An Invitation To Health, Third Canadian Edition Lecture Notes
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AN INVITATION TO HEALTH AND WELLNESS
CHAPTER 1
LEARNING OBJECTIVES
After studying the material in this chapter, students should be able to
define health and wellness [Bloom’s Taxonomy: Remember]
describe and discuss health promotion and wellness models [Bloom’s Taxonomy: Understand]
name the six dimensions of wellness and describe how they relate to total wellness [Bloom’s
Taxonomy: Remember]
list and describe the social determinants of health [Bloom’s Taxonomy: Remember]
list the factors that shape the development of positive health behaviours [Bloom’s Taxonomy:
Remember]
describe how beliefs and attitudes influence behaviour [Bloom’s Taxonomy: Understand]
apply a behaviour-change theory to a personal health and wellness action plan [Bloom’s
Taxonomy: Apply]
KEY TERMS
Action—Amodification of behaviour according to a plan. A commitment of time and energy is
required.
Attitude—A somewhat stable set of beliefs, manner, disposition, feeling, or position with regard
to a person or thing.
Belief—An opinion; a conviction; a confidence in truth.
Contemplation—Awareness that there is a problem behaviour and consideration of changing it
within the next six months.
Enabling Factors—Factors that make it possible or easier for people or populations to change
their behaviours; include individual physical capabilities and mental capacities, resources, living
conditions, societal support, and accessible facilities, programs, and services as well as
developing skills in addition to predisposing existing skills.
Epidemiology—The study of how often diseases occur in different groups of people and why.
Globalization—The increased transnational movement of capital, goods, people, and political
systems, and a rapid turnover of ideas and images through new communication technologies.
Health—A state of complete physical, mental, and social well-being.
CHAPTER 1
LEARNING OBJECTIVES
After studying the material in this chapter, students should be able to
define health and wellness [Bloom’s Taxonomy: Remember]
describe and discuss health promotion and wellness models [Bloom’s Taxonomy: Understand]
name the six dimensions of wellness and describe how they relate to total wellness [Bloom’s
Taxonomy: Remember]
list and describe the social determinants of health [Bloom’s Taxonomy: Remember]
list the factors that shape the development of positive health behaviours [Bloom’s Taxonomy:
Remember]
describe how beliefs and attitudes influence behaviour [Bloom’s Taxonomy: Understand]
apply a behaviour-change theory to a personal health and wellness action plan [Bloom’s
Taxonomy: Apply]
KEY TERMS
Action—Amodification of behaviour according to a plan. A commitment of time and energy is
required.
Attitude—A somewhat stable set of beliefs, manner, disposition, feeling, or position with regard
to a person or thing.
Belief—An opinion; a conviction; a confidence in truth.
Contemplation—Awareness that there is a problem behaviour and consideration of changing it
within the next six months.
Enabling Factors—Factors that make it possible or easier for people or populations to change
their behaviours; include individual physical capabilities and mental capacities, resources, living
conditions, societal support, and accessible facilities, programs, and services as well as
developing skills in addition to predisposing existing skills.
Epidemiology—The study of how often diseases occur in different groups of people and why.
Globalization—The increased transnational movement of capital, goods, people, and political
systems, and a rapid turnover of ideas and images through new communication technologies.
Health—A state of complete physical, mental, and social well-being.
AN INVITATION TO HEALTH AND WELLNESS
CHAPTER 1
LEARNING OBJECTIVES
After studying the material in this chapter, students should be able to
define health and wellness [Bloom’s Taxonomy: Remember]
describe and discuss health promotion and wellness models [Bloom’s Taxonomy: Understand]
name the six dimensions of wellness and describe how they relate to total wellness [Bloom’s
Taxonomy: Remember]
list and describe the social determinants of health [Bloom’s Taxonomy: Remember]
list the factors that shape the development of positive health behaviours [Bloom’s Taxonomy:
Remember]
describe how beliefs and attitudes influence behaviour [Bloom’s Taxonomy: Understand]
apply a behaviour-change theory to a personal health and wellness action plan [Bloom’s
Taxonomy: Apply]
KEY TERMS
Action—Amodification of behaviour according to a plan. A commitment of time and energy is
required.
Attitude—A somewhat stable set of beliefs, manner, disposition, feeling, or position with regard
to a person or thing.
Belief—An opinion; a conviction; a confidence in truth.
Contemplation—Awareness that there is a problem behaviour and consideration of changing it
within the next six months.
Enabling Factors—Factors that make it possible or easier for people or populations to change
their behaviours; include individual physical capabilities and mental capacities, resources, living
conditions, societal support, and accessible facilities, programs, and services as well as
developing skills in addition to predisposing existing skills.
Epidemiology—The study of how often diseases occur in different groups of people and why.
Globalization—The increased transnational movement of capital, goods, people, and political
systems, and a rapid turnover of ideas and images through new communication technologies.
Health—A state of complete physical, mental, and social well-being.
CHAPTER 1
LEARNING OBJECTIVES
After studying the material in this chapter, students should be able to
define health and wellness [Bloom’s Taxonomy: Remember]
describe and discuss health promotion and wellness models [Bloom’s Taxonomy: Understand]
name the six dimensions of wellness and describe how they relate to total wellness [Bloom’s
Taxonomy: Remember]
list and describe the social determinants of health [Bloom’s Taxonomy: Remember]
list the factors that shape the development of positive health behaviours [Bloom’s Taxonomy:
Remember]
describe how beliefs and attitudes influence behaviour [Bloom’s Taxonomy: Understand]
apply a behaviour-change theory to a personal health and wellness action plan [Bloom’s
Taxonomy: Apply]
KEY TERMS
Action—Amodification of behaviour according to a plan. A commitment of time and energy is
required.
Attitude—A somewhat stable set of beliefs, manner, disposition, feeling, or position with regard
to a person or thing.
Belief—An opinion; a conviction; a confidence in truth.
Contemplation—Awareness that there is a problem behaviour and consideration of changing it
within the next six months.
Enabling Factors—Factors that make it possible or easier for people or populations to change
their behaviours; include individual physical capabilities and mental capacities, resources, living
conditions, societal support, and accessible facilities, programs, and services as well as
developing skills in addition to predisposing existing skills.
Epidemiology—The study of how often diseases occur in different groups of people and why.
Globalization—The increased transnational movement of capital, goods, people, and political
systems, and a rapid turnover of ideas and images through new communication technologies.
Health—A state of complete physical, mental, and social well-being.
Health Belief Model—Developed in the 1950s by social psychologists Hochbaum, Rosenstock,
and Kegels, and updated in the 1980s, the model helps to explain and predict health behaviours.
Health Promotion—The process of enabling people to increase control over and to improve their
health.
Healthy Environments—The creation of conditions and surroundings conducive to health.
Holism—An emphasis on the interconnectedness between the individual and his or her mind,
body, and spirit.
Hygiene—Healthy; akin to well and to living; a science of the establishment and maintenance of
health; conditions or practices conducive to health.
Locus of Control—An individual’s belief about the source of power and influence over his or her
life.
Maintenance—Continued work at changing behaviour. The change may take up to six months to
a lifetime. Some lapses may be temporary.
Modelling—Observing other people and emulating their behaviours, successes, or positive
lifestyle choices.
Morbidity—The number of disease rates in one period of time or in one place.
Mortality—The number of deaths in one period of time or in one place.
Mutual Aid—The actions people take to help each other cope.
Norms—The unwritten rules regarding behaviour and conduct expected or accepted by a group.
Panacea—A remedy for all difficulties; a cure-all.
Population Health—A way of thinking about the social and economic forces that shape health. It
builds upon public health and health promotion, but goes beyond our more traditional
understanding of the causes of health and illness.
Positive Visualization—Creating a mental picture of a goal or a behaviour change and
visualizing yourself making that change.
Precontemplation—Not even aware that you have a problem, whereas others around you might
be. No intention of making a change.
Predisposing Factors—Factors that encourage or inhibit us from changing such as knowledge,
attitudes, beliefs, values, self-efficacy, behavioural intentions, and existing skills.
Preparation—Intention to change a problem behaviour within the next month.
and Kegels, and updated in the 1980s, the model helps to explain and predict health behaviours.
Health Promotion—The process of enabling people to increase control over and to improve their
health.
Healthy Environments—The creation of conditions and surroundings conducive to health.
Holism—An emphasis on the interconnectedness between the individual and his or her mind,
body, and spirit.
Hygiene—Healthy; akin to well and to living; a science of the establishment and maintenance of
health; conditions or practices conducive to health.
Locus of Control—An individual’s belief about the source of power and influence over his or her
life.
Maintenance—Continued work at changing behaviour. The change may take up to six months to
a lifetime. Some lapses may be temporary.
Modelling—Observing other people and emulating their behaviours, successes, or positive
lifestyle choices.
Morbidity—The number of disease rates in one period of time or in one place.
Mortality—The number of deaths in one period of time or in one place.
Mutual Aid—The actions people take to help each other cope.
Norms—The unwritten rules regarding behaviour and conduct expected or accepted by a group.
Panacea—A remedy for all difficulties; a cure-all.
Population Health—A way of thinking about the social and economic forces that shape health. It
builds upon public health and health promotion, but goes beyond our more traditional
understanding of the causes of health and illness.
Positive Visualization—Creating a mental picture of a goal or a behaviour change and
visualizing yourself making that change.
Precontemplation—Not even aware that you have a problem, whereas others around you might
be. No intention of making a change.
Predisposing Factors—Factors that encourage or inhibit us from changing such as knowledge,
attitudes, beliefs, values, self-efficacy, behavioural intentions, and existing skills.
Preparation—Intention to change a problem behaviour within the next month.
Prevention—Information and support offered to help healthy people identify their health risks,
reduce stressors, prevent potential medical problems, and enhance their well-being.
Protection—Measures that an individual can take when participating in risky behaviour to
prevent injury or unwanted risks.
Rational-Emotive Therapy (RET)—Form of therapy developed by Ellis that focuses on
changing irrational beliefs and faulty interpretations, which result in negative emotions and
severe anxiety.
Reinforcements—Reward or punishment for a behaviour that will increase or decrease one’s
likelihood of repeating the behaviour.
Reinforcing Factors—Factors that reinforce behaviour change. They include praise from family
and friends, rewards from others, or encouragement and recognition for meeting goals. They
also include healthy community policies such as smoke-free facilities and on-site workplace
health and wellness programs.
Self-Care—The decisions and actions individuals take in the interest of their own health.
Self-Efficacy—Belief in one’s ability to accomplish a goal or change a behaviour.
Self-Instructional Methods—The practice of positive self-talk to help an individual cope better
with stressful situations.
Self-Talk—Repetition of positive messages about one’s self-worth to learn optimistic patterns of
thought, feeling, and behaviour.
Social Determinants of Health (SDOH)—Income inequity, job security, working conditions,
housing and food security, education and care in early life, and social exclusion of individuals
and groups—all aspects that are very important to health and wellness status.
Termination—Can take two to five years for a behaviour to become so deeply ingrained that a
person can’t imagine abandoning it.
Wellness—A state of optimal health.
CHAPTER OUTLINE
I. Health and Wellness
1. Many health and wellness programs are based on very similar health risk–reduction
strategies.
2. The earliest and most enduring icons of medicine and health date back to ancient
Greece and Asklepios, the Greek god of health and father of medicine.
3. His daughter Panacea believed the best way to help people was to treat illness.
reduce stressors, prevent potential medical problems, and enhance their well-being.
Protection—Measures that an individual can take when participating in risky behaviour to
prevent injury or unwanted risks.
Rational-Emotive Therapy (RET)—Form of therapy developed by Ellis that focuses on
changing irrational beliefs and faulty interpretations, which result in negative emotions and
severe anxiety.
Reinforcements—Reward or punishment for a behaviour that will increase or decrease one’s
likelihood of repeating the behaviour.
Reinforcing Factors—Factors that reinforce behaviour change. They include praise from family
and friends, rewards from others, or encouragement and recognition for meeting goals. They
also include healthy community policies such as smoke-free facilities and on-site workplace
health and wellness programs.
Self-Care—The decisions and actions individuals take in the interest of their own health.
Self-Efficacy—Belief in one’s ability to accomplish a goal or change a behaviour.
Self-Instructional Methods—The practice of positive self-talk to help an individual cope better
with stressful situations.
