NHES SKILLS
Accessing Information
Accessing information is a basic skill. It means "knowing how to find correct information about health and knowing how to choose a health-related product or service". A student demonstrates appropriate application of this skill when he / she identifies the information source and can defend it as a reliable way to get correct information; uses a variety of sources and shows them to be reliable", and when the student demonstrates knowing where to go to get help to solve problems. Some examples of activities that help to build this skill include research projects, surveys, and reports. (from: Assessing Health Literacy: A Guide to Portfolios).
Identifying Valid Sources for Information
To make wise decisions about health, students must be able to access valid sources of information-sources that will provide accurate information about health and health-promoting products and services. Students may have had practice in evaluating printed sources of information, where publication dates, authors and place of publication are clearly listed. However, the vastness and accessibility of the Internet requires some additional criteria. Anyone can post anything on the Net, so the ability to access information and evaluate sources becomes even more critical.
Internet Information
The URL, or address, of a Website provides some information about the host of the site. Commercial organizations have URLs that end in ".com." Community organizations, such as the American Heart Association and the American Cancer Society, usually have URLs that end in ".org." The URLs for government agencies end in ".gov," and the URLs for educational organizations, such as colleges, end in ".edu."
These designations can provide an initial clue to the value of the site. Commercial sites are usually trying to sell a product. Depending on the product they're selling, they may or may not be trustworthy. For example, sites hosted by tobacco companies are unlikely to provide the real truth about tobacco. If the site is hosted by an organization, what is the organization's purpose? Sources such as the Encyclopedia of Associations (which can be found in the library) may provide more information about the organization that sponsors a Website.
The dates the site was created and revised offer clues about how current the information is likely to be. If no dates are posted, clicking on any listed links may indicate how current the site is. If the links have expired, the site probably has not been updated in a while. Up-to-date information may not be important for all research. For example, current information is important when researching new tobacco laws, but less crucial to a report on the history of tobacco use.
Information about the author of the content of the site also provides clues about the validity of the information. Do the author's credentials suggest that he or she is qualified to provide information on the topic? Does the Website include contact information for the author? If not, you may be able to contact the Webmaster by e-mail to check the author's credentials. If an author or Webmaster is not listed, look for another site for information. Knowing who is providing the information is a vital component in evaluating its validity.
Web-Links:
NHES SKILLS
Advocacy
Advocacy "means showing you feel strongly about actions that are healthy and encourage others to make healthy choices." Student demonstrate appropriate application of this skill when they can show they believe in the health message, understand the purpose of the message, give good reasons why the message is good for health, and include all complete and correct information. Some examples of activities that help to build this skill include producing brochures, shirts, songs, or posters with healthful messages. (from: Assessing Health Literacy: A Guide to Portfolios).
Web-links
NHES SKILLS
Analyzing Internal and External Influences
Analyzing influences "means knowing what influences you and how your are influenced when you make certain health choices." A student demonstrates appropriate application of this skill when he / she can show different ways that health choices are affected, including internal feelings and external things that influence health choices, and that he / she has considered why different things affect health choices. Some examples of activities that help to build this skill include re-working an advertisement, doing a skit on peer pressure, re-writing a tale that helps explain influences. (from: Assessing Health Literacy: A Guide to Portfolios).
Influences
on Decisions
The skill category of Analyzing Internal and External Influences helps
develop students' ability to analyze the influence of internal and external
elements on health behavior. Unfortunately, many young people do not recognize
the role internal and external factors play in their decisions regarding
personal, family and community health. These decisions are more likely to
result in risky behavior. Students must learn to appreciate the complexity
of these influences and be able to determine how these factors can positively
or negatively affect health decisions.
There are two major types of influences-internal and external.
Internal Influences:
External Influences:
Media-Literacy
Media literacy is defined a "the ability to access, analyze, evaluate,
and communicate information in a variety of format including print and nonprint….It
is an expanded information and communication skill that is responsive to
the changing nature of information in our society. It addresses the skills
students need to be taught in school, the competencies citizens must have
as we consume information in our homes and living rooms, the abilities workers
must have as we move toward the 21st century and the challenges of a global
economy." (Appalachian State University definition)
Media Violence - click here for more information.
