High School Health Curriculum
|
|
- Tracy Stanley
- 5 years ago
- Views:
Transcription
1 High School Health Curriculum Developed for Implementation in Committee Members: Roger Puza, Central High School Margo Jacob, Logan Senior High School December 2004 Approved January 19, 2005 Jerry Berns, K-12 Health and Physical Education Supervisor Kathie Tyser, Associate Superintendent of Instruction Jerry Kember, Superintendent
2 9-12 Health Curriculum Why Health is Important Why Health Is IMPORTANT. 1. Healthy people learn better.always true! 2. The health classes are the only healthy model environment 3. Students need health prevention techniques at all levels. 4. What is more important than your health? 5. A healthy mind is of little value without a healthy body! 6. Emotional health is the key to healthy living. 7. Health concepts should be taught as life-long habits.
3 9-12 Health Curriculum Guiding Principles for Curriculum Development Guiding Principles for Curriculum Development School District of LaCrosse Board of Education s ENDS Policies Adopted 2001 E-1 District Mission Students will discover their talents and abilities and will be prepared to pursue their dreams and aspirations while contributing effectively to their diverse communities. E-2 Academic Achievement Goals Students will demonstrate continuous improvement toward a high level of individual success in all required and elective academic/curricular areas using multiple measures of performance. E-3 Involved Citizenship Students will strive for mutual understanding as contributing citizens in a diverse world. E-4 Responsible Life Choices Students will acquire the knowledge and skills necessary to make effective and responsible life choices. Wisconsin Academic Model Standards All district curricula will be aligned to the Wisconsin Model Academic Standards available on the web at District Non-Discrimination Policy It is the policy of the School District of La Crosse that no person may be denied admission to any public school in this district or be denied participation in, be denied the benefits of, or be discriminated against in any curricular, etracurricular, pupil service, recreation, or other program or activity because of the person s se, race, religion, national origin, ancestry, creed, pregnancy, marital or parental status, seual orientation, or physical, mental, emotional, or learning disability or handicap as required by s Wis. Stats., and/or section 504 of the Rehabilitation Act of 1973.
4 9-12 Health Curriculum Philosophy of Teaching/Learning in this Curriculum Philosophy of Teaching/Learning in this Curriculum School District of LaCrosse The health education program of the School District of La Crosse teaches life-long habits in the five dimensions of life: emotional, social, intellectual, physical, and moral. The goal of the curriculum is to produce healthy and self-confident young adults now and in the future. This challenge will be met by providing an interesting and updated curriculum to meet the personal health needs of our students.
5 9-12 Health Curriculum High School Health Modules School District of La Crosse High School Health Modules Self Awareness Wellness Wellness Appraisal Longevity and Death Brain dynamics 40 Assets of Life Emotional Health Self Esteem Self-Awareness Mental Illness Drugs and Substance Abuse Drug Consequences Drugs and the Law Drug Pharmacology Stress Management 4 C s (control, communication, channel, confrontation) Time Management Humor and Laughter Human Relations Seual Health Care Healthy Relationships Aging and Death Family Matters Total Body Connection Holistic Health (Elective) Wellness Wellness Appraisal Longevity and Death Brain dynamics Healthy Living Happiness Guidelines Wellness Evaluation Power of the Mind 7 Habits of Highly Effective Teens Resiliency Factors Mindset Drug and Substance Abuse Consequences Drugs and the Law Drug Pharmacology Natural Healing Human Body Immune System Natural Healing Boosters Health Advocacy Programs Monthly community programs Human Relations Aging and Death Seual Health Care Healthy Relationships Family Matters Selective Health Topics Choice of 16 topics Human Body and Disease Prevention 10 Human Systems Cancer Heart Disease Natural Healing
6 Self Awareness Health 9-12 Health Curriculum Wellness Self Awareness Health: High School Unit: Wellness 1. Wellness Appraisal 2. Longevity and Death 3. Brain Dynamics Assets of Life Time Line: 4-5 weeks A.12.1, A.12.3, A.12.6, A.12.7, A.12.8, B.12.1, B.12.2, B.12.3, B.12.4, C.12.1, C.12.2, C.12.3, C.12.4, D.12.4, D.12.5, D.12.7, F.12.1, G.12.2, G.12.3, G.12.4 Describe and differentiate the five dimensions of health Describe longevity factors and determine their relationship to a wellness lifestyle Determine the leading causes of death for various age groups and project benefits and strategies of a wellness lifestyle for these stages of life Practice daily Brain Booster activities Develop resiliency qualities through classroom activities Lecture Role Play Small Group Cooperative Projects Videos Personal Assessments Individual Projects Physical Education Counselors, Guidance Science Patch Adams Video Wellness Assessments Leading Cause of Death Slides Personal Health Contract Identify school and health care services that could be accessed by teens Group Project/Demonstration Teacher Assessment (oral/written) Teacher Observation
7 Self Awareness Health 9-12 Health Curriculum Emotional Health Self Awareness Health: High School Unit: Emotional Health 1. Self Awareness 2. Self Esteem 3. Mental Illness Time Line: 3 Weeks A.12.2, A.12.3, A.12.4, A.12.6, B.12.2, B.12.3, C.12.1, C.12.3, C.12.4, F.12.1, F.12.2, F.12.3 Describe their own self in any self-disclosure project Implement self-affirmation skills Analyze the systems and treatment for depression/psychiatric disorders Lecture Cooperative, Small Group Projects Videos Personal Assessments Individual Projects Role Play Psychology Physical Education Fitness and Wellness Personal Assessments Coat of Arms Guest Speaker Video Pay It Forward Individual Project Demonstration Teacher Assessment (Oral/Written) Teacher Observation
8 Self Awareness Health 9-12 Health Curriculum Drugs and Substance Abuse Self Awareness Health: High School Unit: Drugs and Substance Abuse 1. Drug Consequences 2. Drugs and the Law 3. Drug Pharmacology Time Line: 2-3 Weeks A.12.3, A.12.4, A.12.5, A.12.6, A.12.7, B.12.1, B.12.2, B.12.3, B.12.4, B.12.5, B.12.6, C.12.1, C.12.3, D.12.2, D.12.3, E.12.2, E.12.4, F.12.1, G.12.2, G.12.3 Evaluate the short- and long-term risk of the use of tobacco, alcohol, and other drugs including addition and dependence; violence, crime; inappropriate seual behavior Reconsider the harmful effects of use on the body systems, financial capability; interpersonal interaction and the health of those around the use Consider the role of natural highs as an alternative to drug use and other risky behaviors on violence prevention and lifestyle enhancement Analyze media influences on health decision Lecture Role Play Small Group Cooperative Projects Videos Slides Personal Assessments Individual Projects Science Sociology Freedom 2 Project Drug Court Police Liaison Police Department NIDA web site Slides Birth Defects Community Guest Speakers Project Individual Teacher Assessment (Oral/Written) Teacher Observation
9 Self Awareness Health 9-12 Health Curriculum Stress Management Self Awareness Health: High School Unit: Stress Management 1. 4 C s (Control, Communication, Channel, Confrontation) 2. Humor and Laughter 3. Time Management Time Line: 2 Weeks A.12.3, A.12.4, A.12.7, B.12.2, B.12.3, B.12.4, B.12.6, C.12.1, C.12.3, F.12.1, F.12.2, F.12.3, F.12.4, F.12.5, F.12.6 Analyze the 4 C s of stress management Demonstrate humor and laughter skills Develop a personal program for accomplishing goals Lecture Small Group/Cooperative Projects Videos Personal Assessments Individual Projects Role Plays Fitness and Wellness Humor Project Humor Video Clips Guest Speaker Group Project/ Demonstration Teacher Assessment (Oral/Written) Observations