Self-Talk—Repetition of positive messages about one’s self-worth to learn optimistic patterns of
thought, feeling, and behaviour.
Social Determinants of Health (SDOH)—Income inequity, job security, working conditions,
housing and food security, education and care in early life, and social exclusion of individuals
and groups—all aspects that are very important to health and wellness status.
Termination—Can take two to five years for a behaviour to become so deeply ingrained that a
person can’t imagine abandoning it.
Wellness—A state of optimal health.
CHAPTER OUTLINE
I. Health and Wellness
1. Many health and wellness programs are based on very similar health risk–reduction
strategies.
2. The earliest and most enduring icons of medicine and health date back to ancient
Greece and Asklepios, the Greek god of health and father of medicine.
3. His daughter Panacea believed the best way to help people was to treat illness.
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4. Her sister Hygeia (hygiene) believed that it was important to teach people how to
live so that they did not become ill.
A. First Nations Health and Wellness
1. Aboriginal health emphasizes the interconnectedness between the physical and
spiritual world, between individuals and their environment, and between the mind,
body, and spirit, which guides the concept of holism.
2. Elders’ stories teach that it is important for an individual to attempt to live
Bimaadiziwin, “the good life.”
3. First Nations Medicine Wheels encourage a balance through the four aspects of self:
physical, mental, emotional, and spiritual.
4. We are asked to live the four fundamental values of kindness, honesty, sharing, and
strength. We are asked to respect nature.
5. The control of decisions regarding health and wellness rest with the individual.
II. Health and Health Promotion
A. What Is Health?
1. The World Health Organization defines health as “not merely the absence of disease
or infirmity but a state of complete physical, mental and social well-being.”
2. In 1974 the Lalonde Report presented a conceptual framework called the Health
Field Concept, which included four main elements: human biology, environment,
lifestyle, and health-care organizations.
3. This report acknowledged that vast sums of money were being spent to treat illnesses
that could have been prevented.
4. The definition of health moved from measuring morbidity (disease) and mortality
(death) rates to viewing health as part of everyday living.
5. In 1986 the Ottawa Charter expanded health toward building healthy public policy
through health promotion.
6. A follow-up report identified three national health challenges: reducing inequities,
increasing prevention effort, and enhancing people’s capacity to cope.
7. The three mechanisms to health promotion were identified as self-care, mutual aid,
and healthy environments.
8. The Health Belief Model was developed to help explain and predict health
behaviour.
9. Other health models include the Precede-Proceed Model for Health Promotion
Planning and Evaluation and the Quality of Life Model.
10. Canadian health agencies, programs, and initiatives include the Canadian Institute
for Health Information (CIHI); Canadian Population Health Initiative (CPHI); Public
Health Agency of Canada;Canadian Institute of Health Research (CIHR);First
Nations, Inuit & Aboriginal Health Branch of Health Canada; a special commission
headed by Roy Romanow, which delivered its report recommending sweeping
changes to Canada’s health-care system; ParticipACTION;a new website called
Healthy Canadians; Physical and Health Education Canada (PHE Canada, formerly
called CAHPERD); and the Canada Research Chairs Program.
B. What Is Epidemiology?
1. Epidemiology is the study of how often diseases occur in different groups of people
and why.
live so that they did not become ill.
A. First Nations Health and Wellness
1. Aboriginal health emphasizes the interconnectedness between the physical and
spiritual world, between individuals and their environment, and between the mind,
body, and spirit, which guides the concept of holism.
2. Elders’ stories teach that it is important for an individual to attempt to live
Bimaadiziwin, “the good life.”
3. First Nations Medicine Wheels encourage a balance through the four aspects of self:
physical, mental, emotional, and spiritual.
4. We are asked to live the four fundamental values of kindness, honesty, sharing, and
strength. We are asked to respect nature.
5. The control of decisions regarding health and wellness rest with the individual.
II. Health and Health Promotion
A. What Is Health?
1. The World Health Organization defines health as “not merely the absence of disease
or infirmity but a state of complete physical, mental and social well-being.”
2. In 1974 the Lalonde Report presented a conceptual framework called the Health
Field Concept, which included four main elements: human biology, environment,
lifestyle, and health-care organizations.
3. This report acknowledged that vast sums of money were being spent to treat illnesses
that could have been prevented.
4. The definition of health moved from measuring morbidity (disease) and mortality
(death) rates to viewing health as part of everyday living.
5. In 1986 the Ottawa Charter expanded health toward building healthy public policy
through health promotion.
6. A follow-up report identified three national health challenges: reducing inequities,
increasing prevention effort, and enhancing people’s capacity to cope.
7. The three mechanisms to health promotion were identified as self-care, mutual aid,
and healthy environments.
8. The Health Belief Model was developed to help explain and predict health
behaviour.
9. Other health models include the Precede-Proceed Model for Health Promotion
Planning and Evaluation and the Quality of Life Model.
10. Canadian health agencies, programs, and initiatives include the Canadian Institute
for Health Information (CIHI); Canadian Population Health Initiative (CPHI); Public
Health Agency of Canada;Canadian Institute of Health Research (CIHR);First
Nations, Inuit & Aboriginal Health Branch of Health Canada; a special commission
headed by Roy Romanow, which delivered its report recommending sweeping
changes to Canada’s health-care system; ParticipACTION;a new website called
Healthy Canadians; Physical and Health Education Canada (PHE Canada, formerly
called CAHPERD); and the Canada Research Chairs Program.
B. What Is Epidemiology?
1. Epidemiology is the study of how often diseases occur in different groups of people
and why.
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2. Epidemiology can be used to evaluate health strategies, prevent certain illnesses, and
guide health-care providers.
3. Epidemiological research uses a variety of methodological approaches.
4. Researchers can examine the distribution of disease in a specific population, called
descriptive epidemiology, or investigate hypothesized causal factors, called
analytical epidemiology.
III. Wellness and the Wellness Movement
A. What Is Wellness?
1. Wellness has been defined as purposeful, enjoyable living or, more specifically, a
deliberate lifestyle choice characterized by personal responsibility and optimal
enhancement of physical, mental, and spiritual health.
2. Halburt Dunn, a pioneer in the wellness movement, believed wellness was a dynamic
process of continually moving toward one’s potential for optimal functioning.
3. Dr. John Travis founded the first Wellness Resource Center in the U.S.
4. Dr. Bill Hetler cofounded the National Wellness Institute and developed the
Lifestyle Assessment Questionnaire (redesigned as TestWell) and the Six
Dimensions of Wellness Model.
B. Social Dimension
1. This dimension encourages a collectivist view of the world—that of contributing to
society, helping others, and valuing the concept of interdependence between
ourselves and our environment.
2. Current research shows that people with spouses, friends, and a rich social network
may outlive isolated loners by as much as 30 years.
C. Occupational Dimension
1. A “well” occupation is consistent with personal values, interests, and beliefs.
2. In a well work environment, you share your unique gifts, skills, and talents, and
enjoy work that is meaningful and rewarding.
D. Spiritual Dimension
1. Identifying your basic purpose in life; learning how to experience love, joy, peace,
and fulfillment; and helping ourselves and others achieve our potential are all aspects
of the spiritual dimension.
2. Spirituality has been described as transcendence, connectedness, a power, a force, an
energy, and a connection to a formal religion.
E. Physical Dimension
1. Physical wellness is met through participating in regular physical activity,
maintaining a healthy body weight, and avoiding harmful behaviours such as tobacco
use, drug misuse, and excessive alcohol consumption.
F. Intellectual Dimension
1. Intellectual health refers to your ability to think and learn from life experience, your
openness to new ideas, and your capacity to question and evaluate information.
G. Emotional Dimension
guide health-care providers.
3. Epidemiological research uses a variety of methodological approaches.
4. Researchers can examine the distribution of disease in a specific population, called
descriptive epidemiology, or investigate hypothesized causal factors, called
analytical epidemiology.
III. Wellness and the Wellness Movement
A. What Is Wellness?
1. Wellness has been defined as purposeful, enjoyable living or, more specifically, a
deliberate lifestyle choice characterized by personal responsibility and optimal
enhancement of physical, mental, and spiritual health.
2. Halburt Dunn, a pioneer in the wellness movement, believed wellness was a dynamic
process of continually moving toward one’s potential for optimal functioning.
3. Dr. John Travis founded the first Wellness Resource Center in the U.S.
4. Dr. Bill Hetler cofounded the National Wellness Institute and developed the
Lifestyle Assessment Questionnaire (redesigned as TestWell) and the Six
Dimensions of Wellness Model.
B. Social Dimension
1. This dimension encourages a collectivist view of the world—that of contributing to
society, helping others, and valuing the concept of interdependence between
ourselves and our environment.
2. Current research shows that people with spouses, friends, and a rich social network
may outlive isolated loners by as much as 30 years.
C. Occupational Dimension
1. A “well” occupation is consistent with personal values, interests, and beliefs.
2. In a well work environment, you share your unique gifts, skills, and talents, and
enjoy work that is meaningful and rewarding.
D. Spiritual Dimension
1. Identifying your basic purpose in life; learning how to experience love, joy, peace,
and fulfillment; and helping ourselves and others achieve our potential are all aspects
of the spiritual dimension.
2. Spirituality has been described as transcendence, connectedness, a power, a force, an
energy, and a connection to a formal religion.
E. Physical Dimension
1. Physical wellness is met through participating in regular physical activity,
maintaining a healthy body weight, and avoiding harmful behaviours such as tobacco
use, drug misuse, and excessive alcohol consumption.
F. Intellectual Dimension
1. Intellectual health refers to your ability to think and learn from life experience, your
openness to new ideas, and your capacity to question and evaluate information.
G. Emotional Dimension
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1. Emotional wellness includes the degree to which one feels positive and enthusiastic
about oneself and life.
2. When you are emotionally well you have the capacity to express and manage your
own feelings, to work independently, but to also recognize the importance of being
able to ask for help or support when needed.
IV. Health Challenges
A. What Is the Average Life Expectancy?
1. In 2007 the average age at death for the overall population was 80.7 years (78.3 for
men, 83.0 for women).
2. Cancer and heart disease are the two leading causes of death for Canadians followed
by chronic lower respiratory diseases and Type 2 diabetes (which is strongly linked
to being overweight).
3. Hypertension (high blood pressure) is a major contributor to poor health, affecting
one in five Canadians.
4. Mental health issues are also concerning.
B. Do Sex and Gender Matter?
1. Sex is a classification, generally as male or female, according to the reproductive
organs and functions that derive from the chromosomal complement.
2. Gender refers to a person’s self-representation as male or female, or how that person
is responded to by social institutions on the basis of the individual’s gender
presentation.
3. The experience of being male or female in a particular culture and society can and
does have an effect on physical and psychological well-being. This realization is
both new and revolutionary.
4. Gender differences persist in sickness as well as in health.
5. Gender-specific medicine is replacing one-size-fits-all health care with new
definitions of what is normal for men and women.
C. Social Determinants
1. New research in the area of the social determinants of health (SDOH) supports the
notion that income and income distribution, education, unemployment and job
security, employment and working conditions, early childhood development, food
insecurity, housing, social exclusion, social safety net, health services, Aboriginal
status, gender, race, and disability are also very important to health and wellness
status.
D. Diversity and Social Exclusion
1. We live in the most diverse nation on earth, and increased disparities are evident as
many different groups of Canadians do not have equal access to health care and
health and wellness opportunities.
2. There is evidence that there is a growing inequality in social and economic status
between groups of Canadians, and that a larger gap lowers the health status of the
overall population.
3. Members of minority groups often encounter much difficulty accessing health-care
services in Canada due to poverty and social exclusion.
4. Social exclusion is based on gender, age, ability, sexual orientation, race, ethnicity,
about oneself and life.
2. When you are emotionally well you have the capacity to express and manage your
own feelings, to work independently, but to also recognize the importance of being
able to ask for help or support when needed.
IV. Health Challenges
A. What Is the Average Life Expectancy?
1. In 2007 the average age at death for the overall population was 80.7 years (78.3 for
men, 83.0 for women).
2. Cancer and heart disease are the two leading causes of death for Canadians followed
by chronic lower respiratory diseases and Type 2 diabetes (which is strongly linked
to being overweight).
