MICHIGAN HEALTH EDUCATION TEACHING STANDARDS · MICHIGAN HEALTH EDUCATION TEACHING STANDARDS. METHODS/STRATEGIES: ... Read Essays 1,2,3,4,5,8,22 ... • Each section …

HSC 526 Behavioral Health Plan for Learning Activities & Assessment linked to Michigan Teacher Preparation Standards

MICHIGAN HEALTH EDUCATION TEACHING STANDARDS

METHODS/STRATEGIES ASSESSMENT

Standard 1 Competency 1.1 Understand basic health content as it relates to school health education.

Benchmark 1.1.1 Understand the basic structures, functions and interactions of human body systems, and how health behaviors impact them. Benchmark 1.1.2 Understand the health education content areas as they apply to social, mental, physical, and environmental health. The content areas should include the prevention of injury and violence; alcohol and drug use prevention; tobacco use prevention; sexual health; nutrition; physical activity; emotional health; personal and consumer health; and community and environmental health.

• Infer humor as a sign of, and an ingredient of mental health.

• PowerPoint program “Mind-Body Connection”

• Read Essays 1,2,3,4,5,8,22 • Read Essays 13, 18,21,25

• Mid-term exam • Learning Objective:1

*Mid-term and final exam *Learning Objective:2



Standard 1 Competency 1.2 Demonstrate skills related to individual health.

Benchmark 1.2.1 Demonstrate effective interpersonal communication skills.

• Justify group interaction as a way to: (1) Explore personal issues. (2) Confront and support others in

an honest caring way. (3) Clarify personal goals. (4) Search for alternatives and

options. (5) Give feedback to others freely.

• Demonstrate concern for others.

• Many small groups discussions based on course learning objectives and materials covered.

• Group contract developed in how to treat others in class

• Personal growth project presented on the last day of class

• Group contract placed on course Blackboard website

• Personal growth projects turned in the last day of class for instructor review and comments (Learning Objective:3/Chapter:10,13)




Benchmark 1.2.3 Demonstrate the ability to solve problems, make decisions, and set goals related to personal health.

• Outline personal goals. • Describe rational thinking to feelings and

behavior. • Demonstrate taking responsibility for

personal learning. • Identify the status of his/her mental health

and list principles to improve it. • Verify stressors in life and describe coping

skills. • Share a plan for self-improvement for

mental health. • Give examples of new behavior outside as

well as inside of class. • Demonstrate areas of personal satisfaction

and peak experience. • Interpret attitudes, values and beliefs

related to: a. Past influences and decisions. b. Self-concept, work and stress. c. Love and sex. d. Intimate relationships and family

life. e. Death and meaning of life. f. Future goals and personal

philosophy.

• Read Essays 10,11,14,31

• Take a personality test to reflect on and share in class

• Read Essays 15,18,29 • Same group discussions on

changing personal behaviors and finding peak life experiences

• Units focused on self-esteem, love and loving relationships, stress management skills, significant others in my life, the meaning of death in my life, life turning points, human potential, setting and achieving personal goals

• Personal goals are presented by

students in class (Learning Objective:3/Chapter: 10)

• Share and turn in personality tests • Students turn in many discussion

questions from the textbook from the chapters listed covering the content material listed

• Learning Objective:4/Chapters:2,4,5,6,7,810,11)

• Mid-term and final exams




Benchmark 1.2.4 Demonstrate strategies used to peacefully resolve conflict and prevent violence.

• List methods used in violence/injury prevention programs and conflict resolution

* Human Resource personal present a unit on violence/injury prevention

• Packet presented by Human Resource personal has many tools and examples

• Learning Objective:5



Standard 1 Competency1.3 Analyze and predict the impact of health behaviors that support or place child health at risk, as identified in the health research, e.g., the six priority areas identified by Centers for Disease Prevention and Control. The content areas in this course include: alcohol and drug use prevention; emotional health.

Benchmark 1.3.2 Investigate social and personal factors influencing health behaviors of young people, e.g., family, peers, media, culture, environment, technology, and community norms. Benchmark 1.3.3 Investigate the roles of knowledge, skills, self-efficacy, perception of risk, motivation and environmental support in changing behavior, as defined in the research.

• Describe a climate of trust in which personal self-disclosure can occur.

Benchmark 1.3.4 Analyze the interrelationships of physical, intellectual, emotional and social health during childhood.

• Read Essays 4,23,40

• Read Essay 17 • Present PowerPoint program “Love

and Healing”

• Read Essay 25

• Complete discussion questions from essay readings

• Learning Objective:6/Chapters:5,14

• Mid-term exam • Learning Objective: 7

* Learning Objective:8/Chapters:1,2,3



Standard 2

Standard 2.1 Obtain health-related data about the social and cultural environments, growth and development factors, needs and interests of young people. 2.1.1 Select valid and current sources of information and data, e.g., the Youth Risk Behavior Survey, the National Longitudinal Study of Adolescent Health. 2.1.2Effectively use computerized sources of information and data.

• All class members are divided into groups to organize and present to the class on a selected behavioral health topic. Current data and trends are discussed in each topic selected.

• Lectures are provided on a variety

of behavioral health issues for youth (i.e. alcohol and drug abuse, depression, eating disorders) using information and data from the YRBS and other data sets.

• Group presentation project has each

student group plan the educational session using a variety of valid and current sources of information and data

• Ibid.

• An assessment rubric is used to score each group presentation.

• Test questions are used to assess these learning outcomes.