10 Self Awareness Health 9-12 Health Curriculum Human Relations Self Awareness Health: High School Unit: Human Relations 1. Health Relationships 2. Seual Health Care 3. Family Matters 4. Aging and Death Time Line: 5 Weeks A.12.3, A.12.4, A.12.5, A.12.6, A.12.7, A.12.8, B.12.1, B.12.2, B.12.3, B.12.4, B.12.6, C.12.1, C.12.2, C.12.3, D.12.1, D.12.2, D.12.3, D.12.5, D.12.6, D.12.7, F.12.1, F.12.2, F.12.3, G.12.1, G.12.2, G.12.4 Recognize and practice the dimensions of healthy life relationships including respecting self and other, diversity of relationships in families, friends, dating, and marriage Recognize the indicators of violent interpersonal relationships such as date rape and other abuse Identify and predict the impact of selected knowledge, behaviors and attitudes on seuality Consider the aging process and ways to promote healthy, wellness choices throughout life Consider the role of death in lifestyle development and the living of healthy relationships Lecture Small Group Cooperative Projects Videos Personal Assessments Individual Projects Role Play Sociology Anatomy Science Family and Consumer Speakers Seual Assault, Contraceptives, Abstinence, Seual Orientation, Galay Video Tuesday s With Morrie Group Project Teacher Assessment (Oral/Written) Teacher Observation
11 Total Body Connection 9-12 Health Curriculum Wellness Total Body Connection: High School Unit: Wellness 1. Wellness Appraisal 2. Longevity and Death 3. Brain Dynamics Assets of Life Time Line: 4-5 weeks A.12.1, A.12.3, A.12.6, A.12.7, A.12.8, B.12.1, B.12.2, B.12.3, B.12.4, C.12.1, C.12.2, C.12.3, C.12.4, D.12.4, D.12.5, D.12.7, F.12.1, G.12.2, G.12.3, G.12.4 Describe and differentiate the five dimensions of health Describe longevity factors and determine their relationship to a wellness lifestyle Determine the leading causes of death for various age groups and project benefits and strategies of a wellness lifestyle for these stages of life Practice daily Brain Booster activities Develop resiliency qualities through classroom activities Lecture Role Play Small Group Cooperative Projects Videos Personal Assessments Individual Projects Physical Education Counselors, Guidance Science Patch Adams Video Wellness Assessments Leading Cause of Death Slides Personal Health Contract Identify school and health care services that could be accessed by teens Group Project/Demonstration Teacher Assessment (oral/written) Teacher Observation
12 Total Body Connection 9-12 Health Curriculum Drugs and Substance Abuse Total Body Connection: High School Unit: Drugs and Substance Abuse 1. Drug Consequences 2. Drugs and the Law 3. Drug Pharmacology Time Line: 2-3 Weeks A.12.3, A.12.4, A.12.5, A.12.6, A.12.7, B.12.1, B.12.2, B.12.3, B.12.4, B.12.5, B.12.6, C.12.1, C.12.3, D.12.2, D.12.3, E.12.2, E.12.4, F.12.1, G.12.2, G.12.3 Evaluate the short- and long-term risk of the use of tobacco, alcohol, and other drugs including addition and dependence; violence, crime; inappropriate seual behavior Reconsider the harmful effects of use on the body systems, financial capability; interpersonal interaction and the health of those around the use Consider the role of natural highs as an alternative to drug use and other risky behaviors on violence prevention and lifestyle enhancement Analyze media influences on health decision Lecture Role Play Small Group Cooperative Projects Videos Slides Personal Assessments Individual Projects Science Sociology Freedom 2 Project Drug Court Police Liaison Police Department NIDA web site Slides Birth Defects Community Guest Speakers Project Individual Teacher Assessment (Oral/Written) Teacher Observation
13 Total Body Connection 9-12 Health Curriculum Human Relations Total Body Connection: High School Unit: Human Relations Time Line: 5 Weeks 1. Health Relationships 2. Seual Health Care 3. Family Matters 4. Aging and Death A.12.3, A.12.4, A.12.5, A.12.6, A.12.7, A.12.8, B.12.1, B.12.2, B.12.3, B.12.4, B.12.6, C.12.1, C.12.2, C.12.3, D.12.1, D.12.2, D.12.3, D.12.5, D.12.6, D.12.7, F.12.1, F.12.2, F.12.3, G.12.1, G.12.2, G.12.4 Recognize and practice the dimensions of healthy life relationships including respecting self and other, diversity of relationships in families, friends, dating, and marriage Recognize the indicators of violent interpersonal relationships such as date rape and other abuse Identify and predict the impact of selected knowledge, behaviors and attitudes on seuality Consider the aging process and ways to promote healthy, wellness choices throughout life Consider the role of death in lifestyle development and the living of healthy relationships Lecture Small Group Cooperative Projects Videos Personal Assessments Individual Projects Role Play Sociology Anatomy Science Family and Consumer Speakers Seual Assault, Contraceptives, Abstinence, Seual Orientation, Galay Video Tuesday s With Morrie Group Project Teacher Assessment (Oral/Written) Teacher Observation
14 Total Body Connection 9-12 Health Curriculum Human Body and Disease Prevention Total Body Connection Health: High School Unit: Human Body and Disease Prevention Human Systems 2. Disease Prevention (Heart Disease, Cancer) 3. Natural Healing Techniques Time Line: A.12.2, A.12.3, A.12.4, A.12.5, A.12.7, A.12.8, B.12.1, B.12.3, B.12.4, C.12.1, C.12.2, C.12.3, D.12.7, F.12.1, G.12.2, G.12.5 Locate and describe anatomy from all 10 systems Design a program to reduce cardiovascular and cancer risk Eamine and evaluate alternative healing techniques Practical Eams Small Group Presentations Cooperative Group Slides, Videos Anatomy Science Fitness and Wellness (PE) Models/Anatomical Torsos Speakers Group Project/Demonstration Teacher Assessment (Oral/Written) Teacher Observation
15 Holistic 9-12 Health Curriculum Natural Health Techniques Health: Holistic Unit: Natural Healing Techniques 1. Human Body 2. Immune System 3. Natural Healing Boosters Time Line: 4 Weeks A.12.2, A.12.3, A.12.4, A.12.5, A.12.7, A.12.8, B.12.1, B.12.3, B.12.4, C.12.1, B.12.2, B.12.3, D.12.7, F.12.1, G.12.2, G.12.5 Locate and describe anatomy from all 10 systems Eamine immune system boosters Eamine and evaluate alternative healing techniques Practical Eams Small Group Presentations Audiovisual Anatomy Science Fitness and Wellness (PE) Models/Anatomical Torsos Speakers - Yoga Place, Fitness Center Individual/group Project/Demonstration Teacher Assessment (Oral/Written) Teacher Observation
16 Holistic 9-12 Health Curriculum Healthy Living Health: Holistic Unit: Healthy Living 1. Happiness Guidelines 2. Wellness Evaluation Time Line: 2 Weeks A.12.1, A.12.3, A.12.6, A.12.7, A.12.8, B.12.1, B.12.2, B.12.3, B.12.4, C.12.1, B.12.2., B.12.3, B.12.4, D.12.4, D.12.5, D.12.7, F.12.1, G.12.2, G.12.3, G.12.4 Describe and differentiate the five dimensions of health Eamine keys to happiness Evaluate health and personal assets Identify and analyze major life goals Lecture Small Group Cooperative Projects Audiovisual Personal Assessments Counselors/Guidance Wellness Assessments Goal Setting Slides Guest Speakers Asset Assessments Teacher Assessment (oral/written) Teacher Observation
17 Holistic 9-12 Health Curriculum Health Advocacy Program Health: Holistic Unit: Health Advocacy Program 1. Wellness Promotion 2. S.A.A.D./T.A.T.U. 3. Random Acts of Kindness Time Line: 2 Weeks F.12.1, F.12.2, F.12.3, G.12.1, G.12.2, G.12.3, G.12.4, G.12.5, G.12.6 Promote health and well being in others Demonstrate random acts of kindness Support advocacy programs in school/community Small Group Cooperative Group Audiovisual Individual/Group Projects Role Play Sociology Student School/Community Organization County Health Department A.I.D.S. Resource Center of Wisconsin Lutheran Hospital Franciscan Skemp/Mayo Video: Pay It Forward La Crosse Tribune Individual Project Demonstration Teacher Assessment (Oral/Written) Teacher Observation