3. Hypertension (high blood pressure) is a major contributor to poor health, affecting
one in five Canadians.
4. Mental health issues are also concerning.
B. Do Sex and Gender Matter?
1. Sex is a classification, generally as male or female, according to the reproductive
organs and functions that derive from the chromosomal complement.
2. Gender refers to a person’s self-representation as male or female, or how that person
is responded to by social institutions on the basis of the individual’s gender
presentation.
3. The experience of being male or female in a particular culture and society can and
does have an effect on physical and psychological well-being. This realization is
both new and revolutionary.
4. Gender differences persist in sickness as well as in health.
5. Gender-specific medicine is replacing one-size-fits-all health care with new
definitions of what is normal for men and women.
C. Social Determinants
1. New research in the area of the social determinants of health (SDOH) supports the
notion that income and income distribution, education, unemployment and job
security, employment and working conditions, early childhood development, food
insecurity, housing, social exclusion, social safety net, health services, Aboriginal
status, gender, race, and disability are also very important to health and wellness
status.
D. Diversity and Social Exclusion
1. We live in the most diverse nation on earth, and increased disparities are evident as
many different groups of Canadians do not have equal access to health care and
health and wellness opportunities.
2. There is evidence that there is a growing inequality in social and economic status
between groups of Canadians, and that a larger gap lowers the health status of the
overall population.
3. Members of minority groups often encounter much difficulty accessing health-care
services in Canada due to poverty and social exclusion.
4. Social exclusion is based on gender, age, ability, sexual orientation, race, ethnicity,
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and religious beliefs.
5. Publichealth experts are replacing the word“minority”with“underserved.”
E. Job Security and Working Conditions
1. Globalization has led to changes in the workforce that include layoffs and the
increase in temporary, part-time, casual, contract, and self-employment situations,
leading to job insecurity for half of working Canadians.
F. Housing and Food Security
1. Low-income families, especially Aboriginal ones; new immigrants; and single-parent
families struggle with housing issues in Canada.
2. Low-income families are 13 times more likely to report that their children go hungry
than higher income families; this is especially true for single mothers.
G. Education and Care in Early Life
1. We do not have enough regulated childcare spaces in Canada for children of working
parents.
2. Budget cutbacks to public school education endanger the health of Canadians and the
well-being of the social structure of our society.
3. Aboriginal students have lower rates of high-school graduation, and their attendance
is well below the national average.
H. Taking Action
1. Six key strategies to enhance the social determinants of health have been adopted by
health agencies and provincial governments:
a. adopting a framework for social inclusion
b. promoting full employment, job security, and healthy working conditions
c. protecting universal access to our high-quality health system
d. protecting Canada’s high-quality publiceducation system
e. ensuring the right of all Canadians to adequate housing and food
f. reducing income disparities by ensuring minimum wages and levels of social
assistance
V. The Health of College and University Students
1. College-aged men are more likely than college-aged women to engage in risk-taking
behaviours, to use drugs and alcohol, to engage in risky sexual behaviours such as
having multiple partners and having sex while under the influence of alcohol, and to
drive dangerously.
2. Dormitories have proven to be breeding grounds for serious infectious diseases such
as meningitis; second-hand smoke can pose a long-term threat to smokers’
roommates; and binge drinking imperils drinkers and those surrounding them.
3. Undergraduates face risks to their psychological health. College students reported
more distress than the general population or their peers not enrolled in college.
4. First-year students suffer the most in terms of physical and emotional well-being.
5. Increased education has long-term health benefits.
VI. Making Healthy Changes
A. Understanding Health Behaviour
1. To make lasting beneficial changes, it helps to understand the three types of
5. Publichealth experts are replacing the word“minority”with“underserved.”
E. Job Security and Working Conditions
1. Globalization has led to changes in the workforce that include layoffs and the
increase in temporary, part-time, casual, contract, and self-employment situations,
leading to job insecurity for half of working Canadians.
F. Housing and Food Security
1. Low-income families, especially Aboriginal ones; new immigrants; and single-parent
families struggle with housing issues in Canada.
2. Low-income families are 13 times more likely to report that their children go hungry
than higher income families; this is especially true for single mothers.
G. Education and Care in Early Life
1. We do not have enough regulated childcare spaces in Canada for children of working
parents.
2. Budget cutbacks to public school education endanger the health of Canadians and the
well-being of the social structure of our society.
3. Aboriginal students have lower rates of high-school graduation, and their attendance
is well below the national average.
H. Taking Action
1. Six key strategies to enhance the social determinants of health have been adopted by
health agencies and provincial governments:
a. adopting a framework for social inclusion
b. promoting full employment, job security, and healthy working conditions
c. protecting universal access to our high-quality health system
d. protecting Canada’s high-quality publiceducation system
e. ensuring the right of all Canadians to adequate housing and food
f. reducing income disparities by ensuring minimum wages and levels of social
assistance
V. The Health of College and University Students
1. College-aged men are more likely than college-aged women to engage in risk-taking
behaviours, to use drugs and alcohol, to engage in risky sexual behaviours such as
having multiple partners and having sex while under the influence of alcohol, and to
drive dangerously.
2. Dormitories have proven to be breeding grounds for serious infectious diseases such
as meningitis; second-hand smoke can pose a long-term threat to smokers’
roommates; and binge drinking imperils drinkers and those surrounding them.
3. Undergraduates face risks to their psychological health. College students reported
more distress than the general population or their peers not enrolled in college.
4. First-year students suffer the most in terms of physical and emotional well-being.
5. Increased education has long-term health benefits.
VI. Making Healthy Changes
A. Understanding Health Behaviour
1. To make lasting beneficial changes, it helps to understand the three types of
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influences that shape behaviour: predisposing, enabling, and reinforcing factors.
2. Predisposing Factors
a. Predisposing factors include knowledge, attitudes, beliefs, values, and
perceptions.
b. People are most likely to change health behaviour if they hold three beliefs:
Susceptibility—They acknowledge they are at risk for the negative
consequences of their behaviour.
Severity—They believe they may pay a high price if they don’t make a
change.
Benefits—They believe the proposed change will be an advantage to
their health.
c. The value or importance we give to health also plays a major role in changing
behaviour.
3. Enabling Factors
a. Enabling factors include skills, resources, accessible facilities, and physical
and mental capacities.
4. Reinforcing Factors
a. Reinforcing factors may include praise from family and friends, rewards from
teachers or parents, or encouragement and recognition for meeting a goal, but
lasting change depends on an internal commitment and sense of achievement.
B. Decision-Making
1. The entire process of maintaining or restoring health depends on your decisions; it
cannot start or continue without them.
2. If you think of decision-making as a process, you can break down even the most
difficult choices into manageable steps, which include setting priorities, informing
yourself, considering all your options, tuning into your intuitive feelings, and
considering a “worst-case” scenario.
C. The Health Belief Model
1. Use this model to explain and predict health behaviours by focusing on attitudes and
beliefs.
2. According to this model, people will take a health-related action based on the
following factors:
perceived susceptibility, perceived severity, perceived benefits, cues to action, and
self-efficacy.
3. This model has been used over the years to help people change unhealthy behaviours
such as smoking, overeating, and inactivity.
D. How Can I Begin to Make Lifestyle Changes?
1. Change is never easy; when you decide to change a behaviour, you have to give up
something familiar and easy for something new and challenging.
2. Change always involves risk—and the prospect of rewards.
3. Researchers have identified various approaches that people use in making beneficial
changes,
including the moral model, the enlightenment model, the behavioural model, the
medical model, and
the compensatory model.
2. Predisposing Factors
a. Predisposing factors include knowledge, attitudes, beliefs, values, and
perceptions.
b. People are most likely to change health behaviour if they hold three beliefs:
Susceptibility—They acknowledge they are at risk for the negative
consequences of their behaviour.
Severity—They believe they may pay a high price if they don’t make a
change.
Benefits—They believe the proposed change will be an advantage to
their health.
c. The value or importance we give to health also plays a major role in changing
behaviour.
3. Enabling Factors
a. Enabling factors include skills, resources, accessible facilities, and physical
and mental capacities.
4. Reinforcing Factors
a. Reinforcing factors may include praise from family and friends, rewards from
teachers or parents, or encouragement and recognition for meeting a goal, but
lasting change depends on an internal commitment and sense of achievement.
B. Decision-Making
1. The entire process of maintaining or restoring health depends on your decisions; it
cannot start or continue without them.
2. If you think of decision-making as a process, you can break down even the most
difficult choices into manageable steps, which include setting priorities, informing
yourself, considering all your options, tuning into your intuitive feelings, and
considering a “worst-case” scenario.
C. The Health Belief Model
1. Use this model to explain and predict health behaviours by focusing on attitudes and
beliefs.
2. According to this model, people will take a health-related action based on the
following factors:
perceived susceptibility, perceived severity, perceived benefits, cues to action, and
self-efficacy.
3. This model has been used over the years to help people change unhealthy behaviours
such as smoking, overeating, and inactivity.
D. How Can I Begin to Make Lifestyle Changes?
1. Change is never easy; when you decide to change a behaviour, you have to give up
something familiar and easy for something new and challenging.
2. Change always involves risk—and the prospect of rewards.
3. Researchers have identified various approaches that people use in making beneficial
changes,
including the moral model, the enlightenment model, the behavioural model, the
medical model, and
the compensatory model.
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4. Before they reach the stage where they can and do take action to change, most
people go through a process that includes reaching a level of accumulated
unhappiness that makes them ready for a change, and then they have a moment of
truth that makes them want to change.
5. Social and cultural norms—behaviours that are expected, accepted, or supported by a
group—can make change much harder if they’re constantly working against a
person’s best intentions.
6. If you’re aware of the norms that influence your behaviour, you can devise strategies
either to change them or adapt to them.
E. Strategies for Prevention—Setting Realistic Goals
1. SMART Model—Goals and objectives must be Specific, Measurable, Achievable,
Realistic, and
Trackable or Time-Based.
F. Strategies for Change—More Options for Change
1. Modelling—observing other people and emulating their behaviours, successes, or
positive lifestyle
choices.
2. Positive Visualization—creating a mental picture of a goal or a behaviour change
and visualizing
yourself making that change.
4. Shaping—building desired behaviour in small steps and rewarding positive
behaviour changes over
time.
G. Stages of Change
1. Pre-contemplation—Individuals in this stage are not even aware they have a problem
and have no intention of making a change.
2. Contemplation—Individualsare aware they have a behavioural problem and are
considering changing it within the next six months.
3. Preparation—People in this stage intend to change a problem behaviour within the
next month.
4. Action—People in this stage are actively modifying their behaviour according to
their plan.
5. Maintenance—In this stage individuals have continued to work at changing their
behaviour.
6. Termination—While it may take two to five years, a behaviour becomes so deeply
ingrained that individuals can’t imagine abandoning it.
H. Successful Change
1. Some people find it helpful to sign a “contract,” a written agreement in which they
make a commitment to change.
2. Change also depends on the belief that you can and will succeed (self-efficacy).
3. Another crucial factor is locus of control.
a. If you believe that your actions will make a difference in your health, your
locus of control is internal.
b. If you believe that external forces or factors play a greater role, your locus of
control is external.
people go through a process that includes reaching a level of accumulated
unhappiness that makes them ready for a change, and then they have a moment of
truth that makes them want to change.
5. Social and cultural norms—behaviours that are expected, accepted, or supported by a
group—can make change much harder if they’re constantly working against a
person’s best intentions.
6. If you’re aware of the norms that influence your behaviour, you can devise strategies
either to change them or adapt to them.
E. Strategies for Prevention—Setting Realistic Goals
1. SMART Model—Goals and objectives must be Specific, Measurable, Achievable,
Realistic, and
Trackable or Time-Based.
F. Strategies for Change—More Options for Change
1. Modelling—observing other people and emulating their behaviours, successes, or
positive lifestyle
choices.
2. Positive Visualization—creating a mental picture of a goal or a behaviour change
and visualizing
yourself making that change.
4. Shaping—building desired behaviour in small steps and rewarding positive
behaviour changes over
time.
G. Stages of Change
1. Pre-contemplation—Individuals in this stage are not even aware they have a problem
and have no intention of making a change.
2. Contemplation—Individualsare aware they have a behavioural problem and are
considering changing it within the next six months.
3. Preparation—People in this stage intend to change a problem behaviour within the
next month.