NHES SKILLS
Decision-Making/Goal-Setting Skills
Development of Decision-Making / Goal-Setting skills is needed by students to help them make health-enhancing choices, to choose behaviors that promote health and reduce the risk of illness and injury. These skills include the recognition of need and understanding of how to make a decision or set a goal that is realistic. Both decision-making and goal-setting skills are needed to improve health status in each of the nine content areas
Decision-Making and Goal-Setting skills "means showing steps in a process to make a decision or set and achieve a goal". Students demonstrate appropriate application of this skill when they can show the steps of making a good decision, can demonstrate that alternative actions were considered and that they considered whether or not they were making a good decision. Students demonstrate understanding of goal-setting skills when they can chose a reachable goal and develop a plan with several steps to reach it, then reconsider to see if the plan is helping to reach the goal. Activities that can help build this skill include: creating a wellness plan, a fitness calendar, or role-playing scenarios using the decision-making process. (from: Assessing Health Literacy: A Guide to Portfolios).
Decision Making
Decision making involves choosing between alternative courses of action to deal with a problem. Steps in the Decision-Making Process:
1. Analyze the situation. Define what is happening. Get input from others. Be objective rather than emotional.
2. Define the problem. Don't deal with symptoms, but focus on the actual problem.
3. Consider options / Develop solution alternatives. Each alternative must solve the problem.
4. Evaluate the solution alternatives. Look at both the positive and the negative consequences of each alternative. Some alternatives will have fewer "side effects", or unintended consequences. Get input from others if needed.
5. Make a choice / decision. Make the choice that has the least negative consequences and that solves the problem, accomplishes the purpose, and meets the goal.
6. Implement the plan and evaluate the decision. Make changes in the plan if needed, again using the steps of the decision-making process.
Web-Links
Teaching Decision Making and Goal Setting
Many students are not accustomed to breaking down the decision making
process. To make this process relevant, remind students that decision making
and problem solving are things they do several times a day.
Some students may resist employing a structured decision-making process,
because they think it takes too much time or is too "mechanical"
and does not allow spontaneity. For most minor decisions, a formal decision-making
process is not necessary. However, using a decision-making model in complex
situations can help people avoid serious negative consequences. Becoming
a good decision-maker doesn't mean people lose the ability to have fun or
to do things "on a whim." Rather, it means they look before they
leap and are fully aware of their options.
There are many types of decision-making/problem-solving models, and they are all more alike than different. If students have already been exposed to decision-making or problem-solving models, this one is similar and contains the same important ideas. These models provide only a framework for making decisions. It is appropriate at times to skip certain steps or to compress others. Steps may vary slightly at different grade levels.
Goal Setting
The Goal-setting Processincludes making a clear goal statement that defines a realistic goal, a plan for reaching the goal, and a reward for when the goal is reached. There are a variety of processes that can be used to set goals. Important goal-setting steps include:
Problem-Solving/Conflict Resolution
Problem solving is the process of determining a discrepancy between how things are and how they are desired to be and then taking action to resolve this discrepancy. There are three primary conflict resolution problem-solving processes:
Each of these processes has similar characteristics, including:
Each problem-solving process has similar steps:
Negotiation
Negotiation is a problem-solving process in which there are face to face efforts by those involved to resolve the dispute or problem. Representatives of those involved may also meet face to face to negotiate on behalf of the disputing parties.
Steps
in Negotiation
1. Agree that you disagree and you will try to negotiate.
2. Take turns talking; look at things from the viewpoint of the other
party.
3. Describe what you want, how you feel, and the reasons for your wants
and feelings.
4. Take the other person's point of view and then summarize your understanding
of what he or she wants and feels and the reasons for his or her wants
and feelings.
5. Think of several ways to solve the conflict in a way that works for
both parties (create win-win options).
6. Choose the best way and make an agreement to do it.
7. Get outside help if unable to resolve the conflict.
Mediation
Mediation is a problem-solving process in which the two parties in the dispute are assisted by a neutral third party known as the "mediator". Face to face meetings of the parties involved, or their representatives, occur during the mediation process.
Consensus Decision Making
Consensus decision making is a group problem-solving process in which all of the parties in the dispute, or representatives of each party, work together to resolve the dispute. A plan of action is created that all parties can and will support. Consensus decision making may or may not be facilitated by a neutral party.
NHES SKILLS
Interpersonal Communication
Interpersonal communication "means showing appropriate ways to exchange your ideas and needs." A student demonstrates appropriate application of this skill when he / she can do a good job of presenting both sides of an issue, showing how both sides feel and interact, showing respect, using appropriate language, not using "put downs", and using strategies such as "I messages" and refusal techniques. Some examples of activities that help to build this skills include skills, role plays, dialogue, and puppet shows. (from: Assessing Health Literacy: A Guide to Portfolios).
Interpersonal
Communication Primer
Most people want to be understood and accepted more than anything else
in the world. Knowing this is the first step toward good communication.
Good communication has two basic components:
To communicate effectively, practice using these interpersonal communication skills.
