleepLecture OutlineI.Emotional and Mental HealthA.Psychological health encompasses both our emotional and mental states—that is,our feelings and our thoughts.1.Emotional health generally refers to feelings and moods.2.Mental health describes our ability to perceive reality as it is, to respond to itschallenges, and to develop rational strategies for living.3.Culture helps to define psychological health. In our diverse society, manycultural influences affect Americans’ sense of who they are, where they camefrom, and what they believe.II.The Lessons of PositiveMental HealthA.The three major areas of positive psychology are the study of positive emotions,such as hope and trust; positive traits,such as wisdom and courage; and positiveinstitutions, such as strong families and democracy.B.Know Yourself1.Conscientiousness2.ExtraversionC.Develop Self-Compassion

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1.Self-compassion is a healthy form of self-acceptance and a way ofconceptualizing our favorable and unfavorable attitudes aboutourselves and others.D.Boost Emotional Intelligence1.EQ (emotional quotient) is the ability to monitor and use emotions toguide thinking and actions.E.Meet Your Needs1.According to Maslow, human needs are the motivating factors inpersonality development.F.Boost Self-Esteem1.Self-esteem is based on what you believe about yourself. It is notsomething you are born with; it develops over time.G.Pursue Happiness1.Genetics accounts for 50percentof your happiness.2.Life circumstances account for 10percentof your happiness.3.Forty percent of your happiness depends on what you do.H.Become Optimistic1.Optimism is theextenttowhich individuals expect favorableoutcomesto occur.I.Manage Your Moods1.A mood is a more sustained emotional state that colors our view of theworld for hours or days.2.The most effective way to banish a sad or bad mood is by changingwhat caused it in the first place.III. Feeling inControlA.Developing AutonomyB.Assert YourselfIV.Spiritual HealthA.Spiritual health involves our ability to identify our basic purpose in lifeand to experience the fulfillment of achieving our full potential.B.Spirituality and Physical HealthC.DeepenYour Spiritual IntelligenceD.ClarifyYour ValuesE.Enrich Your Spiritual LifeF.Consider the Power of Prayer1.Some scientists speculate that prayer may foster a state of peace and calm thatcould lead to beneficial changes in the cardiovascular andimmune systems.G.Cultivate Gratitude1.A grateful spirit brightens mood, boosts energy, and infuses daily living with asense of glad abundance. How can you let your gratitude grow?a.Keep a gratitude journal.b.Record three things you are grateful for every day.H.Forgive

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1.Being angry, harboring resentments, or reliving hurts over and over again is badfor your health in general and your heart in particular.V.Sleepless on CampusA.Student Night Life1.College students are notorious for their erratic sleep schedules.2.Alcohol compounds many students’ sleep problems.B.Sleep’sImpact on Health1.Sleep affects many aspects of daytime well-being.C.What Happens When We Sleep?1.Stage 1: A twilight zone between full wakefulness and sleep, the brain producessmall, irregular, rapid electrical waves. Muscles relax and breathing is smoothand even.2.Stage 2: Brain waves are larger and punctuated with occasional sudden bursts ofelectrical activity. Eyes no longer react to light and bodily functions slowly.3.Stages3 and 4: Constitute the most profound state of unconsciousness. The brainproduces slower, larger waves;sometimes referred to as “delta” or slow-wavesleep.D.How Much Sleep Do You Need?1.Normal sleep times range from five to ten hours.2.Each of us seems to have aninnate sleep appetite that is as much a part of ourgenetic programming as hair color and skin tone.E.To Nap or Not to Nap?1.A late-afternoon nap proved to undo the negative impact on hormones andimmunity of a lost night of sleep.2.Napping candisrupt the sleep-wake cycle.F.Sleep Disorders1.Insomnia: A lack of sleep so severe that it interferes with functioning during theday.2.Treatments: Relaxation therapy, cognitive therapy, stimulus control therapy,sleep restriction therapyG.Breathing Disorders (Snoring and Sleep Apnea)H.Movement DisordersI.Circadian Rhythm Sleep DisordersJ.Sleeping Pills1.The use of prescription sleeping pills has more than doubled in thelast decade.2.Use of any sleeping medication should be carefully considered.Discussion QuestionsDiscuss the concept of psychological health as it relates to the other five dimensions ofhealth. Can psychological health be separate and distinct from the other componentswithout affecting them? How so? Howdoes it or doesn’t it contribute to the holisticmodel? How do the other dimensions affect one’s psychological health?

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Ask students what it means to love and accept themselves. Can one accept and loveanother without first loving oneself? How? Why? How does this relate to Maslow’shierarchy of thinking?Ask students what emotional intelligence means to them.Discuss with students howthey might go about developing and strengtheningtheir emotional intelligence. Discussthe benefits of possessing emotional intelligence. What role does an individual’s EQplay in their everyday life or career? Ask them which they would rather have,ahigh IQor a high EQ.Why?Ask students what factors contribute to happiness. Compare these characteristics tothose cited for contributing to good psychological health. Ask students to make a list ofthe things that make them happy. Do they think of the things on the list when theymake choices or decisions that may affect their happiness? Why?Discuss the concept of sleep deprivation as discussed in the text. Ask for volunteerswho have experienced it to share their symptoms or experiences. Ask others to sharethe strategies and rituals they use to reduce sleep deprivation and maximize restfulsleep. How might they improve their sleep rituals? Why is it important at this point intheir lives to get enough sleep?Classroom ActivitiesActivity #1: Abraham Maslow’s Hierarchy of NeedsPurpose:To assist students in identifying their own potential.Time:Thisactivity will take 10 to 15 minutes.Introduction:Introduce to studentsthe idea thatnot reaching our fullest potential can impact ourhealth.Method:1.Introduce to students Maslow’shierarchy ofneeds and review the various levelswithin thismodel.2.Have students make their own pyramid and write a brief statement about how theyhave reached each level,or not reached a particular level.

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Discussion:1.Ask students to identify areas that they are meeting.2.Ask students to identify areas that they are not meeting.3.How do they feel meeting or not meeting a particular area has influenced their life?4.Are there areas in life for which students believe meeting each “step” isn’t necessaryto achieve the next level? Why or why not?5.Ask students to identify someone they believe has reached the self-actualizationlevel. Why?

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Activity #2: Enhancing Self-EsteemPurpose:To improve self-esteem.Time:This activity will take 10 to 15 minutes.Introduction:Enhancing self-esteem and personalwell-being is a lifelong process.Method:Have students ask themselves the following questions:a.How do I feel about my life in general,positively or negatively?b.Do I constantly send myself negative messages?c.What is one area of my life that I would like to improve on?Write two positive affirmations that you will repeat to yourself whenever you feel thosenegative or self-defeating thoughts begin to enter your mind.Discussion:1.What factors have contributed to your feelings about your life in general, whetherthey are positive or negative?2.Will your positive affirmations help derail any negative observations you have ofyourself?3.What role does self-esteem play in the ability to set and establish goals?References, Readings, andResourcesBooks

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