4. Action—People in this stage are actively modifying their behaviour according to
their plan.
5. Maintenance—In this stage individuals have continued to work at changing their
behaviour.
6. Termination—While it may take two to five years, a behaviour becomes so deeply
ingrained that individuals can’t imagine abandoning it.
H. Successful Change
1. Some people find it helpful to sign a “contract,” a written agreement in which they
make a commitment to change.
2. Change also depends on the belief that you can and will succeed (self-efficacy).
3. Another crucial factor is locus of control.
a. If you believe that your actions will make a difference in your health, your
locus of control is internal.
b. If you believe that external forces or factors play a greater role, your locus of
control is external.
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4. Reinforcement (either positive or negative) can also play a role.
5. Self-talk, the messages you send yourself, also can play a role in change.
VII. Health and Wellness Education
A. The Power of Prevention
1. No medical treatment can compare with the power of prevention.
2. Prevention can take many forms: primary (or before the fact); consumer education;
identifying people at risk; targeting a specific community, group, or individual.
3. In the past, physicians did not routinely incorporate prevention into their professional
practice; however, medical schools are now providing more training in preventive
care.
B. The Potential of Protection
1. There is a great deal of overlap between prevention and protection.
2. The very concept of protection implies some degree of risk—immediate and direct or
long-term and indirect.
C. Assessing Risks
1. We all face a host of risks, from the danger of being the victim of violence to the
hazards of self-destructive behaviours like drinking and drugs.
2. At any age, the greatest health threats stem from high-risk behaviours—smoking,
excessive drinking, not getting enough exercise, eating too many high-fat foods, and
not getting regular medical checkups, to name just a few.
3. Environmental health risks also need to be assessed.
4. Here are some key factors in considering environmental risks:
a. Are there possible benefits?Someadvantages may make some risks worth
taking.
b. Is the risk voluntary?
c. Is the risk fair?
d. Are there alternatives?
e. Are lives saved or lost?
D. The Future of Health and Wellness
1. Medical science is moving ahead at an astonishing speed.
2. Even with advances in medical science it is still important to make healthy lifestyle
choices that support all the dimensions of health and wellness.
STUDENT MOTIVATION
understanding health from the perspective of a college or university student (see pages15
to 16)
recognizing differences in racial and ethnic backgrounds and how this relates to cultural
attitudes about health
determining where students lie on the wellness-illness continuum, what factors may
affect their place on the scale, and what an optimum state of health means to each
student
understanding the process of behaviour change and how it can be applied to one’s life—
students are likely to have different ways in which they want to change their present
5. Self-talk, the messages you send yourself, also can play a role in change.
VII. Health and Wellness Education
A. The Power of Prevention
1. No medical treatment can compare with the power of prevention.
2. Prevention can take many forms: primary (or before the fact); consumer education;
identifying people at risk; targeting a specific community, group, or individual.
3. In the past, physicians did not routinely incorporate prevention into their professional
practice; however, medical schools are now providing more training in preventive
care.
B. The Potential of Protection
1. There is a great deal of overlap between prevention and protection.
2. The very concept of protection implies some degree of risk—immediate and direct or
long-term and indirect.
C. Assessing Risks
1. We all face a host of risks, from the danger of being the victim of violence to the
hazards of self-destructive behaviours like drinking and drugs.
2. At any age, the greatest health threats stem from high-risk behaviours—smoking,
excessive drinking, not getting enough exercise, eating too many high-fat foods, and
not getting regular medical checkups, to name just a few.
3. Environmental health risks also need to be assessed.
4. Here are some key factors in considering environmental risks:
a. Are there possible benefits?Someadvantages may make some risks worth
taking.
b. Is the risk voluntary?
c. Is the risk fair?
d. Are there alternatives?
e. Are lives saved or lost?
D. The Future of Health and Wellness
1. Medical science is moving ahead at an astonishing speed.
2. Even with advances in medical science it is still important to make healthy lifestyle
choices that support all the dimensions of health and wellness.
STUDENT MOTIVATION
understanding health from the perspective of a college or university student (see pages15
to 16)
recognizing differences in racial and ethnic backgrounds and how this relates to cultural
attitudes about health
determining where students lie on the wellness-illness continuum, what factors may
affect their place on the scale, and what an optimum state of health means to each
student
understanding the process of behaviour change and how it can be applied to one’s life—
students are likely to have different ways in which they want to change their present
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lifestyle
BARRIERS TO LEARNING
differentiating between the words “gender” and “sex” and what this means in terms of
health-related conditions (see Figure 1-7 for some direct comparisons)
differentiating between the terms “health” and “wellness” (compare health,pages 4 to 5
to wellness,pages 9 to11)
comparing “self-responsibility” and “social responsibility” and how having an
appreciation for self-responsibility will allow students to better take care of others as
well
DISCUSSION QUESTIONS
Six Domains of Health: Discuss with students which domain of health is most prominent in their
lives. Why do they feel this way? Which are they least concerned with? Ask students what they
could do in order to incorporate all components into their lives. What are some of the obvious
differences between those who do incorporate all of these aspects into their livesand those who only
concentrate on one or two of these components?
Canadian Health Agencies and Initiatives: What Canadian health agencies, programs, or
initiatives have had an impact on students’ health or the health and wellness of their friends and
families? How did they enable the students to improve their health and wellness? What programs
and initiatives are lacking or need improvement? Where are there gaps in the system?
Diversity and Social Exclusion: What challenges do the social determinants of health bring to the
health-care system? What actions can government, universities, hospitalsand other health-care
facilities, and individuals take to address these differences? Identify some of the aspects of social
exclusion that might affect the overall health of an individual. What factors in the health-care
system might keep various individuals from keeping up with their health?
One example is when brochures only display one race, and are only in one language. Another
example iswhen physicians do not clarify health questions, such as “Are you sexually active?” Does
this mean in the last week, two hours ago, in your lifetime…?Also, what does “sexually active”
mean? How is this term interpreted if you are lesbian or a gay man? What about,“Do you drink
alcohol?”A person might reply, “Yes, but only once a week.” This may still be a problem if the one
time a week he or she drinks five to eight drinks.
Personal Health Assessment: After reviewing the Precede-Proceed Model for Health Promotion
Planning and Evaluation, and the Quality of Life Model, encourage students to keep a small journal
handy in order to record their thoughts, reactions, and experiences related to each chapter’s
materials. How does the information presented in each chapter apply to their values, attitudes, and
behaviours? What might they do in order to change unhealthy behaviours? What are some of the
barriers that might keep them from a healthier lifestyle? What are some of the benefits of a healthy
lifestyle? Is a healthy lifestyle the same for everyone?
BARRIERS TO LEARNING
differentiating between the words “gender” and “sex” and what this means in terms of
health-related conditions (see Figure 1-7 for some direct comparisons)
differentiating between the terms “health” and “wellness” (compare health,pages 4 to 5
to wellness,pages 9 to11)
comparing “self-responsibility” and “social responsibility” and how having an
appreciation for self-responsibility will allow students to better take care of others as
well
DISCUSSION QUESTIONS
Six Domains of Health: Discuss with students which domain of health is most prominent in their
lives. Why do they feel this way? Which are they least concerned with? Ask students what they
could do in order to incorporate all components into their lives. What are some of the obvious
differences between those who do incorporate all of these aspects into their livesand those who only
concentrate on one or two of these components?
Canadian Health Agencies and Initiatives: What Canadian health agencies, programs, or
initiatives have had an impact on students’ health or the health and wellness of their friends and
families? How did they enable the students to improve their health and wellness? What programs
and initiatives are lacking or need improvement? Where are there gaps in the system?
Diversity and Social Exclusion: What challenges do the social determinants of health bring to the
health-care system? What actions can government, universities, hospitalsand other health-care
facilities, and individuals take to address these differences? Identify some of the aspects of social
exclusion that might affect the overall health of an individual. What factors in the health-care
system might keep various individuals from keeping up with their health?
One example is when brochures only display one race, and are only in one language. Another
example iswhen physicians do not clarify health questions, such as “Are you sexually active?” Does
this mean in the last week, two hours ago, in your lifetime…?Also, what does “sexually active”
mean? How is this term interpreted if you are lesbian or a gay man? What about,“Do you drink
alcohol?”A person might reply, “Yes, but only once a week.” This may still be a problem if the one
time a week he or she drinks five to eight drinks.
Personal Health Assessment: After reviewing the Precede-Proceed Model for Health Promotion
Planning and Evaluation, and the Quality of Life Model, encourage students to keep a small journal
handy in order to record their thoughts, reactions, and experiences related to each chapter’s
materials. How does the information presented in each chapter apply to their values, attitudes, and
behaviours? What might they do in order to change unhealthy behaviours? What are some of the
barriers that might keep them from a healthier lifestyle? What are some of the benefits of a healthy
lifestyle? Is a healthy lifestyle the same for everyone?
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College/University Students and Health: Ask students how they handle the possible newfound
freedom they have achieved since attending college/university. How do their parents handle and
react to it? How does this sense of independence affect their health? What health challenges do they
face?
Wellness-Illness Continuum: Have students identify where they are on the Wellness-Illness
Continuum (Figure 1-4). Be sure they include all six domains of health. What does the Wellness-
Illness Continuum represent? Can you fluctuate on this continuum?
Changing Health Behaviour: Ask students to reflect on a personal change attempt. Discuss
positive strategies they used. Discuss unsuccessful attempts. Why were they unsuccessful? What
could they have done differently? Point out the Stages of Change (Figure 1-10) and compare
successful and unsuccessful changes.
GUEST SPEAKERS AND PANEL PRESENTATIONS
Compose a panel of class members or community representatives from diverse ethnic, religious, and
racial groups to discuss their cultures’ views about health and illness. In particular, you might
invitemembers of the First Nations community to your classroom to discuss their spiritual beliefs
and culture so that others might have a better understanding of their perspective on health and
wellness.
Form a panel,possibly comprising a psychologist, sociologist, environmentalist, and physician,and
have the members share their definitions of health and how they work to protect it.
Invite someone who has recently overcome a major health obstacle or problem to discuss what
helped them to adjust to or overcome the problem.
Invite a member of a community support group (e.g., Alcoholics Anonymous, Weight Watchers) to
share their methods/steps to creating behavioural change.
CLASS ACTIVITIES
Activity #1
Meet Your Classmates
Purpose:
1. To meet your classmates and learn to appreciate the differences we all share
2. To appreciate nonverbal communication
Time:
Ten to fifteen minutes
freedom they have achieved since attending college/university. How do their parents handle and
react to it? How does this sense of independence affect their health? What health challenges do they
face?
Wellness-Illness Continuum: Have students identify where they are on the Wellness-Illness
Continuum (Figure 1-4). Be sure they include all six domains of health. What does the Wellness-
Illness Continuum represent? Can you fluctuate on this continuum?
Changing Health Behaviour: Ask students to reflect on a personal change attempt. Discuss
positive strategies they used. Discuss unsuccessful attempts. Why were they unsuccessful? What
could they have done differently? Point out the Stages of Change (Figure 1-10) and compare
successful and unsuccessful changes.
GUEST SPEAKERS AND PANEL PRESENTATIONS
Compose a panel of class members or community representatives from diverse ethnic, religious, and
racial groups to discuss their cultures’ views about health and illness. In particular, you might
invitemembers of the First Nations community to your classroom to discuss their spiritual beliefs
and culture so that others might have a better understanding of their perspective on health and
wellness.
Form a panel,possibly comprising a psychologist, sociologist, environmentalist, and physician,and
have the members share their definitions of health and how they work to protect it.
Invite someone who has recently overcome a major health obstacle or problem to discuss what
helped them to adjust to or overcome the problem.
Invite a member of a community support group (e.g., Alcoholics Anonymous, Weight Watchers) to
share their methods/steps to creating behavioural change.
CLASS ACTIVITIES
Activity #1
Meet Your Classmates
Purpose:
1. To meet your classmates and learn to appreciate the differences we all share
2. To appreciate nonverbal communication
Time:
Ten to fifteen minutes
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Method:
1. Go to an area where students can easily move around.
2. Divide the group into two or three teams.
3. Have them stand in a straight line.
4. Give them a topic regarding health (e.g., times a week you exercise, number of fruits and
vegetables eaten daily, number of sports teams played on in high school)
5. Have them line up accordingly (e.g., most to least, least to most).
6. Keep track of time to see which group lines up first (and then compare times afterwards).
7. To add a twist, don’t let them talk while trying to line up.
8. Repeat many times so that the students get a chance to be in different location each
time.