18 Holistic 9-12 Health Curriculum Power of the Mind Health: Holistic Unit: Power of the Mind 1. Mind Set 2. 7 Habits of Highly Effective Teens 3. Resiliency Factors Time Line: 2 Weeks A.12.2, A.12.3, A.12.4, A.12.6, B.12.2, B.12.3, C.12.1, C.12.2, C.12.3, C.12.4, F.12.1, F.12.2, F.12.3 Eamine brain and learning strategies Analyze personal lifestyle habits Implement self-affirmation skills Lecture Personal Assessments Individual Projects Psychology Sociology Seven Habits of Highly Effective Teens by Covey Guest Speaker Resiliency Project Teacher Assessment (Oral/Written) Teacher Observation
19 Holistic 9-12 Health Curriculum Selective Health Topics Health: Holistic Unit: Selective Health Topics 1. Human Relations 2. Environmental Issues 3. Careers and Medicine 4. Resiliency Factors 5. Teenage Health Risks 6. Chemicals in our Society 7. Nutrition and Body Image 8. Sleep, Dreams, & ESP 9. Personality Traits 10. Seuality 11. Outdoor Adventures 12. Real Love 13. Mental Illness 14. Humor and Laughter 15. Heart Disease and Cancer 16. Relaation and Yoga Time Line: 5 Weeks A.12.2, A.12.3, A.12.4, B.12.2, B.12.4, B.12.5, C.12.1, C.12.4, D.12.1, D.12.2, E.12.2, E.12.4, F.12.1, F.12.3 Eamine contemporary health issues Analyze media influences on health issues Practice resiliency qualities through classroom activities Cooperative, Small Group Projects Lecture Audiovisual Individual Projects Science Curriculum (Family and Consumer) Health Careers Fitness and Wellness (PE)
20 Holistic 9-12 Health Curriculum Selective Health Topics Career Center Local Hospitals WWTC Peer Education Individual/Group Project Teacher Assessment (Oral/Written) Teacher Observation
21 9-12 Health Curriculum Wisconsin State Standards A. Health Promotion and Disease Prevention Students in Wisconsin will understand concepts related to personal health promotion and disease prevention K By the end of grade 4, students will be able to: A.4.1 Identify positive mental, emotion, social, and physical factors that influence health A.4.2 Describe how family, school, and community environments influence personal health A.4.3 Identify ways to be healthy during childhood A.4.4 Eplain how childhood diseases and injuries can be prevented or treated A.4.5 Describe the basic structure and functions of the human body systems By the end of grade 8, students will be able to: A.8.1 Describe the interrelationship of mental, emotional, social, and physical health during adolescence A.8.2 Analyze how environments and personal health are interrelated A.8.3 Describe ways to enhance health and reduce risks during adolescence A.8.4 Describe how lifestyle, family history, and other risk factors are related to the cause or prevention of disease and other health problems A.8.5 Eplain how health is influenced by the interaction of body systems A.8.6 Describe how family and peers influence the personal health of adolescents A.8.7 Eplain the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death By the end of grade 12, students will be able to: A.12.1 Describe the interrelationships of mental, emotional, social, and physical health throughout adulthood A.12.2 Analyze how the environment influences the health of the community A.12.3 Describe how to enhance health and reduce risks throughout life A.12.4 Analyze how the prevention and control of health problems are influenced by education, research, and advanced in all health-care fields A.12.5 Eplain the impact of personal health behaviors on the functioning of body systems A.12.6 Analyze how the family, peers, and community influence the health of individuals A.12.7 Analyze how behavior can impact health maintenance and disease and injury prevention A.12.8 Analyze how public health and social policies, along with government regulations, influence health promotion and disease prevention
22 9-12 Health Curriculum Wisconsin State Standards B. Healthy Behaviors Students in Wisconsin will practice behaviors to promote health, prevent disease, and reduce health risks. K By the end of grade 4, students will be able to: B.4.1 Identify responsible health behaviors B.4.2 Identify personal health needs B.4.3 Compare relative risk of various behaviors B.4.4 Demonstrate strategies to improve or maintain personal health B.4.5 Develop and practice injury prevention and management strategies for personal health B.4.6 Demonstrate ways to avoid and reduce threatening situations By the end of grade 8, students will be able to: B.8.1 Eplain the importance of assuming responsibility for personal health behaviors B.8.2 Analyze a personal health assessment to determine health strengths and risks B.8.3 Distinguish between risky behaviors which may be dangerous or harmful and those which should be relatively safe B.8.4 Demonstrate strategies to improve and maintain personal and family health B.8.5 Develop and practice injury prevention and management strategies for personal and family health B.8.6 Demonstrate ways to avoid and reduce threatening situations By the end of grade 12, students will be able to: B.12.1 Analyze the role of individual responsibility for enhancing health B.12.2 Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction B.12.3 Analyze the short-term and long-term consequences of various behaviors B.12.4 Demonstrate strategies to improve and maintain personal, family, and community health B.12.5 Develop and practice injury prevention and management strategies for personal, family, and community health B.12.6 Continue to demonstrate ways to avoid and reduce threatening situations
23 9-12 Health Curriculum Wisconsin State Standards C. Goal Setting and Decision Making Students in Wisconsin will demonstrate the ability to use goal-setting and decision-making skills to enhance health. K By the end of grade 4, students will be able to: C.4.1 Demonstrate the ability to apply a decision-making process to health issues C.4.2 Eplain when to ask for assistance in making health-related decisions and setting health goals. C.4.3 Predict outcomes of positive health decisions for themselves. C.4.4 Set a personal health goal and track progress toward achievement C.4.5 Analyze how behaviors may have both good and bad consequences By the end of grade 8, students will be able to: C.8.1 C.8.2 C.8.3 C.8.4 Demonstrate the ability to individually and collaboratively apply a decisionmaking process to health issues Analyze how health-related decisions are influenced by individuals, family, and community values Analyze how decisions regarding health behaviors have consequences for themselves and others Develop and implement a personal health plan addressing personal strengths, needs, and health risks By the end of grade 12, students will be able to: C.12.1 Demonstrate the ability to use various decision-making strategies related to health needs and risks C.12.2 Apply knowledge of individual, family, and community influences to decisionmaking processes C.12.3 Predict immediate and long-term impacts of health decisions on the individual, family, and community C.12.4 Develop, implement, and evaluate an effective plan for a health and productive life
