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Descriptive Statements:
- Demonstrate knowledge of protective factors that help students avoid behaviors that put them at risk for adverse health and educational outcomes (e.g., self-efficacy, self-esteem, parental support, adult mentors, youth programs).
- Recognize factors and behaviors that are associated with an increased risk of violence and danger, and recognize skills, procedures, and resources for seeking assistance and preventing, avoiding, and reporting violence.
- Demonstrate knowledge of factors that influence decisions about high-risk health behaviors and of techniques, strategies, and activities that promote students' ability to avoid and abstain from such behaviors.
- Recognize the physiological and psychological effects of alcohol, tobacco and nicotine, and other drugs and the effects of addictive behaviors on personal growth and development.
- Apply knowledge of practices, strategies, and activities that help prevent and reduce risks associated with alcohol, tobacco and nicotine, and other drug use, including over-the-counter (OTC) and nonprescribed medications.
- Demonstrate knowledge of risk factors and characteristics of addictive behaviors, as well as types of programs and methods for treating addiction.
- Demonstrate knowledge of societal and legal issues and consequences related to addiction and illicit alcohol and drug use.
- Demonstrate knowledge of the impact of addiction on individuals, families, and communities.
- Recognize connections between risk behaviors involving alcohol, tobacco and nicotine, and other drugs and the likelihood of engaging in other unhealthy behaviors.
- Demonstrate knowledge of sexual and reproductive health and of principles, strategies, and resources for promoting students' ability to protect their sexual and reproductive health.
- Demonstrate knowledge of characteristics, transmission, and treatment of sexually transmitted infections (STIs), including HIV, and of strategies and resources for preventing and minimizing sexual health risks.
- Analyze the use and synthesis of national-, state-, and district-level data on behavioral health risks among school-age youth to inform health education programs and instruction.
Sample Item:
1. Peer education programs aimed at preventing substance abuse regularly have older students facilitate discussions with younger students about substance use and avoidance and prevention strategies. Such programs are often successful in changing unhealthy attitudes and behaviors among students. This occurs primarily because younger students:
- who have formed a strong intention to modify an unhealthy behavior need only one supportive peer to turn that intention into action.
- are influenced mainly by the risk-taking behaviors of adults and are therefore less likely to trust adult discussion leaders.
- who perceive that a healthy behavior is more consistent with their self-image than an unhealthy behavior will adopt only the healthy one.
- are more likely to listen to risk-reduction messages if they believe the messenger is similar to them and understands similar social pressures.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. Student educators who counsel other students about substance use and avoidance and prevention strategies typically share a similar social understanding of the issues and thus have credibility with their peers. When done appropriately, peer education has been shown to be successful in establishing supportive connections with at-risk youth, changing unhealthy attitudes and behaviors through relatable risk-reduction messages, and working productively with youth to address personal and social health issues related to crime, violence, and substance abuse.
Sample Item:
2. The use of a social norms theory or approach to help promote positive changes in students' health-related attitudes would most likely involve which of the following health education teaching practices?
- establishing health education program goals in light of aggregate data collected in biannual national youth risk behavior surveys
- increasing the use of pretesting and posttesting to measure students' knowledge of health education learning objectives over time
- using current, relevant data to convey that the prevalence of health risk behaviors among their peers is lower than students probably think
- expanding students' functional health knowledge systematically using a variety of medically accurate, age-appropriate science materials
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. A social norms approach theorizes that when student misperceptions about unhealthy behaviors among their peers are corrected�by revealing actual, healthier norms�students will either reduce their participation in possible risk-related behaviors or will be encouraged to engage in protective, healthy behaviors. In this scenario, using current and relevant data to convey to health education students that the prevalence of health risk behaviors among their peers is lower than most students probably perceive is an example of the social norms approach.
Descriptive Statements:
- Evaluate risk and protective factors, behaviors, and characteristics that foster or hinder mental and emotional health and well-being (e.g., self-concept, resiliency, environment, physical health).
- Recognize interpersonal skills for supporting positive relationships with others and how to use communication skills to express needs, desires, and feelings appropriately.
- Demonstrate knowledge of the positive and negative effects of technology on relationships and communication patterns.
- Demonstrate knowledge of social-emotional learning principles and factors that contribute to developing, strengthening, and maintaining friendships and caring relationships.
- Demonstrate understanding of strategies for expressing varying viewpoints productively, as well as ways to show respect for others regardless of their values and opinions.
- Demonstrate knowledge of ways to facilitate respect and understanding of individual differences (e.g., in growth and development, physical appearance).
- Analyze the importance of interpersonal, family, social, and school community bonds and connections for the development of self-esteem and a sense of security.