• Group classroom presentation

project has a scoring rubric (see attachment)

• Learning Objective:9 • Learning Objective:10



Standard 3 Competency 3.2 Develop a logical and developmentally appropriate scope and sequence plan that is based on the Michigan Content Standards and Benchmarks for Health Education. (Attachment 2)

Benchmark 3.2.1 Determine the range of essential health concepts, information, and skills that are developmentally and culturally appropriate to the student population, and related to content areas. Benchmark 3.2.2 Organize and prioritize the content areas comprising the scope of a program in a logical and developmentally appropriate sequence that includes the following components: (this course) the prevention of injury and violence and emotional health.

• Plan and present a mental health education course unit.

• The group classroom presentation project is a lesson plan for the day that is culturally appropriate to the student population

• Ibid.

• See scoring rubric for classroom group presentation (see attachment)


• See scoring rubric




Standard 4 Competency 4.1 Exhibit competence in implementing planned programs, using best practice that is aligned with the Michigan Teaching and Learning Standards.

Benchmark 4.1.2 Apply individual and cooperative group learning strategies to given learning situations in the classroom, at home, and in the community.

• Group presentation project and interactive role plays and games

• Scoring rubric from group presentation project, classroom discussions following interactive role plays and games




Standard 4 Competency 4.2 Connect instruction to prior student learning in specified settings, e.g., elementary, middle or high school; general, special or alternative education.

Benchmark 4.2.3 Assist students in making learning connections between health instruction and other curricular areas.

• All class members are divided into groups to organize and present to the class on a selected behavioral health topic.

o Current data and trends are discussed in each topic selected.

o Students will observe how each subject relates to other areas of study.

• Students use a standard lesson

planning guide to develop their group classroom presentation

* Scoring rubric for group presentation - An assessment rubric is used to score each group presentation. (see assessment folder) * Learning Objective:14 • plan and present a mental health

education unit of instruction.



Standard 6

6.1.2 Identify available school services that can be used to enhance healthy development.

• Identify when professional help is needed and describe options for referral within the formal and informal mental health system.

• Many mental health disorders are presented throughout the course-i.e. alcohol and other drug addictions, depression, schizophrenia

• Presentations are made to class by professional in the mental health field on local resources and referral systems

• Students have guest speakers from a variety of services offered at Central Michigan University (i.e. Native American Programs, Human Resources, Counseling Center) to help them be aware of services available to all CMU students to assist in their developmental needs while attending college.

• Discussion of services available to K-12 students within communities

• Learning Objectives:15 • Web links through our CMU

counseling center are provided that have both local and national resources on mental health disorders

Department verifies these activities have been completed as a part of our program assessment process completed every five years by the University.



Standard 6 Competency 6.2 Promote and contribute to a nurturing and health promoting school climate that supports students’ capacity to learn.

• Read Essay 20, 26

• Complete discussion questions from the essay readings

Benchmark 6.2.2 Model the conflict resolution strategies that are taught to students.

* Role plays, movies and real life examples are provided

* A special packet on violence prevention and conflict resolution is provided by our Human Resource Department *Learning Objective: 16



Standard 7 Competency 7.1 Use technology effectively to access valid health information.

Benchmark 7.1.1 Match a health need with valid information sources. Benchmark 7.1.2 Access valid information sources.

• Demonstrate ability to express thoughts and feelings both in writing and in speaking.

• Compare, observe and practice counseling

skills for health professionals.

• CMU Counseling Center provides valuable local and national web site address to mental health resources during their presentation in class

• The text used in the behavioral

health course was updated in 2007 • Each section of text includes

Personal Lifestyle Change Suggestions and Suggested Health Related Information Websites

• This data can be used for group presentations, other classes or personal use. There are also self assessment tools (i.e. alcohol abuse, depression, eating disorders) linked to the web site provided that students can access for free

• Learning Objective:17 • A personal growth project is

completed by each student and turned in for instructor review and assessment.




Standard 7 Competency 7.2 Consult effectively with others requesting assistance with health concerns.

• Many communication issues are covered in the behavioral health class lectures to learn and identify effective communication skills.


Benchmark 7.2.2Demonstrate special skills and abilities needs by health educators in order to consult, such as listening, problem solving, communicating respectfully, and being approachable.

• Read Essays 17, 31, 39

• interpersonal communication, and listening skills presented in lecture format within course

• Many communication issues are

covered in the behavioral health class lectures to learn and identify effective communication skills. These skills can be used in both group presentations and one to one communications.

• Complete discussion questions from essay readings

• Learning Objective:19 • Role plays and classroom small

group discussions • Test questions are used to assess

these learning outcomes. Small group breakouts are used in class to practice communication and problem solving skills.



Standard 7 Competency 7.3 Identify valid available resources and the process for accessing those resources.

• Students are provided the opportunity to research a variety of behavioral health issues and topics to be presented to the class in their group projects.

• An assessment rubric is used to score each group presentation.

Benchmark 7.3.1 Identify valid available resources and the process for accessing those resources. Benchmark 7.3.3 Employ a wide range of approaches in referring students, parents, and staff to valid information sources and services.

• Compare, observe and practice counseling skills for health professionals.

• Group presentation project helps students select valid resources to share with classmates

• The behavioral health class incorporates many methods that can be used in working with students and parents to find valid information sources and services.

• Group presentation scoring rubric (see attachment)

• Learning Objective:20 • Learning Objective:21 • Test questions are used to assess

these learning outcomes.

Benchmark 8.2 Predict the impact of societal value systems on school health education programs.

• The behavioral health course incorporates many discussions on societal values systems and how they relate to personal health and school health education


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MICHIGAN HEALTH EDUCATION TEACHING STANDARDS · MICHIGAN HEALTH EDUCATION TEACHING STANDARDS. METHODS/STRATEGIES: ... Read Essays 1,2,3,4,5,8,22 ... • Each section …