Discussion:
1. Elaborate on the following communication facts:
a. Verbal messages(words) account for 7 percent of communication.
b. Nonverbal cues (e.g., expression, gesture, or dress) account for 93 percent of
communication.
2. Discuss with the students how they felt when they couldn’t talk.What did they rely on
to communicate?
a. How did each of them communicate? Were there different styles?
b. Is nonverbal communication as effective as verbal communication? Explain.
3. Discuss whether anyone was always in the same place in line or not. Discuss
differences amongst each other.
4. How might these differences reflect how we treat ourselves? Our lifestyle behaviours?
Activity #2
The Dimensions of Health
Purpose:
1. To introduce and investigate the dimensions of health and how various individuals
perceive these dimensions
2. To analyze human behaviour in the context of physical, psychological, social,
intellectual, environmental, and spiritual health
3. To meet your classmates
Time:
Twenty to thirty minutes
Method:
1. Form a circle in the room.
2. Instruct students to introduce themselves and identify a dimension of health that
represents their lifestyle by acting it out.
Discussion:
1. Discuss the various ways that people perceive the dimensions, not only through how
individualsact out the dimensions but also from the audience’s reactions.
1. Go to an area where students can easily move around.
2. Divide the group into two or three teams.
3. Have them stand in a straight line.
4. Give them a topic regarding health (e.g., times a week you exercise, number of fruits and
vegetables eaten daily, number of sports teams played on in high school)
5. Have them line up accordingly (e.g., most to least, least to most).
6. Keep track of time to see which group lines up first (and then compare times afterwards).
7. To add a twist, don’t let them talk while trying to line up.
8. Repeat many times so that the students get a chance to be in different location each
time.
Discussion:
1. Elaborate on the following communication facts:
a. Verbal messages(words) account for 7 percent of communication.
b. Nonverbal cues (e.g., expression, gesture, or dress) account for 93 percent of
communication.
2. Discuss with the students how they felt when they couldn’t talk.What did they rely on
to communicate?
a. How did each of them communicate? Were there different styles?
b. Is nonverbal communication as effective as verbal communication? Explain.
3. Discuss whether anyone was always in the same place in line or not. Discuss
differences amongst each other.
4. How might these differences reflect how we treat ourselves? Our lifestyle behaviours?
Activity #2
The Dimensions of Health
Purpose:
1. To introduce and investigate the dimensions of health and how various individuals
perceive these dimensions
2. To analyze human behaviour in the context of physical, psychological, social,
intellectual, environmental, and spiritual health
3. To meet your classmates
Time:
Twenty to thirty minutes
Method:
1. Form a circle in the room.
2. Instruct students to introduce themselves and identify a dimension of health that
represents their lifestyle by acting it out.
Discussion:
1. Discuss the various ways that people perceive the dimensions, not only through how
individualsact out the dimensions but also from the audience’s reactions.
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Activity #3
Presentation on Various Cultures
Purpose:
To better understand the health needs and practices of various cultures
Time:
Two to three class periods
Method:
1. Have students select (or assign) various cultures to research the health needsand practices of
each culture. You may want to put them in groups.
a. Ask students to research the various dimensions of health regarding their selected (or
assigned) culture.
2. Give the students ample time to research their given culture.
3. Have students present to either small groups or to the entire class; whatevertime allows.
Discussion:
1. Discuss the various ways that people perceived the dimensions and how others fromdifferent
cultures might interpret these dimensions.
2. Ask the students how they feel about these various cultures after having a chance tolook at them
more closely.
Activity #4
How Do We Compare?
Purpose:
To introduce and investigate the various health concerns and illnesses around the world and
compare them to those in Canada
Time:
One class period
Method:
1. Reserve a classroom that has access to enough computers for your class.
2. Have students investigate the World Health Organization website and the Health Canada
website, and make a list of the top illnesses around the world.
3. To add another dimension, give the students a particular case study and ask them toidentify
symptoms or methods of treatment as reported by these two organizations.
Discussion:
1. Discuss why certain countries are more susceptible than others to particular diseases.
2. What prevention methods are in place to combat those diseases in Canada? Are theyeffective?
Why or why not?
Presentation on Various Cultures
Purpose:
To better understand the health needs and practices of various cultures
Time:
Two to three class periods
Method:
1. Have students select (or assign) various cultures to research the health needsand practices of
each culture. You may want to put them in groups.
a. Ask students to research the various dimensions of health regarding their selected (or
assigned) culture.
2. Give the students ample time to research their given culture.
3. Have students present to either small groups or to the entire class; whatevertime allows.
Discussion:
1. Discuss the various ways that people perceived the dimensions and how others fromdifferent
cultures might interpret these dimensions.
2. Ask the students how they feel about these various cultures after having a chance tolook at them
more closely.
Activity #4
How Do We Compare?
Purpose:
To introduce and investigate the various health concerns and illnesses around the world and
compare them to those in Canada
Time:
One class period
Method:
1. Reserve a classroom that has access to enough computers for your class.
2. Have students investigate the World Health Organization website and the Health Canada
website, and make a list of the top illnesses around the world.
3. To add another dimension, give the students a particular case study and ask them toidentify
symptoms or methods of treatment as reported by these two organizations.
Discussion:
1. Discuss why certain countries are more susceptible than others to particular diseases.
2. What prevention methods are in place to combat those diseases in Canada? Are theyeffective?
Why or why not?
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REFERENCES, READINGS, AND RESOURCES
Anspaugh, D.J., Digman, M.B., &Anspaugh, S.L. (2000).Models for health
promotioninterventions.In Planning, implementing and evaluating health promotion
programs. Boston: McGraw Hill.
Commission on the Future of Health Care in Canada. (2004, October 1). Final report.Health
Canada. Available at http://www.hc-sc.gc.ca/hcs-sss/hhr-rhs/strateg/romanow-eng.php
Constitution of the World Health Organization.(1947). Chronicle of the World Health Organization.
Geneva, Switzerland: WHO.
Edwards, P., et al. (2004, May–June).ParticipACTION: The mouse that roared: A marketing and
health communications success story. Canadian Journal of Public Health, 95 Supplement 2.
Available at www.usask.ca/archives/participaction/english/impact/CPHA.html
Epp, J. (1986). Achieving health for all: A framework for health promotion.Ottawa: Minister of
Supply and Services Canada. Available at http://www.hc-sc.gc.ca/hcs-sss/pubs/system-
regime/1986-frame-plan-promotion/index-eng.php
Federal/Provincial/Territorial Advisory Committee on Population Health (1999).Toward a healthy
future.Second report on the health of Canadians. Ottawa: Health Canada.
Health Canada. (2004). Young people in Canada: Their health and well-being. Report. Available at
www.phac-aspc.gc.ca/dca-dea/publications/hbsc-2004/pdf/hbsc_summary_2004_e.pdf
Kulchyski, P., McCaskill, D., & Newhouse, D. (1999).Introduction.In P. Kulchyski, D.
McCaskill,& D. Newhouse (Eds.), In the words of elders: Aboriginal cultures in transition
(pp. iv, xi–xxv). Toronto: University of Toronto Press.
LaLonde, M. (1974).A new perspective on the health of Canadians.Ottawa: Government of Canada.
Available atwww.hc-sc.gc.ca/hcs-sss/com/fed/lalonde-eng.php
McKenzie, B., &Morrissette, V. (2003, April). Social work practice with Canadians of Aboriginal
background: Guidelines for respectful social work. Envision: The Manitoba Journal of Child
Welfare, 2(1).
Ottawa Charter for Health Promotion.(1986). World Health Organization, Health and Welfare
Canada, and Canadian Public Health Association. Available at
www.who.int/hpr/NPH/docs/ottawa_charter_hp.pdf
Quality of life model.(n.d.)QOL Concepts.Quality of Life Research Unit, University of Toronto.
Available at www.utoronto.ca/qol/concepts.htm
Anspaugh, D.J., Digman, M.B., &Anspaugh, S.L. (2000).Models for health
promotioninterventions.In Planning, implementing and evaluating health promotion
programs. Boston: McGraw Hill.
Commission on the Future of Health Care in Canada. (2004, October 1). Final report.Health
Canada. Available at http://www.hc-sc.gc.ca/hcs-sss/hhr-rhs/strateg/romanow-eng.php
Constitution of the World Health Organization.(1947). Chronicle of the World Health Organization.
Geneva, Switzerland: WHO.
Edwards, P., et al. (2004, May–June).ParticipACTION: The mouse that roared: A marketing and
health communications success story. Canadian Journal of Public Health, 95 Supplement 2.
Available at www.usask.ca/archives/participaction/english/impact/CPHA.html
Epp, J. (1986). Achieving health for all: A framework for health promotion.Ottawa: Minister of
Supply and Services Canada. Available at http://www.hc-sc.gc.ca/hcs-sss/pubs/system-
regime/1986-frame-plan-promotion/index-eng.php
Federal/Provincial/Territorial Advisory Committee on Population Health (1999).Toward a healthy
future.Second report on the health of Canadians. Ottawa: Health Canada.
Health Canada. (2004). Young people in Canada: Their health and well-being. Report. Available at
www.phac-aspc.gc.ca/dca-dea/publications/hbsc-2004/pdf/hbsc_summary_2004_e.pdf
Kulchyski, P., McCaskill, D., & Newhouse, D. (1999).Introduction.In P. Kulchyski, D.
McCaskill,& D. Newhouse (Eds.), In the words of elders: Aboriginal cultures in transition
(pp. iv, xi–xxv). Toronto: University of Toronto Press.
LaLonde, M. (1974).A new perspective on the health of Canadians.Ottawa: Government of Canada.
Available atwww.hc-sc.gc.ca/hcs-sss/com/fed/lalonde-eng.php
McKenzie, B., &Morrissette, V. (2003, April). Social work practice with Canadians of Aboriginal
background: Guidelines for respectful social work. Envision: The Manitoba Journal of Child
Welfare, 2(1).
Ottawa Charter for Health Promotion.(1986). World Health Organization, Health and Welfare
Canada, and Canadian Public Health Association. Available at
www.who.int/hpr/NPH/docs/ottawa_charter_hp.pdf
Quality of life model.(n.d.)QOL Concepts.Quality of Life Research Unit, University of Toronto.
Available at www.utoronto.ca/qol/concepts.htm
Loading page 16...
Scott, K. (2002, November). A lost decade: Income equality and the health of Canadians. Paper
presented at the Social Determinants of Health Across the Life-Span Conference, Toronto.
FILMS (DVDS/VIDEOCASSETTES)
The Concept of Holistic Health
(improving overall health; shows all dimensions)
Hogg Foundation Library
P.O. Box 7998
University of Texas
Austin, TX 78712
Doctors Ought To Care
(Dr. Alan Blum discusses good and bad health habits and self-prevention strategies.)
Hogg Foundation for Mental Health
Hogg Foundation Library
P.O. Box 7998
University of Texas
Austin, TX 78712
Health and Lifestyles
(Lifestyles have an effect upon health; it’s never too late to begin the change process.)
Spectrum Films
2755 Jefferson Street, Suite 108
Carlsbad, CA 92088
Healthy Lifestyles
(This two CD-Rom set multimedia program provides information to help viewers make the best
decisions for healthy living and feeling great.)
Films for Humanities and Sciences
P.O. Box 2053
Princeton, NJ 08543-2053
Homeostasis
(observes what happens to the body during a marathon race)
Films for Humanities and Sciences
P.O. Box 2053
Princeton, NJ 08543-2053
Promoting Healthy Behavior
(This program introduces the basic concepts of health and wellness, emphasizing that well-being is
a multi-dimensional concept that exerts an ongoing influence throughout one’s life.)
Films for Humanities & Sciences
P.O. Box 2053
Princeton, NJ 08543-2053
The Science of Wellness
presented at the Social Determinants of Health Across the Life-Span Conference, Toronto.
FILMS (DVDS/VIDEOCASSETTES)
The Concept of Holistic Health
(improving overall health; shows all dimensions)
Hogg Foundation Library
P.O. Box 7998
University of Texas
Austin, TX 78712
Doctors Ought To Care
(Dr. Alan Blum discusses good and bad health habits and self-prevention strategies.)