24 9-12 Health Curriculum Wisconsin State Standards D. Information and Services Students in Wisconsin will demonstrate the ability to access valid health information and services K By the end of grade 4, students will be able to: D.4.1 Identify valid health information, products, and services D.4.2 Demonstrate the ability to locate resources from home, school, and community that provide valid health information D.4.3 Eplain how the media influences the selection of health information, products, and services D.4.4 Demonstrate the ability to name school and community health services By the end of grade 8, students will be able to: D.8.1 Analyze the validity of health information, products, and services D.8.2 Demonstrate the ability to access resources from home, school, and community that provide valid health information D.8.3 Analyze how the media influences the selection of health information and products D.8.4 Demonstrate the ability to locate health products and services D.8.5 Compare the costs and validity of health products D.8.6 Describe situations requiring professional health services D.8.7 Identify potential health careers By the end of grade 12, students will be able to: D.12.1 Evaluate the validity of health information, products, and services D.12.2 Demonstrate the ability to evaluate resources from home, school, and community that provide valid health information D.12.3 Evaluate factors that influence personal selection of health products and services D.12.4 Demonstrate the ability to access school and community health services for themselves and others D.12.5 Analyze the cost and accessibility of health-care services D.12.6 Analyze situations requiring professional health services D.12.7 Evaluate potential health careers based upon interests and abilities
25 9-12 Health Curriculum Wisconsin State Standards E. Culture, Media, and Technology Students in Wisconsin will analyze the impact of culture, media, technology, and other factors on health. K By the end of grade 4, students will be able to: E.4.1 Describe how culture influences personal health behaviors E.4.2 Eplain how the media influences thoughts, feelings, and health behaviors E.4.3 Describe ways technology can influence personal health E.4.4 Eplain how information from school and family influences health By the end of grade 8, students will be able to: E.8.1 Analyze how culture influences health behaviors E.8.2 Analyze how messages from the media and other sources influence health behaviors E.8.3 Analyze the influence of technology on personal and family health E.8.4 Analyze how information from peers influences health By the end of grade 12, students will be able to: E.12.1 Evaluate the influences of culture on health behaviors and services E.12.2 Evaluate the effect of media and other factors on personal, family, and community health E.12.3 Evaluate the impact of technology on personal, family, and community health E.12.4 Analyze how information from the community influences health
26 9-12 Health Curriculum Wisconsin State Standards F. Communication Students in Wisconsin will demonstrate the ability to use effective interpersonal communication skills to enhance health. K By the end of grade 4, students will be able to: F.4.1 Distinguish between and demonstrate verbal and nonverbal communication F.4.2 Describe and demonstrate healthy ways to epress needs, wants, and feelings F.4.3 Describe and demonstrate ways to communicate care, consideration, and respect for themselves and others F.4.4 Describe and demonstrate attentive-listening skills to build and maintain healthy relationships F.4.5 Identify possible causes of conflict F.4.6 Identify and demonstrate healthy ways to resolve conflict By the end of grade 8, students will be able to: F.8.1 Demonstrate effective verbal and nonverbal communication skills to enhance health F.8.2 Demonstrate healthy ways to epress needs, wants, and feelings F.8.3 Demonstrate ways to communicate care, consideration, and respect for themselves and others F.8.4 Demonstrate communication skills to build and maintain healthy relationships F.8.5 Analyze possible causes of conflict F.8.6 Demonstrate strategies to resolved conflict in healthy ways By the end of grade 12, students will be able to: F.12.1 Demonstrate skills to communicate effectively with family, peers, and others F.12.2 Demonstrate healthy ways to epress needs, wants, and feelings F.12.3 Demonstrate ways to communicate care, consideration, and respect for themselves and others F.12.4 Demonstrate strategies to solve interpersonal conflicts without harming self or others F.12.5 Analyze possible causes of conflict F.12.6 Demonstrate strategies to prevent and resolve conflict in healthy ways
27 9-12 Health Curriculum Wisconsin State Standards G. Advocacy Students in Wisconsin will demonstrate the ability to advocate for personal, family, school and community health. K By the end of grade 4, students will be able to: G.4.1 Describe a variety of methods to convey accurate health information and ideas G.4.2 G.4.3 Convey valid information and epress opinions about health issues Identify community organizations that advocate for healthy individuals, families, schools, and communities G.4.4 Demonstrate the ability to influence and support others in making positive health choices By the end of grade 8, students will be able to: G.8.1 Analyze various methods to accurately epress health information and ideas G.8.2 Convey valid information and epress opinions about health issues G.8.3 Demonstrate the ability to work cooperatively when advocating for healthy individuals, families, schools, and communities G.8.4 Demonstrate the ability to influence and support others in making positive health choices G.8.5 Identify barriers to effective promotion of information, ideas, feelings, and opinions about health issues and eplore options to overcome them By the end of grade 12, students will be able to: G.12.1 Evaluate the effectiveness of various methods to accurately epress health information and ideas G.12.2 Convey valid information and epress opinions about health issues G.12.3 Demonstrate the ability to work cooperatively when advocating for healthy individuals, families, schools, and communities G.12.4 Demonstrate the ability to influence and support others in making positive health choices G.12.5 Utilize strategies to overcome barriers when promoting information, ideas, feelings, and opinions about health issues G.12.6 Demonstrate the ability to adapt health messages and communication techniques to the characteristics of a particular audience
HEALTH 30. Course Overview
HEALTH 30 Description This course emphasizes attitudes, attributes and skills along with knowledge-based components to assist juniors to minimize health risks and avoid behaviors which interfere with well
More informationHEALTH Grade 3. Students comprehend concepts related to health promotion and disease prevention. Major Concepts:
Students comprehend concepts related to health promotion and disease prevention. Major s: 1CH-F1 1CH-F2 1CH-F3 1CH-F4 1CH-F5 1CH-F6 1CH-F7 Describe relationships between personal health behavior (e.g.,
More informationMinnesota CHW Curriculum
Minnesota CHW Curriculum The Minnesota Community Health Worker curriculum is based on the core competencies that are identified in Minnesota s CHW "Scope of Practice." The curriculum also incorporates
More informationDistrict 186: High School Health Education Syllabus
District 186: High School Health Education Syllabus Philosophy Statement: Health Education is a very important part of a high school students educational experience. Many students in high school do not
More informationHealth Management and Social Care
Health Management and Social Care Introduction 1. The Health Management and Social Care (HMSC) curriculum builds upon the concepts and knowledge students have learned at junior secondary level from various
More informationMSW Program. Foundation-year Required Courses (44-45 units) The course prefix for the following courses is SW.