- Recognize sources of stress and anxiety; effects of stress and anxiety on mental and emotional health; and strategies for coping with stress, anxiety, transitions, and life changes in health-enhancing ways.
- Demonstrate knowledge of warning signs and symptoms of depression, grief, self-harm, and suicide ideation and strategies and resources for addressing, reporting, and obtaining help for these conditions.
- Recognize behaviors and characteristics associated with eating disorders, effects of eating disorders on health, and strategies and resources for helping individuals with eating disorders.
- Demonstrate knowledge of healthy and unhealthy dating relationships and strategies and skills for maintaining healthy relationships and obtaining help when needed.
- Identify types of family roles and responsibilities, characteristics of healthy family relationships, and strategies and resources for coping with family issues.
- Analyze causes and effects of positive and negative peer pressure and strategies and communication techniques for resisting and responding to negative peer pressure.
- Apply knowledge of how to promote students' use of appropriate strategies, procedures, and resources in responding to bullying, harassment, exclusion, and intimidation, including digital and electronic forms.
Sample Item:
1. Which of the following types of personal attributes is most likely to make a positive contribution to the development of healthy interpersonal communications?
- being able to rationalize and defend one's behavior and personal beliefs in difficult situations
- having the ability to listen to and demonstrate respect for the viewpoints of others
- being able to express and reveal one's deepest emotions openly and without fear of judgment
- having an aptitude for making people feel that they are important and beyond reproach
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. Listening is a vital part of interpersonal communication. Individuals who listen effectively try to understand the perspectives of others, as well as their thoughts and feelings, from what others communicate both verbally and nonverbally. Demonstrating respect for others' viewpoints and remaining open and willing to listen to and exchange ideas is essential to establishing and maintaining healthy interpersonal relationships.
Sample Item:
2. Which of the following processes is likely to be most effective for managing stress and worry that arise from pressures related to family, school, or work situations?
- defining the stress reaction as a problem, thinking of several concrete strategies to cope with the problem, and trying out a few
- visualizing the events that led to stress, then visualizing an alternative positive version of events
- identifying types or sources of stress that are even more challenging than those that tend to affect one personally
- using self-talk to acknowledge that everyone has innate weaknesses that allow stress to affect them
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. Using a systematic problem-solving process to manage stress prompts an individual to identify the source of stress and anxiety, define it as a problem, develop realistic alternatives for coping with the anxiety or stressful situation, and implement one or more thoughtful and purposeful coping strategies. Strategies might involve participating in a physical activity with others, engaging in positive self-talk, listening to music, or communicating assertively with an individual who may be creating or contributing to tension or stress.
Descriptive Statements:
- Demonstrate knowledge of unsafe situations in the home, at school, online, and in the community, as well as strategies for recognizing and avoiding potential risks at home, at school, online, and in the community.
- Apply knowledge of principles and precautions related to traffic and pedestrian safety, fire prevention, water and sun safety, poison prevention, and safety during recreation and play.
- Evaluate common causes of accidents, perceptions and behaviors that lead to intentional and unintentional injuries, and strategies for reducing and preventing risk-taking behaviors.
- Identify methods of assessing personal health strengths and risks, including short-term and long-term effects of personal safety strategies and harmful behaviors.
- Demonstrate knowledge of criteria, steps, and strategies for establishing, implementing, monitoring, and evaluating progress toward personal health goals.
- Demonstrate knowledge of influences on health-related decisions and behaviors and steps and strategies for making informed choices and decisions to reduce and avoid health risks.
- Analyze common causes and consequences of conflict in families, schools, and communities and techniques and processes that students can use to manage and resolve conflicts.
- Apply knowledge of basic principles and procedures for first aid and medical care, including for life-threatening respiratory and cardiac emergencies.
- Recognize principles of emergency preparedness and procedures and resources for obtaining assistance in an emergency or crisis (e.g., severe weather, family crisis, school violence, accidents).
- Identify strategies, skills, and resources for advocating for personal, family, peer, and community health and safety and supporting others in making healthy choices.
Sample Item:
Which of the following actions should be the first step in treating a conscious child who has accidentally ingested an adult's prescription pain medication?
- taking the child to an emergency room
- contacting a poison control center
- providing cold milk to neutralize any poison
- attempting to induce vomiting in the child
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. In the United States, calling Poison Help at 1-800-222-1222 or a regional poison control center should be the first step in a situation in which a child has swallowed a potentially poisonous substance such as prescription medication. Poison control centers are excellent resources and will provide information on specific, immediate procedures to carry out depending on the child's age, weight, symptoms, and type and amount of the substance ingested.
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