Hogg Foundation for Mental Health
Hogg Foundation Library
P.O. Box 7998
University of Texas
Austin, TX 78712
Health and Lifestyles
(Lifestyles have an effect upon health; it’s never too late to begin the change process.)
Spectrum Films
2755 Jefferson Street, Suite 108
Carlsbad, CA 92088
Healthy Lifestyles
(This two CD-Rom set multimedia program provides information to help viewers make the best
decisions for healthy living and feeling great.)
Films for Humanities and Sciences
P.O. Box 2053
Princeton, NJ 08543-2053
Homeostasis
(observes what happens to the body during a marathon race)
Films for Humanities and Sciences
P.O. Box 2053
Princeton, NJ 08543-2053
Promoting Healthy Behavior
(This program introduces the basic concepts of health and wellness, emphasizing that well-being is
a multi-dimensional concept that exerts an ongoing influence throughout one’s life.)
Films for Humanities & Sciences
P.O. Box 2053
Princeton, NJ 08543-2053
The Science of Wellness
Loading page 17...
(This program investigates the ramifications of applying the theories of prevention
medicine: modifications in diet and lifestyle.)
Films for Humanities and Sciences
P.O. Box 2053
Princeton, NJ 08543-2053
To Live or Die
(How lifestyle choices affect diseases is demonstrated. Connection between disease and behaviour
in the lives of two individuals is discussed after their deaths.)
Perennial Education, Inc.
930 Pitner Avenue
Evanston, IL 60202
The Wellness Revolution
(Take charge of your physical and mental well-being; choosing healthful lifestyles.)
Modern Talking Picture Service
Film Scheduling Center
500 Park Street
North St. Petersburg, FL 33709
What Is Your Health Hazard Risk?
(provides guidance for improving health and longevity through health quiz)
IBIS Media
175 Tompkins Avenue
Pleasantville, NY 10570
You Can’t Buy Health
(health maintenance program described by medical authorities)
Produced by Burd and Cavan Communications Company
Order from Blue Cross and Blue Shield Insurance Company.
INTERNET RESOURCES
Canadian Institute for Health Information (CIHI)
Access information about national health indicators and standards, health spending, current health
research, and the Canadian Population Health Initiative (CPHI).
www.cihi.ca
medicine: modifications in diet and lifestyle.)
Films for Humanities and Sciences
P.O. Box 2053
Princeton, NJ 08543-2053
To Live or Die
(How lifestyle choices affect diseases is demonstrated. Connection between disease and behaviour
in the lives of two individuals is discussed after their deaths.)
Perennial Education, Inc.
930 Pitner Avenue
Evanston, IL 60202
The Wellness Revolution
(Take charge of your physical and mental well-being; choosing healthful lifestyles.)
Modern Talking Picture Service
Film Scheduling Center
500 Park Street
North St. Petersburg, FL 33709
What Is Your Health Hazard Risk?
(provides guidance for improving health and longevity through health quiz)
IBIS Media
175 Tompkins Avenue
Pleasantville, NY 10570
You Can’t Buy Health
(health maintenance program described by medical authorities)
Produced by Burd and Cavan Communications Company
Order from Blue Cross and Blue Shield Insurance Company.
INTERNET RESOURCES
Canadian Institute for Health Information (CIHI)
Access information about national health indicators and standards, health spending, current health
research, and the Canadian Population Health Initiative (CPHI).
www.cihi.ca
Loading page 18...
Public Health Agency of Canada
Find credible and practical e-health information gathered from federal, provincial, and municipal
agencies; university libraries; and community groups.
www.publichealth.gc.ca
Canadian Institutes for Health Research
Learn about Canada’s lead federal funding agency and funding opportunities for health research in
four areas: biomedical, clinical, health systems and services, and population and public health.
www.cihr-irsc.gc.ca/e/193.html
The First Nations, Inuit& Aboriginal Health Branch of Health Canada
Discover public health and health-promotion services for First Nations, Inuit & Aboriginal people
in Canada.
www.hc-sc.gc.ca/fniah-spnia
Health Canada
Health information can be found at this federal government website. Check out The Daily, a special
page that keeps Canadians on top of current health issues.
www.hc-sc.gc.ca
Speakwell
Visit this award-winning e-wellness website from Speakwell, a health and wellness education
company. Check out the WELL newsletter, which is free of charge.
www.speakwell.com
Find credible and practical e-health information gathered from federal, provincial, and municipal
agencies; university libraries; and community groups.
www.publichealth.gc.ca
Canadian Institutes for Health Research
Learn about Canada’s lead federal funding agency and funding opportunities for health research in
four areas: biomedical, clinical, health systems and services, and population and public health.
www.cihr-irsc.gc.ca/e/193.html
The First Nations, Inuit& Aboriginal Health Branch of Health Canada
Discover public health and health-promotion services for First Nations, Inuit & Aboriginal people
in Canada.
www.hc-sc.gc.ca/fniah-spnia
Health Canada
Health information can be found at this federal government website. Check out The Daily, a special
page that keeps Canadians on top of current health issues.
www.hc-sc.gc.ca
Speakwell
Visit this award-winning e-wellness website from Speakwell, a health and wellness education
company. Check out the WELL newsletter, which is free of charge.
www.speakwell.com
Loading page 19...
Build Your Future
Making Healthy Changes
Ultimately you have more control over your health than anyone else. Use this course as an
opportunity to zero in on at least one less-than-healthful behavior and improve it. Here are some
suggestions for small steps that can have a big payoff. Check those that you commit to making
today, this week, this month, or this term. Indicate “t,” “w,” “m,” or term, and repeat this self-
evaluation throughout the course.
___ Use seat belts. In the last decade, seat belts have saved more than 40,000 lives and prevented
millions of injuries.
___ Eat an extra fruit or vegetable every day. Adding more fruit and vegetables to your diet can
improve your digestion and lower your risk of several cancers.
___ Get enough sleep. A good night’s rest provides the energy you need to make it through the
following day.
___ Take regular stress breaks. A few quiet minutes spent stretching, looking out the window, or
simply letting yourself unwind are good for body and soul.
___ Lose a pound. If you’re overweight, you may not think a pound will make a difference, but it’s
a step in the right direction.
___ If you’re a woman, examine your breasts regularly. Get in the habit of performing a breast
self-examination every month after your period (when breasts are least swollen or tender).
___ If you’re a man, examine your testicles regularly. These simple self-exams can spot the signs
of cancer early, when it is most likely to be cured.
___ Get physical. Just a little exercise will do some good. A regular workout schedule will be good
for your heart, lungs, muscles, bones—even your mood.
Making Healthy Changes
Ultimately you have more control over your health than anyone else. Use this course as an
opportunity to zero in on at least one less-than-healthful behavior and improve it. Here are some
suggestions for small steps that can have a big payoff. Check those that you commit to making
today, this week, this month, or this term. Indicate “t,” “w,” “m,” or term, and repeat this self-
evaluation throughout the course.
___ Use seat belts. In the last decade, seat belts have saved more than 40,000 lives and prevented
millions of injuries.
___ Eat an extra fruit or vegetable every day. Adding more fruit and vegetables to your diet can
improve your digestion and lower your risk of several cancers.
___ Get enough sleep. A good night’s rest provides the energy you need to make it through the
following day.
___ Take regular stress breaks. A few quiet minutes spent stretching, looking out the window, or
simply letting yourself unwind are good for body and soul.
___ Lose a pound. If you’re overweight, you may not think a pound will make a difference, but it’s
a step in the right direction.
___ If you’re a woman, examine your breasts regularly. Get in the habit of performing a breast
self-examination every month after your period (when breasts are least swollen or tender).
___ If you’re a man, examine your testicles regularly. These simple self-exams can spot the signs
of cancer early, when it is most likely to be cured.
___ Get physical. Just a little exercise will do some good. A regular workout schedule will be good
for your heart, lungs, muscles, bones—even your mood.
Loading page 20...
___ Drink more water. Eight glasses a day are what you need to replenish lost fluids, prevent
constipation, and keep your digestive system working efficiently.
___ Do a good deed. Caring for others is a wonderful way to care for your own soul and connect
with others.
constipation, and keep your digestive system working efficiently.
___ Do a good deed. Caring for others is a wonderful way to care for your own soul and connect
with others.
Loading page 21...
Self-Survey
Are You in Control of Your Health?
To test whether you are the master of your fate, asserting control over your destiny or just hanging
on, hoping for the best, take the test below. Depending on which statement you agree with, check
either a or b for each of the following.
1.
(a) Many of the unhappy things in people’s lives are partly due to bad luck. ___
(b) People’s misfortunes result from mistakes they make. ___
2.
(a) One of the major reasons why we have wars is that people don’t take enough interest in
politics. ___
(b) There will always be wars, no matter how hard people try to prevent them. ___
3.
(a) In the long run, people get the respect they deserve in this world. ___
(b) Unfortunately, an individual’s worth often passes unrecognized no matter how hard he tries.
___
4.
(a) The idea that teachers are unfair to students is nonsense. ___
(b) Most students don’t realize the extent to which their grades are influenced by accidental
happenings. ___
5.
(a) Without the right breaks, one cannot be an effective leader. ___
Are You in Control of Your Health?
To test whether you are the master of your fate, asserting control over your destiny or just hanging
on, hoping for the best, take the test below. Depending on which statement you agree with, check
either a or b for each of the following.
1.
(a) Many of the unhappy things in people’s lives are partly due to bad luck. ___
(b) People’s misfortunes result from mistakes they make. ___
2.
(a) One of the major reasons why we have wars is that people don’t take enough interest in
politics. ___
(b) There will always be wars, no matter how hard people try to prevent them. ___
3.
(a) In the long run, people get the respect they deserve in this world. ___
(b) Unfortunately, an individual’s worth often passes unrecognized no matter how hard he tries.
___
4.
(a) The idea that teachers are unfair to students is nonsense. ___
(b) Most students don’t realize the extent to which their grades are influenced by accidental
happenings. ___
5.
(a) Without the right breaks, one cannot be an effective leader. ___
Loading page 22...
(b) Capable people who fail to become leaders have not taken advantage of their opportunities.
___
6.
(a) No matter how hard you try, some people just don’t like you. ___
(b) People who can’t get others to like them don’t understand how to get along with others. ___
7.
(a) I have often found that what is going to happen will happen. ___
(b) Trusting to fate has never turned out as well for me as making a decision to take a definite
course of action. ___
8.
(a) In the case of the well-prepared student, there is rarely, if ever, such a thing as an unfair test.
___
(b) Many times exam questions tend to be so unrelated to course work that studying is really
useless. ___
9.
(a) Becoming a success is a matter of hard work; luck has little or nothing to do with it. ___
(b) Getting a good job depends mainly on being in the right place at the right time. ___
10.
(a) The average citizen can have influence in government decisions. ___
(b) This world is run by the few people in power, and there is not much the little guy can do
about it. ___
11.
(a) When I make plans, I am almost certain that I can make them work. ___
___
6.
(a) No matter how hard you try, some people just don’t like you. ___
(b) People who can’t get others to like them don’t understand how to get along with others. ___
7.
(a) I have often found that what is going to happen will happen. ___
(b) Trusting to fate has never turned out as well for me as making a decision to take a definite
course of action. ___
8.
(a) In the case of the well-prepared student, there is rarely, if ever, such a thing as an unfair test.
___
(b) Many times exam questions tend to be so unrelated to course work that studying is really
useless. ___
9.
(a) Becoming a success is a matter of hard work; luck has little or nothing to do with it. ___
(b) Getting a good job depends mainly on being in the right place at the right time. ___
10.
(a) The average citizen can have influence in government decisions. ___
(b) This world is run by the few people in power, and there is not much the little guy can do
about it. ___
11.
(a) When I make plans, I am almost certain that I can make them work. ___
Loading page 23...
(b) It is not always wise to plan too far ahead because many things turn out to be a matter of
luck anyway. ___
12.
(a) In my case, getting what I want has little or nothing to do with luck. ___
(b) Many times we might just as well decide what to do by flipping a coin. ___
13.
(a) What happens to me is my own doing. ___
(b) Sometimes I feel that I don’t have enough control over the direction my life is taking. ___
luck anyway. ___
12.