MSW Program Foundation-year Required Courses (44-45 units) The course prefix for the following courses is SW. 6000 Human Behavior and Social Environment I (4) Theoretical perspectives examining human development
More informationINSTRUCTIONAL MATERIALS ADOPTION GENERIC EVALUATION CRITERIA GROUP V 2006 TO Health K-12
INSTRUCTIONAL MATERIALS ADOPTION PUBLISHER: Thomson Learning Delmar Learning SUBJECT: Health COURSE: High School Health Education TITLE: Essentials of Health and Wellness COPYRIGHT DATE: 2005 SE ISBN:
More informationHealth Sciences Courses
Health Sciences Courses 1 Health Sciences Courses Courses HSCI 1301. Fnd. of Hlth Sci. & Hlth Promo. Foundations of Health Science and Health Promotion (3-0) Provides information essential to understanding
More informationCatalan Association of Nursing and School Health. School Nurses: Skills, roles & qualities
Catalan Association of Nursing and School Health School Nurses: Skills, roles & qualities Introduction In today's multicultural society, we face health problems and different changing interpretations of
More informationHED - Public Health in Community Health Education Graduate Program
HED - Public Health in Community Health Education Graduate Program 1 HED - Public Health in Community Health Education Graduate Program Master of Public Health in Community Health Education Program Director:
More informationCourse Syllabus. VNSG 2410-Nursing in Health and Illness III
Course Syllabus VNSG 2410-Nursing in Health and Illness III Catalog Description: Continuation of Nursing in Health and Illness II. Further study of medical-surgical health problems of the patient including
More informationDOCUMENT E FOR COMMENT
DOCUMENT E FOR COMMENT TABLE 4. Alignment of Competencies, s and Curricular Recommendations Definitions Patient Represents patient, family, health care surrogate, community, and population. Direct Care
More informationIntroduction to Healthcare Science
Introduction to Healthcare Science Georgia 25.52100-2013 This document provides the correlation between interactive e-learning curriculum, and the Introduction to Healthcare Science standards, published
More informationDepartment of Defense INSTRUCTION
Department of Defense INSTRUCTION NUMBER 6400.07 November 25, 2013 Incorporating Change 1, April 3, 2017 SUBJECT: Standards for Victim Assistance Services in the Military Community References: See Enclosure
More informationNursing Mission, Philosophy, Curriculum Framework and Program Outcomes
Nursing Mission, Philosophy, Curriculum Framework and Program Outcomes The mission and philosophy of the Nursing Program are in agreement with the mission and philosophy of the West Virginia Junior College.
More informationDalhousie School of Health Sciences. Halifax, Nova Scotia. Curriculum Framework
Halifax, Nova Scotia Approved: June 2001 Revised: May 2006 Reviewed: Sept. 06 Revised/Approved August 2010 Revised: Sept. 2016 Revised: Nov. 2017 Page 1 Preamble This document was created to provide a
More informationFCPS Wellness Policy and Regulations
FCPS Wellness Policy and Regulations School Health Advisory Committee 2016 Recommendations to the Fairfax County School Board Purpose Place the health and wellness of FCPS students and staff members at
More informationCore Domain You will be able to: You will know and understand: Leadership, Management and Team Working
DEGREE APPRENTICESHIP - REGISTERED NURSE 1 ST0293/01 Occupational Profile: A career in nursing is dynamic and exciting with opportunities to work in a range of different roles as a Registered Nurse. Your
More informationEE: Licensed Practical Nurse Educator Role
EE: Licensed Practical Nurse Educator Role Alberta Licensed Practical Nurses Competency Profile 293 Competency: EE-1 Knowledge of Nursing Education EE-1-1 EE-1-2 EE-1-3 EE-1-4 EE-1-5 EE-1-6 EE-1-7 Demonstrate
More informationPARENT TRAININGS FREE TO ALL PARENTS FAMILY ENGAGEMENT EDUCATION SERVICE CENTER REGION 20
2017-2018 PARENT TRAININGS FREE TO ALL PARENTS FAMILY ENGAGEMENT EDUCATION SERVICE CENTER REGION 20 Mark your calendar to attend our Parent Trainings! Please note: Children ages 0-17 are not allowed to
More informationTransforming Safety 2018 Cycle 1: Final Grant Awards
Transforming Safety 2018 Cycle 1: Final Grant Awards North Aurora Organization Arc of Aurora Aurora Economic Opportunity Coalition Grant Award $70,000.00 Grant funds will be used to: 1) Develop, promote,
More informationHealth 1 - PNUR 101 Practical Nursing Program. Course Outline
Health 1 - PNUR 101 Practical Nursing Program Course Outline COURSE IMPLEMENTATION DATE: Pre 1998 OUTLINE EFFECTIVE DATE: September 2008 COURSE OUTLINE REVIEW DATE: March 2013 GENERAL COURSE DESCRIPTION:
More informationIllinois Birth to Three Institute Best Practice Standards PTS-Doula
Illinois Birth to Three Institute Best Practice Standards PTS-Doula The Ounce recognizes that there are numerous strategies that can be employed to effectively serve pregnant and parenting teens and their
More informationPerson Centered Care Body of Knowledge
Person Centered Care Body of Knowledge 1) Human Development and Late Adult Years Life Span Potential Theories of Aging 2) Human Development and Aging Human Behavior and Aging Potential and Creativity Wellness
More informationUNIT 4 ROLE OF NURSE IN COMMUNITY MENTAL HEALTH PROGRAMME
UNIT 4 ROLE OF NURSE IN COMMUNITY MENTAL HEALTH PROGRAMME Structure 4.0 Objectives 4.1 Introduction 4.2 Levels of Prevention and Role of a Nurse 4.2.1 Primary Prevention 4.2.2 Secondary Prevention 4.2.3
More informationNUR 211 HEALTH CARE CONCEPTS
NUR 211 HEALTH CARE CONCEPTS COURSE DESCRIPTION Prerequisites: NUR 111, NUR 112, NUR 114, NUR 212, BIO 169, BIO 271, PSY 150, PSY 241, Corequisites: NUR 113, ENG 112 This course is designed to further
More informationList of Upper Division Non-Science Electives * = this course has prereqs purple highlight = special type of course
APK 2001 Medical and Scientific Terminology This course is the study of medical and scientific terminology, the language of medicine that focuses on prefixes, suffixes, word roots and their combining forms
More informationMASTER DEGREE CURRICULUM. MEDICAL SURGICAL NURSING (36 Credit Hours) First Semester
First Semester MASTER DEGREE CURRICULUM MEDICAL SURGICAL NURSING (36 Credit Hours) NURS 601 Biostatistics 3 NURS 611 Theoretical base for advanced medical surgical nursing 3 NURS 613 Practicum for advanced
More informationLYNNFIELD PUBLIC SCHOOLS WELLNESS POLICY
LYNNFIELD PUBLIC SCHOOLS WELLNESS POLICY The Lynnfield Public Schools (LPS) promotes health and wellness for the school community. The school district recognizes that strong physical, mental, and social
More informationHealth I: Life Management Skills
Health I: Life Management Skills Think about the healthiest person you know. What does that person do to stay healthy? While some parts of our health are determined by genetics and other factors out of
More informationK-5 Health Curriculum Rapid City Area Schools
K-5 Health Curriculum Rapid City Area Schools Approved by the Board of Education, January 2003 Update approved by the Board of Education, May 7, 2009 1 RAPID CITY AREA SCHOOLS 300 6 th Street Rapid City,
More informationChild and Family Development and Support Services
Child and Services DEFINITION Child and Services address the needs of the family as a whole and are based in the homes, neighbourhoods, and communities of families who need help promoting positive development,
More informationPosition Profile Executive Director
Position Profile Executive Director La Clínica del Pueblo, a Federally Qualified Health Center ( FQHC ), seeks a passionate and community-oriented Executive Director who will advance the organization s
More informationThis document applies to those who begin training on or after July 1, 2013.