Refusal Techniques
Saying No!
Skill Practice
Young people may find themselves in a variety of pressure situations, so
no single refusal strategy can be adequate for safeguarding their health.
Students must be equipped with a repertoire of strategies to choose from,
depending on the setting. Effective skill practice has the following components.
1. Introduce the skill.
2. Present steps for developing the skill (if applicable).
3. Model the skill correctly.
4. Allow learners to practice and rehearse the skill.
5. Provide feedback and reinforcement.
Ways to Say No
1. Say no
firmly.
When you are asked or pressured to do something you don't want to do,
say no firmly and convincingly. Sometimes it's best to say no and physically
turn away.
2. Repeat
the word no over and over.
If teased or called a name, don't counter with your own "put downs";
just continue to repeat the word no. Usually, the other person eventually
gets tired and leaves.
3. Give
an excuse (a believable one).
Examples:
4. Give
reasons.
Similar to the "Give an excuse" refusal strategy, this technique
stresses the use of a rationale to explain why one is not participating
in a certain behavior. Knowing the facts about tobacco can help. Examples:
5. Avoid
or leave the situation.
When in an unfamiliar setting such as a party, scan the room to see
what different people are doing. Many times the tobacco users hang out by
themselves. Avoid these people while looking for those who share your values
to talk to. If you find yourself getting pressured or just feel uncomfortable
with what is going on around you, say that you have to meet someone (or
will be back later) and then leave immediately.
6. Change
the subject.
If the conversation begins to drift to the topic of drug use, subtly
change the subject. Example:
"Hey, let me tell you how wasted I got last week."
"Speaking of wasted, did you see how Stone Cold Steve Austin 'wasted'
the Undertaker on WWF last night?"
7. Suggest
an alternative activity.
Invite your friends to do something else, which leaves the door to the
friendship open. Examples:
8. Ignore
the problem/act dumb.
Remind students of the tone of voice they employ when they try to convince
you that they just can't remember that you said they were going to have
a quiz today.
Examples:
9. Find
friends who feel the same way you do.
There really is safety in numbers, especially if the "numbers"
(your friends) share your beliefs and values about not smoking or not using
drugs. For example, at a party, you and your friends can watch out for each
other. If pressured to use a drug by someone, you could turn to your friends
and say, "Do the rest of you go along with this?" or "Are
they crazy or what?"
10. Reverse
the pressure.
Shift the focus away from the tobacco and onto your friendship. People
who are really your friend will usually back off at this point. If friends
keep pressuring you, rather than argue with them, simply say, "Why
are you hassling me on this?" or "Why are you on my case so much
today?" People who are really your friends will usually back off at
this point. This skill is effective only if a friendship already exists.
A person who doesn't really care for the other isn't going to be put off
by these questions.
Another version of this if the Fairness Argument. For example, you could say, "Look, I'm not telling you not to smoke, so why are you telling me I have to smoke?" or "I'm not telling you what to do with your life…so why are you trying to tell me what to do with mine?"
11. Delay
your decision.
If you're being pressured, this skill buys you time and temporarily,
at least, gets you off the hook. Responses include: In a minute; catch me
later; not yet.
Another version is to combine this strategy with Number 6, Change the Subject.
For example, you could say, "Not now, I'm getting ready to dance/talk
to, check out that person over there."
Be aware that using this strategy may give the impression that you are a person who sometimes uses tobacco. If you want to get the word out that you are tobacco free, this strategy may send mixed messages. It may be more appropriate to use when you are with a group of people you don't expect to see again.
12. Tell
your friends, "I have made a decision."
The best decision for your health is to be tobacco free. If you're clear
about your decision, your friends may stop pressuring you.
Web-Links
"I" Statements/ Assertiveness Skills
Communication
Styles
Without adequate communication skills, adolescents may be unable to
release their feelings. This lack of communication can increase stress and
lower self-esteem.
There are three styles of communication:
Passive communication involves the inability or unwillingness to express thoughts and feelings. Passive people will do something they don't want to do or make up an excuse rather than say how they feel.
Assertive behavior
involves standing up for oneself. Assertive people will say what they think
and stand up for their beliefs without hurting others.
The aggressive style of communication involves overreaction, blaming and
criticizing. Aggressive people try to get their way through bullying, intimidating
or even physical violence. They do not or will not consider the rights of
others.
Types of
Messages
There are two types of messages that accompany each style of communication:
nonverbal and verbal. Signs, symbols, posture, body movements, dress, facial
expressions and gestures are examples of nonverbal messages. The nonverbal
messages reinforce what the speaker is saying. For example, passive communicators
often have slumped posture and a lack of eye contact. Assertive people exhibit
erect posture and direct eye contact. Forward-leaning posture, pointing
and a glaring look are nonverbal signals of aggressive communication.