(a) In my case, getting what I want has little or nothing to do with luck. ___
(b) Many times we might just as well decide what to do by flipping a coin. ___
13.
(a) What happens to me is my own doing. ___
(b) Sometimes I feel that I don’t have enough control over the direction my life is taking. ___
Loading page 24...
Scoring: Give yourself one point for each of the following answers:
1a, 2b, 3b, 4b, 5a, 6a, 7a, 8b, 9b, 10b, 11b, 12b, 13b
You do not get any points for other choices.
Add up the totals. Scores can range from 0 to 13. A high score indicates an external locus of
control, the belief that forces outside yourself control your destiny. A low score indicates an internal
locus of control, a belief in your ability to take charge of your life.
Source: Based on J. B. Rotter, “Generalized Expectancies for Internal versus External Control of
Reinforcement,” Psychological Monographs, Vol. 80, Whole No. 609 (1966).
If you turned out to be external on this self-assessment quiz, don’t accept your current score as a
given for life. If you want to shift your perspective, you can. People are not internal or external in
every situation. At home you may go along with your parents’ or roommates’ preferences and let
them call the shots. In class you might feel confident and participate without hesitation.
Take inventory of the situations in which you feel most and least in control. Are you bold on the
basketball court but hesitant on a date? Do you feel confident that you can resolve a dispute with
your friends but throw up your hands when a landlord refuses to refund your security deposit? Look
for ways to exert more influence in situations in which you once yielded to external influences. See
what a difference you can make.
1a, 2b, 3b, 4b, 5a, 6a, 7a, 8b, 9b, 10b, 11b, 12b, 13b
You do not get any points for other choices.
Add up the totals. Scores can range from 0 to 13. A high score indicates an external locus of
control, the belief that forces outside yourself control your destiny. A low score indicates an internal
locus of control, a belief in your ability to take charge of your life.
Source: Based on J. B. Rotter, “Generalized Expectancies for Internal versus External Control of
Reinforcement,” Psychological Monographs, Vol. 80, Whole No. 609 (1966).
If you turned out to be external on this self-assessment quiz, don’t accept your current score as a
given for life. If you want to shift your perspective, you can. People are not internal or external in
every situation. At home you may go along with your parents’ or roommates’ preferences and let
them call the shots. In class you might feel confident and participate without hesitation.
Take inventory of the situations in which you feel most and least in control. Are you bold on the
basketball court but hesitant on a date? Do you feel confident that you can resolve a dispute with
your friends but throw up your hands when a landlord refuses to refund your security deposit? Look
for ways to exert more influence in situations in which you once yielded to external influences. See
what a difference you can make.
Loading page 25...
CHAPTER 2
PSYCHOSOCIAL HEALTH
LEARNING OBJECTIVES
After studying the material in this chapter, students should be able to
identify the four dimensions of psychosocial health—emotional, mental, social,and spiritual
[Bloom’s Taxonomy: Remember]
discuss the concepts of emotional and spiritual intelligence [Bloom’s Taxonomy: Understand]
describe the relationship of needs, values, self-esteem, a sense of control, and relationships to
psychosocial health [Bloom’s Taxonomy: Understand]
determine ways in which you can live a fulfilling life [Bloom’s Taxonomy: Understand]
explain the differences between mental health and mental illness, and list some effects of mental
illness on psychological and physical health [Bloom’s Taxonomy: Understand and Remember]
describe the major mental illnesses—anxiety disorders, depressive disorders, attention disorders,
and schizophrenia—and the characteristic symptoms of each type [Bloom’s Taxonomy:
Understand]
discuss some of the factors that may lead to suicide as well as strategies for prevention [Bloom’s
Taxonomy: Understand]
describe the treatment options available for those with psychological problems [Bloom’s
Taxonomy: Understand]
KEY TERMS
Altruism—Acts of helping or giving to others without thought of self-benefit.
Antidepressant—A drug used primarily to treat symptoms of depression.
Anxiety—A feeling of apprehension and dread, with or without a known cause; may range from
mild to severe and may be accompanied by physical symptoms.
Anxiety Disorders—A group of psychological disorders involving episodes of apprehension,
tension, or uneasiness, stemming from the anticipation of danger and sometimes accompanied by
physical symptoms; causes significant distress and impairment to an individual.
Assertive—Behaving in a non-hostile, confident manner to make your needs and desires clear to
others.
Attention Deficit Disorder (ADD)—A term often used interchangeably with attention
deficit/hyperactivity disorder (ADHD).
Attention Deficit/Hyperactivity Disorder (ADHD)—A spectrum of difficulties in controlling
motion and sustaining attention, including hyperactivity, impulsivity, and distractibility.
PSYCHOSOCIAL HEALTH
LEARNING OBJECTIVES
After studying the material in this chapter, students should be able to
identify the four dimensions of psychosocial health—emotional, mental, social,and spiritual
[Bloom’s Taxonomy: Remember]
discuss the concepts of emotional and spiritual intelligence [Bloom’s Taxonomy: Understand]
describe the relationship of needs, values, self-esteem, a sense of control, and relationships to
psychosocial health [Bloom’s Taxonomy: Understand]
determine ways in which you can live a fulfilling life [Bloom’s Taxonomy: Understand]
explain the differences between mental health and mental illness, and list some effects of mental
illness on psychological and physical health [Bloom’s Taxonomy: Understand and Remember]
describe the major mental illnesses—anxiety disorders, depressive disorders, attention disorders,
and schizophrenia—and the characteristic symptoms of each type [Bloom’s Taxonomy:
Understand]
discuss some of the factors that may lead to suicide as well as strategies for prevention [Bloom’s
Taxonomy: Understand]
describe the treatment options available for those with psychological problems [Bloom’s
Taxonomy: Understand]
KEY TERMS
Altruism—Acts of helping or giving to others without thought of self-benefit.
Antidepressant—A drug used primarily to treat symptoms of depression.
Anxiety—A feeling of apprehension and dread, with or without a known cause; may range from
mild to severe and may be accompanied by physical symptoms.
Anxiety Disorders—A group of psychological disorders involving episodes of apprehension,
tension, or uneasiness, stemming from the anticipation of danger and sometimes accompanied by
physical symptoms; causes significant distress and impairment to an individual.
Assertive—Behaving in a non-hostile, confident manner to make your needs and desires clear to
others.
Attention Deficit Disorder (ADD)—A term often used interchangeably with attention
deficit/hyperactivity disorder (ADHD).
Attention Deficit/Hyperactivity Disorder (ADHD)—A spectrum of difficulties in controlling
motion and sustaining attention, including hyperactivity, impulsivity, and distractibility.
Loading page 26...
Autonomy—The ability to draw on internal resources; independence from familial and societal
influences.
Behaviour Therapy—Psychotherapy that emphasizes application of the principles of learning to
substitute responses and behaviour patterns for undesirable ones.
Bipolar Disorder—Severe depression alternating with periods of manic activity and elation.
Cognitive-Behavioural Therapy (CBT)—A technique used to identify an individual’s belief and
attitudes, recognize negative thought patterns, and educate in alternative ways of thinking.
Culture—The set of shared attitudes, values, goals, and practices of a group that are internalized
by an individual within the group.
Depression—In general, feelings of unhappiness and despair; as a mental illness, also
characterized by an inability to function normally.
Depressive Disorders—Agroup of psychological disorders involving pervasive and sustained
depression.
Emotional Health—The ability to express and acknowledge one’s feelings and moods.
Emotional Intelligence—A term used by some psychologists to evaluate the capacity of people
to understand themselves and relate well with others.
Generalized Anxiety Disorder (GAD)—Ananxiety disorder characterized as chronic distress.
Happiness—A feeling that is buildable and measurable, and directly connected to engagement
with family, work, or a passionate pursuit and finding meaning from some higher purpose.
Homelessness—Not having a home; includes absolute homelessness, being at risk for
homelessness, and hidden homelessness.
Interpersonal therapy (IPT)—A technique used to develop communication skills and
relationships.
Learned Helplessness—Blaming others for our failures and transferring our responsibility for
adopting healthy lifestyle choices over to society.
Locus of Control—An individual’s belief about the source of power and influence over his or her
life.
Major Depression—Sadness that does not end.
Mental Health—The ability to perceive reality as it is, to respond to its challenges, and to
develop rational strategies for living.
influences.
Behaviour Therapy—Psychotherapy that emphasizes application of the principles of learning to
substitute responses and behaviour patterns for undesirable ones.
Bipolar Disorder—Severe depression alternating with periods of manic activity and elation.
Cognitive-Behavioural Therapy (CBT)—A technique used to identify an individual’s belief and
attitudes, recognize negative thought patterns, and educate in alternative ways of thinking.
Culture—The set of shared attitudes, values, goals, and practices of a group that are internalized
by an individual within the group.
Depression—In general, feelings of unhappiness and despair; as a mental illness, also
characterized by an inability to function normally.
Depressive Disorders—Agroup of psychological disorders involving pervasive and sustained
depression.
Emotional Health—The ability to express and acknowledge one’s feelings and moods.
Emotional Intelligence—A term used by some psychologists to evaluate the capacity of people
to understand themselves and relate well with others.
Generalized Anxiety Disorder (GAD)—Ananxiety disorder characterized as chronic distress.
Happiness—A feeling that is buildable and measurable, and directly connected to engagement
with family, work, or a passionate pursuit and finding meaning from some higher purpose.
Homelessness—Not having a home; includes absolute homelessness, being at risk for
homelessness, and hidden homelessness.
Interpersonal therapy (IPT)—A technique used to develop communication skills and
relationships.
Learned Helplessness—Blaming others for our failures and transferring our responsibility for
adopting healthy lifestyle choices over to society.
Locus of Control—An individual’s belief about the source of power and influence over his or her
life.
Major Depression—Sadness that does not end.
Mental Health—The ability to perceive reality as it is, to respond to its challenges, and to
develop rational strategies for living.
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Mental Illness—Behavioural or psychological syndrome associated with distress or a
significantly increased risk of suffering pain, disability, loss of freedom, or death.
Mood—A sustained emotional state that colours one’s view of the world for hours or days.
Obsessive Compulsive Disorder (OCD)—An anxiety disorder characterized by obsessions
and/or compulsions that impair one’s ability to function and form relationships.
Optimistic—The tendency to seek out, remember, and expect pleasurable experiences.
Panic Attacks—Short episodes characterized by physical sensations of light-headedness,
dizziness, hyperventilation, and numbness of extremities, accompanied by an inexplicable terror,
usually of a physical disaster such as death.
Panic Disorder—An anxiety disorder in which the apprehension or experience of recurring panic
attacks is so intense that normal functioning is impaired.
Phobias—An anxiety disorder marked by an inordinate fear of an object, a class of objects, or a
situation, resulting in extreme avoidance behaviours.
Post-traumatic Stress Disorder (PTSD)—The repeated reliving of a trauma through nightmares
or recollection.
Premenstrual Dysphoric Disorder (PMDD)—A disorder, not related to PMS, that occurs in an
estimated 3 to 5 percent of all menstruating women and is characterized by regular symptoms of
psychological depression during the last week of a woman’s menstrual cycle.
Premenstrual Syndrome—A disorder that causes bodily discomfort and emotional distress for
up to two weeks, from ovulation until the onset of menstruation.
Psychiatric Drugs—Medications that regulate a person’s mental, emotional, and physical
functions to facilitate normal functioning.
Psychiatrists—Licensed medical doctors (M.D.) with additional training in psychotherapy,
psychopharmacology, and treatment of mental disorders.
Psychoanalyst—Can be either a psychiatrist or psychologist who has taken special training in
psychoanalysis. They assist clients in overcoming past traumas.
Psychodynamic Psychotherapy—Interpreting behaviours in terms of early experiences and
unconscious influences.
Psychologists—Mental health professional who has completed a doctoral or graduate program in
psychology and is trained in a variety of psychotherapeutic techniques, but who is not medically
trained and does not prescribe medications.
significantly increased risk of suffering pain, disability, loss of freedom, or death.
Mood—A sustained emotional state that colours one’s view of the world for hours or days.
Obsessive Compulsive Disorder (OCD)—An anxiety disorder characterized by obsessions
and/or compulsions that impair one’s ability to function and form relationships.