Objectives of Training in the Subspecialty of Occupational Medicine This document applies to those who begin training on or after July 1, 2013. DEFINITION 2013 VERSION 1.0 Occupational Medicine is that
More informationMajor Matrix Family and Consumer Sciences Education 5-12 Licensure
Family and 5-12 Licensure FCS 421 Senior Seminar and FCS 421 Senior Seminar Career and Technical Professional Education Core Prospective vocational education teachers will complete studies in professional
More informationThis course should take approximately 15 minutes to complete. If you have any questions, please contact the appropriate number listed on the screen.
Slide 1 Welcome to the Violence in the Workplace course. Unfortunately, hospital staff members are sometimes exposed to unsafe situations. In fact, Healthcare workers are four times more likely to be assaulted
More informationMeaning ESSENTIAL QUESTIONS
STANDARD 2.1 WELLNESS GRADE 3&4 Established Goals: Standards 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. A. Personal Growth and
More informationCore competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa
Core competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa Developed by the Undergraduate Education and Training Subcommittee
More informationFlorida Sexual Violence Program Standards Core Services 24-HOUR HOTLINE
24-HOUR HOTLINE A 24-hour, seven day a week telephone hotline operated by the agency to provide immediate telephone crisis intervention services, which are available and accessible to all primary and secondary
More informationContinuing Professional Development (CPD) and Health Sciences
Continuing Professional Development (CPD) and Health Sciences Accredited by Qatar Council for Healthcare Practitioners Accreditation Department (QCHP-AD), the College of the North Atlantic Qatar is offering
More informationTHE ASCENSION HEALTH CORPORATE RESPONSIBILITY PROGRAM A MISSION BASED ON VALUES AND ETHICS
THE ASCENSION HEALTH CORPORATE RESPONSIBILITY PROGRAM A MISSION BASED ON VALUES AND ETHICS Ascension Health, its local health ministries, associates and agents are committed to carrying out their health
More informationWelcome Package. Information for Families
Welcome Package Information for Families 35 Blackmarsh Rd. St. John s, NL A1E 1S4 Phone: 709-733-2273 Fax: 709-757-3551 Email: info@blueskyfamilycare.com Welcome to Blue sky Residential Care Blue sky is
More informationEastern Michigan University Clinical Mental Health Counseling College Counseling School Counseling Program Evaluation April 2017
Eastern Michigan University Clinical Mental Health Counseling College Counseling School Counseling Program Evaluation April 2017 The purpose of this report is to provide a summary of the Counseling faculty
More informationMARENGO HIGH SCHOOL DISTRICT POLICY MANUAL TABLE OF CONTENTS GENERAL SCHOOL ADMINISTRATION
MARENGO HIGH SCHOOL DISTRICT POLICY MANUAL TABLE OF CONTENTS GENERAL SCHOOL ADMINISTRATION 3:10 Goals and Objectives 3:20 OPEN 3:30 Line and Staff Relations 3:30-APAdministrative Procedure Organizational
More informationNational Competency Standards for the Registered Nurse
National Competency Standards for the Registered Nurse INTRODUCTION DESCRIPTION OF REGISTERED NURSE DOMAINS NATIONAL COMPETENCY STANDARDS GLOSSARY OF TERMS Introduction The Australian Nursing and Midwifery
More informationThe school health advisory council shall meet for this purpose a minimum of two times annually.
Page 1 of 6 The District Wellness Policy is intended to develop and implement wellness policies that create a learning environment that allows students to achieve their full academic potential and enjoy
More informationCourse Descriptions COUN 501 COUN 502 Formerly: COUN 520 COUN 503 Formerly: COUN 585 COUN 504 Formerly: COUN 615 COUN 505 Formerly: COUN 660
Course Descriptions COUN 501: Counselor Professional Identity, Function and Ethics (3 hrs) This course introduces students to concepts regarding the professional functioning of counselors, including history,
More informationPierpont Community & Technical College School of Health Careers Practical Nursing Program
Pierpont Community & Technical College School of Health Careers Practical Nursing Program ADMISSION PROCESS 1. Complete and submit Pierpont Community & Technical College application including: a. Submit
More informationLOCAL SCHOOL WELLNESS POLICY FILE: IHAM. Health Education and Setting Nutrition Education Goals
LOCAL SCHOOL WELLNESS POLICY FILE: IHAM TITLE: Health Education and Setting Nutrition Education Goals The School Board of Orange County, Florida ( Board ) believes that good health fosters student attendance
More informationHealth Promotion and Wellness
Health Promotion and Wellness Dr. Jack Thomas, Acting Chair Nutrition Science and Wellness Department J.Thomas@farmingdale.edu 631-794-6591 Theresa Patnode Santmann School of Health Sciences The Bachelor
More informationHealth and School Programme in Secondary Education. Catalonia (Spain)
Health and School Programme in Secondary Education. Catalonia (Spain) Ramon Prats Dtor. of Maternal and children Health DGSP Margarita Coll. Nursing of Maternal and children Health DGSP 1 Introduction
More informationColorado Common Core State Standards 1 st -5 th Grade Summary
2. Physical and Personal Wellness (CO) 2. Demonstrate health enhancing behaviors to prevent unintentional injury or illness (1 st ) None for 2 nd that relates to Kidpower all about food choices None for
More informationStandards for specialist education and practice
Standards for specialist education and practice This document is now the UKCC s exclusive reference document specifying standards for specialist practice. Any previous documentation, as detailed below,
More informationINTRODUCTION TO THE RESPIRATORY CARE PROGRAM
INTRODUCTION TO THE RESPIRATORY CARE PROGRAM Objectives Provide a brief video about the field of Respiratory Care Explain the process for a student applying to our program Selective Ranking Form Demonstrate
More informationCertified Prevention Specialist (CPS) International Certification and Reciprocity Consortium (IC&RC) Reciprocal Credential
Certified Prevention Specialist (CPS) International Certification and Reciprocity Consortium (IC&RC) Reciprocal Credential Applicant Name: The Certified Prevention Specialist is an individual who has demonstrated
More informationSOS CHILDREN S VILLAGES ILLINOIS. ASSISTANT DIRECTOR OF PROGRAMS AND SERVICES POSITION DESCRIPTION (Full-time / Exempt; Lockport, IL.
