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Health Exam Edge > Teaching Health > Flashcards

Teaching Health Flashcards

1
Q

What are the five predominant philosophies of health education?

A

(1) behavior change;
(2) cognitive-based philosophy;
(3) decision-making philosophy;
(4) freeing/functioning philosophy;
(5) social change philosophy.

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2
Q

Bloom’s Taxonomy affective domain:

A 
receiving
responding
valuing
organization
internalizing
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3
Q

Outlines the professional obligations that an educator is expected to maintain and outlines the educator’s obligations to the community.

A

Code of Ethics for Health Education Professionals

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4
Q

The domain that deals with feelings

A

Affective

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5
Q

Often used, Michigan Model for Comprehensive School Health Education

A

The POWER model

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6
Q

It is used to help students as they are making decisions.

A

The POWER model

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7
Q

P - POWER model

A

What’s the problem?

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8
Q

O - POWER model

A

What are the options?

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9
Q

W - POWER model

A

What’s best to do?

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10
Q

E - POWER model

A

Enact your plan

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11
Q

R - POWER model

A

Reflect on the outcome and revise your strategy (if necessary)

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12
Q

Bloom’s Taxonomy outlines three educational objective domains.

A

cognitive, affective, and psychomotor

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13
Q

F in the FITT acronym

A

Frequency

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14
Q

I in the FITT acronym

A

Intensity

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15
Q

T in the FITT acronym

A

Time

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16
Q

T in the FITT acronym

A

Type

17
Q

personal communication assessments can be used for any grade level

A

True

18
Q

health educator’s first responsibility is to the

A

public

19
Q

students will comprehend concepts related to health promotion and disease prevention

A

National Health Education Standard 1

20
Q

YRBSS

A

Youth Risk Behavior Surveillance System

21
Q

Students will demonstrate the ability to advocate for personal, family, and community health

A

National Health Education Standard 8

22
Q

Strategy that focuses on student strengths. This teaching method helps students build problem solving and negotiating skills, thus empowering them to make good decisions and protect themselves

A

youth asset model

23
Q

overall goal of this Model is to identify the outcome, its cause, and design interventions to reach the outcome

A

PRECEDE-PROCEED

24
Q

In the PRECEDE-PROCEED model of health program planning, what does the the PRECEDE phase deal with?

A

educational diagnosis, i.e. assessment

25
Q

In the PRECEDE-PROCEED model of health program planning, what does the the PROCEED phase involve

A

implementation and evaluation of the program

26
Q

refers to consistent measurement within test data.

A

reliability

27
Q

people are motivated to prevent harm based on how well they feel they are able to cope with the behavior

A

Protection Motivation Theory

28
Q

Seven-Level Model of a school to build a staircase curriculum: “Recognizing a need”

A

Level 1

29
Q

Seven-Level Model of a school to build a staircase curriculum: “Organizing for change.”

A

Level 2

30
Q

Seven-Level Model of a school to build a staircase curriculum: “Working on the building blocks.”

A

Level 3

31
Q

Seven-Level Model of a school to build a staircase curriculum: “Moving as a whole school.”

A

Level 4

32
Q

Seven-Level Model of a school to build a staircase curriculum: “Establishing the system.”

A

Level 5

33
Q

Seven-Level Model of a school to build a staircase curriculum: “Implementing the staircase curriculum.”

A

Level 6

34
Q

Seven-Level Model of a school to build a staircase curriculum: “Fully engaging students and families.”

A

Level 7

35
Q

the degree of accuracy within the results of a study or data,

A

Validity

37
Q

national health education standard 3

A

helps students learn to evaluate and access health information, products, and services

37
Q

Students will demonstrate the ability to use goal-setting skills to enhance health

A

National Health Education Standard 6

Health Exam Edge (2 decks)

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