Optimistic—The tendency to seek out, remember, and expect pleasurable experiences.
Panic Attacks—Short episodes characterized by physical sensations of light-headedness,
dizziness, hyperventilation, and numbness of extremities, accompanied by an inexplicable terror,
usually of a physical disaster such as death.
Panic Disorder—An anxiety disorder in which the apprehension or experience of recurring panic
attacks is so intense that normal functioning is impaired.
Phobias—An anxiety disorder marked by an inordinate fear of an object, a class of objects, or a
situation, resulting in extreme avoidance behaviours.
Post-traumatic Stress Disorder (PTSD)—The repeated reliving of a trauma through nightmares
or recollection.
Premenstrual Dysphoric Disorder (PMDD)—A disorder, not related to PMS, that occurs in an
estimated 3 to 5 percent of all menstruating women and is characterized by regular symptoms of
psychological depression during the last week of a woman’s menstrual cycle.
Premenstrual Syndrome—A disorder that causes bodily discomfort and emotional distress for
up to two weeks, from ovulation until the onset of menstruation.
Psychiatric Drugs—Medications that regulate a person’s mental, emotional, and physical
functions to facilitate normal functioning.
Psychiatrists—Licensed medical doctors (M.D.) with additional training in psychotherapy,
psychopharmacology, and treatment of mental disorders.
Psychoanalyst—Can be either a psychiatrist or psychologist who has taken special training in
psychoanalysis. They assist clients in overcoming past traumas.
Psychodynamic Psychotherapy—Interpreting behaviours in terms of early experiences and
unconscious influences.
Psychologists—Mental health professional who has completed a doctoral or graduate program in
psychology and is trained in a variety of psychotherapeutic techniques, but who is not medically
trained and does not prescribe medications.
Loading page 28...
Psychosocial Health—A complex interaction of processes or factors that are both psychological
and social in nature and encompass our emotional, mental, social, and spiritual states.
Psychotherapy—Treatment designed to produce a response by psychological rather than physical
means, such as suggestion, persuasion, reassurance, and support.
Resilient—A person’s ability to figure things out and to ask for help when dealing with difficult
situations or complex challenges.
Schizophrenia—A general term for a group of mental disorders with characteristic psychotic
symptoms, such as delusions, hallucinations, and disordered thought patterns during the active
phase of the illness, and duration of at least six months.
Seasonal Affective Disorder (SAD)—Severe bouts of feeling down all of the time, low energy,
problems with sleep and appetite and have difficulty functioning at home and at work, during the
fall and winter seasons.
Selective Serotonin Reuptake Inhibitor (SSRI)—A class of compounds used as antidepressants
in the treatment of depression, anxiety disorders, and some personality disorders.
Self-Actualization—A state of wellness and fulfilment that can be achieved once certain human
needs are satisfied; living to ones full potential.
Self-Efficacy—Belief in one’s ability to accomplish a goal or change a behaviour.
Self-Esteem—Confidence and satisfaction in oneself.
Social Bonds—The degree to which people are integrated into and attached to their families,
communities, and society.
Social Health—The ability to interact with the people around us as well as our capability to
function as a contributing member of society while helping others to do the same.
Social Isolation—A feeling of unconnectednesswith others caused by and reinforced by
infrequency of social contacts.
Social Phobia—A severe form of social anxiety marked by extreme fears and avoidance of social
situations.
Social Responsibility—A principle or ethical theory that suggests governments, corporations,
organizations, and individuals have a responsibility to contribute to the welfare of society.
Social Supports—The care and security that family, friends, colleagues, and professionals
provide us.
Spiritual Health—The ability to identify one’s basic purpose in life and to achieve one’s full
potential; the sense of connectedness to a greater power.
and social in nature and encompass our emotional, mental, social, and spiritual states.
Psychotherapy—Treatment designed to produce a response by psychological rather than physical
means, such as suggestion, persuasion, reassurance, and support.
Resilient—A person’s ability to figure things out and to ask for help when dealing with difficult
situations or complex challenges.
Schizophrenia—A general term for a group of mental disorders with characteristic psychotic
symptoms, such as delusions, hallucinations, and disordered thought patterns during the active
phase of the illness, and duration of at least six months.
Seasonal Affective Disorder (SAD)—Severe bouts of feeling down all of the time, low energy,
problems with sleep and appetite and have difficulty functioning at home and at work, during the
fall and winter seasons.
Selective Serotonin Reuptake Inhibitor (SSRI)—A class of compounds used as antidepressants
in the treatment of depression, anxiety disorders, and some personality disorders.
Self-Actualization—A state of wellness and fulfilment that can be achieved once certain human
needs are satisfied; living to ones full potential.
Self-Efficacy—Belief in one’s ability to accomplish a goal or change a behaviour.
Self-Esteem—Confidence and satisfaction in oneself.
Social Bonds—The degree to which people are integrated into and attached to their families,
communities, and society.
Social Health—The ability to interact with the people around us as well as our capability to
function as a contributing member of society while helping others to do the same.
Social Isolation—A feeling of unconnectednesswith others caused by and reinforced by
infrequency of social contacts.
Social Phobia—A severe form of social anxiety marked by extreme fears and avoidance of social
situations.
Social Responsibility—A principle or ethical theory that suggests governments, corporations,
organizations, and individuals have a responsibility to contribute to the welfare of society.
Social Supports—The care and security that family, friends, colleagues, and professionals
provide us.
Spiritual Health—The ability to identify one’s basic purpose in life and to achieve one’s full
potential; the sense of connectedness to a greater power.
Loading page 29...
Spiritual Intelligence—The capacity to sense, understand, and tap into the highest parts of
ourselves and the world around us; also described at times as intuition.
Stigma—A severe social disapproval; also a situation where people are discriminated against,
subjected to violence and abuse, and not allowed to participate fully in society.
Suicide—Taking one’s own life; a leading cause of death, usually the result of a tragic
consequence of emotional and psychological problems.
Values—The criteria by which one makes choices about one’s thoughts, actions, goals, and
ideals.
CHAPTER OUTLINE
I. What Is Psychosocial Health?
1. Psychosocial health encompasses emotional, mental, social, and spiritual states.
2. Emotional health generally refers to feelings and moods.
3. Mental health describes our ability to perceive reality as it is, to respond to its
challenges, and to develop rational strategies for living.
4. Spiritual health involves our ability to identify our basic purpose in life and to
experience the fulfillment of achieving our full potential.
5. In Canada, we are entering a time when First Nations spirituality is being respected
and embraced as a living faith tradition and a way of healing.
6. Culture helps to define psychological health.
A. Emotional Intelligence
1. Emotional intelligence has five components: self-awareness, altruism, personal
motivation, empathy, and the ability to love and be loved by friends, partners, and
family members.
II. How Can I Lead a Fulfilling Life?
1. Positive psychology is an approach that emphasizes building personal strengths
rather than simply treating weaknesses.
2. A key belief is that young people who learn to be optimistic and resilient are less
likely to suffer from mental disorders and more likely to lead happy, productive
lives.
ourselves and the world around us; also described at times as intuition.
Stigma—A severe social disapproval; also a situation where people are discriminated against,
subjected to violence and abuse, and not allowed to participate fully in society.
Suicide—Taking one’s own life; a leading cause of death, usually the result of a tragic
consequence of emotional and psychological problems.
Values—The criteria by which one makes choices about one’s thoughts, actions, goals, and
ideals.
CHAPTER OUTLINE
I. What Is Psychosocial Health?
1. Psychosocial health encompasses emotional, mental, social, and spiritual states.
2. Emotional health generally refers to feelings and moods.
3. Mental health describes our ability to perceive reality as it is, to respond to its
challenges, and to develop rational strategies for living.
4. Spiritual health involves our ability to identify our basic purpose in life and to
experience the fulfillment of achieving our full potential.
5. In Canada, we are entering a time when First Nations spirituality is being respected
and embraced as a living faith tradition and a way of healing.
6. Culture helps to define psychological health.
A. Emotional Intelligence
1. Emotional intelligence has five components: self-awareness, altruism, personal
motivation, empathy, and the ability to love and be loved by friends, partners, and
family members.
II. How Can I Lead a Fulfilling Life?
1. Positive psychology is an approach that emphasizes building personal strengths
rather than simply treating weaknesses.
2. A key belief is that young people who learn to be optimistic and resilient are less
likely to suffer from mental disorders and more likely to lead happy, productive
lives.
Loading page 30...
A. Know Your Needs
1. Maslow believed that human needs are the motivating factors in personality
development.
2. First we must satisfy basic physiological needs (food, water, shelter, sleep, and
sexual expression), then higher needs, although few individuals reach self-
actualization—functioning at the highest possible level.
3. Erikson’s Theory of Psychosocial Development explores three aspects of identity—
ego identity (self), personal identity (our peculiarities), and social/cultural identity
(the roles we play)—and how social experience shapes an individual throughout
his/her lifetime from birth to death.
B. Clarify Your Values
1. Values—the criteria by which you evaluate things, people, events, and yourself—
represent what’s most important to you.
2. Milton Rokeach distinguished between two types of values:
a. Instrumental values represent ways of thinking and acting that we hold
important.
b. Terminal values represent goals, achievements, or ideal states that we strive
toward.
3. Values are more than ideals we’d like to attain; they should be reflected in the way
we live day by day.
C. Strengthen Your Self-Esteem
1. Self-esteem—belief or pride in ourselves—gives us the confidence to achieve at
school or work and to reach out to others.
2. Self-esteem is not based on external factors—it develops over time; the seeds of self-
esteem are planted in childhood.
3. One of the most useful techniques for bolstering self-esteem and achieving your
goals is developing the habit of positive thinking and talking.
4. Self-esteem has proven to be one of the best predictors of college and university
adjustment.
D. Manage Your Moods
1. A mood is a sustained emotional state that colours our view of the world for hours or
days.
2. The most effective way to banish a bad mood is to change what caused it in the first
place.
3. Cognitive reappraisal or reframing helps you look at a setback in a new light.
4. Exercise consistently ranks as the single most effective strategy for banishing bad
feelings.
5. Leisure activity and connecting with friends can also elevate mood.
III. Feeling in Control
1. Albert Bandura’s social cognitive theory of human functioning suggests that self-
efficacy—our belief that we can produce an effect—is a foundation of human
motivation, well-being, and personal accomplishments.
A. Developing Autonomy
1. Maslow believed that human needs are the motivating factors in personality
development.
2. First we must satisfy basic physiological needs (food, water, shelter, sleep, and
sexual expression), then higher needs, although few individuals reach self-
actualization—functioning at the highest possible level.
3. Erikson’s Theory of Psychosocial Development explores three aspects of identity—
ego identity (self), personal identity (our peculiarities), and social/cultural identity
(the roles we play)—and how social experience shapes an individual throughout
his/her lifetime from birth to death.
B. Clarify Your Values
1. Values—the criteria by which you evaluate things, people, events, and yourself—
represent what’s most important to you.
2. Milton Rokeach distinguished between two types of values:
a. Instrumental values represent ways of thinking and acting that we hold
important.
b. Terminal values represent goals, achievements, or ideal states that we strive
toward.
3. Values are more than ideals we’d like to attain; they should be reflected in the way
we live day by day.
C. Strengthen Your Self-Esteem
1. Self-esteem—belief or pride in ourselves—gives us the confidence to achieve at
school or work and to reach out to others.
2. Self-esteem is not based on external factors—it develops over time; the seeds of self-
esteem are planted in childhood.
3. One of the most useful techniques for bolstering self-esteem and achieving your
goals is developing the habit of positive thinking and talking.
4. Self-esteem has proven to be one of the best predictors of college and university
adjustment.
D. Manage Your Moods
1. A mood is a sustained emotional state that colours our view of the world for hours or
days.
2. The most effective way to banish a bad mood is to change what caused it in the first
place.
3. Cognitive reappraisal or reframing helps you look at a setback in a new light.
4. Exercise consistently ranks as the single most effective strategy for banishing bad
feelings.
5. Leisure activity and connecting with friends can also elevate mood.
III. Feeling in Control
1. Albert Bandura’s social cognitive theory of human functioning suggests that self-
efficacy—our belief that we can produce an effect—is a foundation of human
motivation, well-being, and personal accomplishments.
A. Developing Autonomy
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Nursing