SOS CHILDREN S VILLAGES ILLINOIS BASIC FUNCTION: ASSISTANT DIRECTOR OF PROGRAMS AND SERVICES POSITION DESCRIPTION (Full-time / Exempt; Lockport, IL.) The Assistant Director of Programs & Services is responsible
More informationPosition Number(s) Community Division/Region(s) Norman Wells Sahtu/Sahtu
IDENTIFICATION Department Northwest Territories Health and Social Services Authority Position Title Healthy Families and Community Wellness Worker Position Number(s) Community Division/Region(s) 87-13146
More informationSCHOOL OF SOCIAL WORK University of Wisconsin- Madison
SCHOOL OF SOCIAL WORK University of Wisconsin- Madison Handbook of the Advanced Generalist Specialization with Focus Areas in: * Aging * Children, Youth and Families * Health * Mental Health 2017-2018
More informationBTEC NQF L3 Nationals in Health and Social Care
Exam Board: Edexcel BTEC NQF L3 Nationals in Health and Social Care The Health and Social Care curriculum at Key Stage 5 is designed to cover a range of qualifications such as: BTEC NQF L3 National Extended
More informationOur Vision: Safe, healthy individuals, families and communities. Our Mission: Transforming Lives
State of Washington Dept. of Social and Health Services invites applications for the position of: Mental Health Program Administrator (DBHR) 05686 SALARY: $57,660.00 - $74,508.00 Annually OPENING DATE:
More informationTHE PARENT IS YOUR PATIENT TOO!
THE PARENT IS YOUR PATIENT TOO! MAKING THE CASE FOR INTIMATE PARTNER VIOLENCE ADVOCACY IN THE PEDIATRIC SETTING May 10, 2017 Note: Listen to the webinar using your computer s speakers. There is no phone
More informationEL DORADO UNION HIGH SCHOOL DISTRICT Educational Services. Course of Study Information Page
Course of Study Information Page Course Title:Medical Arts and Science, Level II #284 (Equivalent to Core Class ROP Health Occupations 101. One year course Block schedule, semester long.) Rationale: This
More informationNURSING STUDENT HANDBOOK
2016 NURSING STUDENT HANDBOOK Independence University s Nursing Mission: Building upon the University s mission, the Nursing Department is dedicated to helping our students graduate and get a much better
More informationNeillsville High School Graduate Local Scholarship Common Application
Neillsville High School Graduate Local Scholarship Common Application Due Date: March 1, 2016 to the Counseling Office Below is a listing of all scholarships that may be applied for by using this one Graduating
More informationCollege of Southern Maryland
College of Southern Maryland Credit By Examination Departmental Exam Study Guide Health Sciences Division NUR 1015 - Introduction to Nursing (3) Course Description: Students receive an overview of the
More informationBREINING INSTITUTE 8894 GREENBACK LANE ORANGEVALE, CALIFORNIA USA TELEPHONE (916)
BREINING INSTITUTE 8894 GREENBACK LANE ORANGEVALE, CALIFORNIA USA 95662-4019 TELEPHONE (916) 987-2007 Advanced Credential for the Addiction Professional Certified Co-occurring Disorders Specialist (CCDS)
More informationHUMBOLDT SENIOR RESOURCE CENTER Job Description
HUMBOLDT SENIOR RESOURCE CENTER Job Description JOB TITLE: DEPARTMENT: REPORTS TO: FLSA STATUS: PACE Center Manager Redwood Coast PACE Redwood Coast PACE Director FT Eempt APPROVED: August 2017 JOB SUMMARY:
More informationHealthy Moms Happy Babies 2nd Edition, 2015 Has Answers
Healthy Moms Happy Babies 2nd Edition, 2015 Has Answers Building Stronger Collaborations With Domestic Violence Agencies and Addressing Programmatic Barriers to Screening: For free technical assistance
More informationUniversity of Alabama School of Medicine Goals and Objectives for the Educational Program Leading to the MD Degree
University of Alabama School of Medicine Goals and Objectives for the Educational Program Leading to the MD Degree Vision The University of Alabama School of Medicine aspires to achieve national recognition
More informationDepartment of Defense MANUAL
Department of Defense MANUAL NUMBER 6400.01, Volume 1 March 3, 2015 Incorporating Change 1, April 5, 2017 USD(P&R) SUBJECT: Family Advocacy Program (FAP): FAP Standards References: See Enclosure 1 1. PURPOSE
More informationITT Technical Institute. NU260 Maternal Child Nursing SYLLABUS
ITT Technical Institute NU260 Maternal Child Nursing SYLLABUS Credit hours: 8 Contact/Instructional hours: 160 (40 Theory Hours, 120 Clinical Hours) Prerequisite(s) and/or Corequisite(s): Prerequisites:
More informationSchool of Nursing Philosophy (AASN/BSN/MSN/DNP)
School of Nursing Mission The mission of the School of Nursing is to educate, enhance and enrich students for evolving professional nursing practice. The core values: The School of Nursing values the following
More information2/21/2018. Chronic Conditions Health and Productivity Specialty Medications. Behavioral Health
Employee Health, Engagement and Productivity: Moving Beyond the Traditional Approach Sarah Smith Senior Consultant, Lockton Health Risk Solutions Hot topics in population health management Behavioral Health
More informationCertificated Staff Code of Conduct
Certificated Staff Code of Conduct Mission: Each student is highly educated, prepared for leadership and service, and empowered for success as a citizen in a global community. The Columbus City School
More information907 KAR 15:080. Coverage provisions and requirements regarding outpatient chemical dependency treatment center services.
907 KAR 15:080. Coverage provisions and requirements regarding outpatient chemical dependency treatment center services. RELATES TO: KRS 205.520, 42 U.S.C. 1396a(a)(10)(B), 1396a(a)(23) STATUTORY AUTHORITY:
More informationFiltered by Region: Central. Hillside Family of Agencies Employment Listings
Record # : 9573 Position: YOUTH CARE PROFESSIONAL I Date: 1/8/2018 Program: Specialized- Orion Hall Hours: Full Time- 40 Hours- Mostly Evenings The Youth Care Professional I (YCP) performs functions related
More informationPrepaid Inpatient Health Plans (PIHP), Community Mental Health Services Programs (CMHSP)
Bulletin Michigan Department of Health and Human Services Bulletin Number: MSA 15-42 Distribution: Prepaid Inpatient Health Plans (PIHP), Community Mental Health Services Programs (CMHSP) Issued: October
More informationsecond year level nursing courses (NURS 210, NURS 250, NURS 251, NURS 252 and NURS 360) and admission to program.