The verbal messages for each communication style are very different. People who are passive will often ask questions to determine what others want, or they may say, "I don't care." Assertive communicators use I-messages to say what they want or need. They use refusal skills to say no while maintaining important relationships. People who are aggressive often use you-statements to blame or criticize.
Components
of Assertive Communication
The components of verbal messages for assertive communication include
I-messages and refusals. I-messages state what the sender thinks, feels,
needs, wants or believes. They begin with the word I.
Examples of I-messages:
There are a variety of refusal strategies, including:
Examples of refusals:
Assertiveness Skills
What is
the difference between assertiveness (confrontation) and aggressiveness?
Assertiveness, or confrontation, means taking the initiative or first
steps to deal with a problem in a constructive, self-protective manner.
Assertiveness attacks the problem, not the person.
Aggressiveness attacks the other person rather than the problem. It is a destructive desire to dominate another person or to force a position or viewpoint on another person; it starts fights or quarrels.
When do
you use assertiveness skills?
These skills can be used when another's behavior is not acceptable or
when continued "listening and accepting" isn't appropriate. People
often avoid confronting others about their behavior because they don't want
to hurt the relationship. However, avoiding problems may cause bad feelings
to build and may result in an explosion or withdrawal from the relationship.
Using I-messages to be assertive is constructive, rather than destructive.
It helps people deal with problem behavior in a way that allows the other
person to agree to change while not damaging the relationship.
How do you
use this skill?
The goal is to get other people to change their behavior without putting
them down or making them feel badly toward you. You may like the person;
it's a particular behavior of the person that you don't like. Your purpose
is to address the behavior, not to "dress down" the person.
The Importance
of I-messages
I-messages are designed to deal with problems. The purpose of an I-message
is to express your needs. It expresses the attitude "I am not going
to give up my needs and I'm willing to help you meet your needs," creating
a win-win situation.
I-messages attempt to deal with the problem situation by talking about it
in terms of what is happening to me-I've got a problem. An I-message is
disarming. It's hard for someone to say something nasty in response to a
good I-message. On the other hand, a "you" message blames others
and puts them on the defensive. Then they want to retaliate, to get even.
Steps in
Using I-Messages
There are three parts to delivering an I-message, although sometimes
not all three parts are used.
A description of the behavior. What is it the other person is doing that gives you a problem? You are describing something to the other person, not blaming her or him for something. I-messages tell others that their behavior is interfering with something you need (not just something that you want). Give the other person a clear idea of what he has done without extra blame or guilt added.
A description of the feeling this behavior causes you. How does what the other person is doing affect you?
A description of the effects produced by the behavior. What concrete problem is the behavior causing you? If you can help other people see how their behavior effects you, then they are more likely to change the behavior.
Examples
Mother to teenage son:
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that bothers you? |
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clean floor |
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One
friend to another:
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that bothers you? |
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Dad yelling at child.
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that bothers you? |
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Hints for Successful I-messages
When an I-message
Doesn't Work
If an I-message isn't working, it may be a lousy message. Yes, the words
may be OK, but the tone may be full of blame or rage or disrespect. Pay attention
to the non-verbal message. Is your face red; are your eyes bulging; are you
yelling to the top of your voice? Or are you cool, calm and collected?
There is little to be gained by sending an anger message. Try to stop and think about why you are so angry. You will likely find other feelings underneath the anger: frustration, embarrassment, rejection, fear, hurt and loneliness.
Sometimes, an I-message may not work if the other person has a strong need to continue her or his behavior. If the other person is upset and out of control, shift gears. Try active listening, change the environment, or let him or her blow off steam.
I-messages also may not work if the other person doesn't agree that the "effect" on you is a real problem. This is a values collision, which occurs often in families.
If there is a conflict of needs, an I-message won't be enough. You'll need to give up on the I-message and work out the conflict with some other techniques.
NHES SKILLS
Self Management
Having self management skills "means following specific steps or actions for safety, hygiene and stress management". A student demonstrates appropriate application of this skill when he / she can show the correct steps to take in an emergency, the actions to avoid risk and stay safe, the habits to develop to stay healthy, and the ways to keep stress from having an unhealthy impact. Some examples of activities that build this skill include demonstrations, interviews, role plays. (from: Assessing Health Literacy: A Guide to Portfolios).
For examples of self management strategies, check out the following links:
Stress
Management
First Aid Prevention and Care
Recommendations for Brushing and Flossing