Nursing (NURS) 1 Nursing (NURS) NURS 189. Skills for Academic Success. 1 Credit. This course is designed to ease the transition for new students at NDSU. Students will be introduced to campus and learn
More information805D-56A-6707 Demonstrate Understanding of Pastoral Crisis Counseling Status: Approved
Report Date: 02 May 2017 805D-56A-6707 Demonstrate Understanding of Pastoral Crisis Counseling Status: Approved Distribution Restriction: Approved for public release; distribution is unlimited. Destruction
More informationPsychologically Safe Leader Assessment
Psychologically Safe Leader Assessment Psychologically Safe Leader Assessment (PSLA) By completing the Psychologically Safe Leader Assessment: Employee Feedback (PSLA-E), you are contributing to your leader
More informationHOMEBUILDERS STANDARDS
HOMEBUILDERS STANDARDS Copyright 1991, 2007 Institute for Family Development 34004 16 th Avenue South, Suite 200 Federal Way, WA 98003 (253) 874-3630 HOMEBUILDERS Program Structure Standards Specific Target
More informationBIOSC Human Anatomy and Physiology 1
BIOSC 0950 3 Human Anatomy and Physiology 1 This course is designed to present students with a basic foundation in normal human anatomy and physiology. Topics covered are: cell physiology, histology, integumentary,
More informationJodi Bremer-Landau, PhD Licensed Psychologist
WELCOME TO MY PRACTICE Welcome! I recognize that it takes a lot of courage to seek services and I truly appreciate your interest in working together. I look forward to making progress with you as we journey
More informationPTS-HFI Best Practice Standards Initial Engagement/Screening & Assessment
PTS-HFI Best Practice Standards Initial Engagement/Screening & Assessment Principle Practice Benchmark IE1 - By targeting pregnant and parenting teens, programs can effectively address child abuse, neglect,
More information9/17/ years of Peer Assistance. Peer Assistance Programs and Perspectives AANA Peer Assistance Program
Peer Assistance Programs and Perspectives AANA Peer Assistance Program Julie Rice, BA Manager Health & Wellness and Peer Assistance Programs 35 years of Peer Assistance 1983 Committee on Chemical Dependency
More informationSAMPLE. TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course Student Information Book. HLT07 Health Training Package V5
HLT07 Health Training Package V5 TAFE NSW HLT51612 Diploma of Nursing (Enrolled/Division 2 Nursing) Course 14393 Student Information Book Version 1 Training and Education Support Industry Skills Unit Meadowbank
More informationSOCIAL WORK (SOCW) 100 Level Courses. 200 Level Courses. 300 Level Courses. Social Work (SOCW) 1
Social Work (SOCW) 1 SOCIAL WORK (SOCW) 100 Level Courses SOCW 110: Global Perspectives on Human Rights. 3 credits. Explores awareness about human rights issues around the world. Students will become familiar
More informationPERSONAL CARE ATTENDANT COMPETENCY DEVELOPMENT GUIDE
PERSONAL CARE ATTENDANT COMPETENCY DEVELOPMENT GUIDE Introduction and Overview A highly competent personal care attendant workforce is critical to the well-being and safety of individuals who need support
More informationHUMBOLDT SENIOR RESOURCE CENTER Job Description
HUMBOLDT SENIOR RESOURCE CENTER Job Description JOB TITLE: DEPARTMENT: REPORTS TO: FLSA STATUS: Home Care - Personal Care Attendant PACE PACE Home Care Coordinator 1.0 FTE Non-Eempt APPROVED: May 2016
More informationCommunity Health Needs Assessment
Community Health Needs Assessment Bollinger County, Missouri This assessment will identify the health needs of the residents of Bollinger County, Missouri, and those needs will be prioritized and recommendations
More informationSexual Offense Prevention Policy (SOPP)
Policy Number: 04.015 Policy Title: Sexual Offense Prevention Policy (SOPP) Policy Type: Student Handbook Governing Body: Community Council and Senior Leadership Team Date of Current Revision or Creation:
More informationBaker College Waiver Form Office Copy Criminal Justice Concentration Criminal Justice Studies Bachelor of Science
Baker College Waiver Form Office Copy Criminal Justice Concentration Criminal Justice Studies Bachelor of Science NAME: UIN: Acknowledgment Form - Open Enrollment Program By initialing each line below,
More informationJOB DESCRIPTION. Specialist Looked After Children s Nurse
JOB DESCRIPTION Job Title: Division/Department: Responsible to: Accountable to: Looked After Children Nurse Womens & Children Division / ESCAN Specialist Looked After Children s Nurse Specialist Looked
More informationDistrict Mission Statement. Beliefs. Philosophy of Practical Nursing Education
District Mission Statement The mission of the Cape May County Technical School District is to produce graduates with the necessary skills to compete in the global workplace, the knowledge to pursue higher
More informationWestcoast Children s Clinic POSTDOCTORAL RESIDENCY PROGRAM. in Child and Adolescent Psychology
Westcoast Children s Clinic 2017-2018 POSTDOCTORAL RESIDENCY PROGRAM in Child and Adolescent Psychology TABLE OF CONTENTS INSIDE POSTDOCTORAL RESIDENCY PROGRAM Pages 1-3 TRAINING ACTIVITIES Page 4-5 POSTDOCTORAL
More informationAssistant Director of Alcohol, Drug, and Mental Health Services Clinical Operations Job Bulletin #
All photographs courtesy of Mark Bright and used by permission. COUNTY OF SANTA BARBARA Assistant Director of Alcohol, Drug, and Mental Health Services Clinical Operations Job Bulletin #13-8004-07 The
More informationThere are no application fees to be granted the MATC, although you will need to pass the on-line MATC Exam or complete the MATC Education Course.
BREINING INSTITUTE 8894 GREENBACK LANE ORANGEVALE, CALIFORNIA USA 95662-4019 TELEPHONE (916) 987-2007 Advanced Credential for the Addiction Professional Medication-Assisted Treatment Counselor (MATC) Credential
More informationHealth Science Career Cluster (HL) Therapeutic Services - Patient Care Career Pathway (HL-THR) 13 CCRS CTE
Health Science Career Cluster (HL) 1. Determine academic subject matter, in addition to high school graduation requirements, necessary for pursuing a health science career. 2. Explain the healthcare worker
More informationEstablishing Organizational Partnerships to Increase Student Access to Sexual Health Services
Connections for Student Success Establishing Organizational Partnerships to Increase Student Access to Sexual Health Services A Resource Guide for Education Agencies Developed by and and The mark CDC is
More informationHealth Care Foundation Standards: 1 Academic Foundation 2 Communications 3 Systems 4 Employability Skills 5 Legal Responsibilities 6 Ethics
Health Care Foundation Standards: Eleven standards comprise the Health Care Foundation Standards category of the National Health Care Skill Standards. Prior to entering the health care workforce or entering
More information