HSC 526 Mental Health Plan for Learning Activities & Assessment linked to Michigan Teacher Preparation Standards MICHIGAN HEALTH EDUCATION Standard 1 Competency 1.1 Understand basic health content as it relates to school health education. Benchmark 1.1.1 Understand the basic structures, functions and interactions of human body systems, and how health behaviors impact them. Benchmark 1.1.2 Understand the health education content areas as they apply to social, mental, physical, and environmental health. The content areas should include the prevention of injury and violence; alcohol and drug use prevention; tobacco use prevention; sexual health; nutrition; physical activity; emotional health; personal and consumer health; and community and environmental health. PowerPoint program Mind-Body Connection Read Essays 1,2,3,4,5,8,22 Read Essays 13, 18,21,25 Mid-term exam Learning Objective:1 *Mid-term and final exam *Learning Objective:2 Infer humor as a sign of, and an ingredient of mental health.
Standard 1 Competency 1.2 Demonstrate skills related to individual health. Benchmark 1.2.1 Demonstrate effective interpersonal communication skills. Justify group interaction as a way to: (1) Explore personal issues. (2) Confront and support others in an honest caring way. (3) Clarify personal goals. (4) Search for alternatives and options. (5) Give feedback to others freely. Demonstrate concern for others. Many small groups discussions based on course learning objectives and materials covered. Group contract developed in how to treat others in class Personal growth project presented on the last day of class Group contract placed on course Blackboard website Personal growth projects turned in the last day of class for instructor review and comments (Learning Objective:3/Chapter:10,13)
Standard 1 Competency 1.2 Demonstrate skills related to individual health. Benchmark 1.2.3 Demonstrate the ability to solve problems, make decisions, and set goals related to personal health. Outline personal goals. Describe rational thinking to feelings and behavior. Demonstrate taking responsibility for personal learning. Identify the status of his/her mental health and list principles to improve it. Verify stressors in life and describe coping skills. Share a plan for self-improvement for mental health. Give examples of new behavior outside as well as inside of class. Demonstrate areas of personal satisfaction and peak experience. Interpret attitudes, values and beliefs related to: a. Past influences and decisions. b. Self-concept, work and stress. c. Love and sex. d. Intimate relationships and family life. e. Death and meaning of life. f. Future goals and personal philosophy. Read Essays 10,11,14,31 Take a personality test to reflect on and share in class Read Essays 15,18,29 Same group discussions on changing personal behaviors and finding peak life experiences Units focused on self-esteem, love and loving relationships, stress management skills, significant others in my life, the meaning of death in my life, life turning points, human potential, setting and achieving personal goals Personal goals are presented by students in class (Learning Objective:3/Chapter: 10) Share and turn in personality tests Students turn in many discussion questions from the textbook from the chapters listed covering the content material listed Learning Objective:4/Chapters:2,4,5,6,7,810, 11) Mid-term and final exams
Standard 1 Competency 1.2 Demonstrate skills related to individual health. Benchmark 1.2.4 Demonstrate strategies used to peacefully resolve conflict and prevent violence. List methods used in violence/injury prevention programs and conflict resolution * Human Resource personal present a unit on violence/injury prevention Packet presented by Human Resource personal has many tools and examples Learning Objective:5
Standard 1 Competency1.3 Analyze and predict the impact of health behaviors that support or place child health at risk, as identified in the health research, e.g., the six priority areas identified by Centers for Disease Prevention and Control. The content areas in this course include: alcohol and drug use prevention; emotional health. Benchmark 1.3.2 Investigate social and personal factors influencing health behaviors of young people, e.g., family, peers, media, culture, environment, technology, and community norms. Benchmark 1.3.3 Investigate the roles of knowledge, skills, self-efficacy, perception of risk, motivation and environmental support in changing behavior, as defined in the research. Describe a climate of trust in which personal self-disclosure can occur. Read Essays 4,23,40 Read Essay 17 Present PowerPoint program Love and Healing Complete discussion questions from essay readings Learning Objective:6/Chapters:5,14 Mid-term exam Learning Objective: 7 Benchmark 1.3.4 Analyze the interrelationships of physical, intellectual, emotional and social health during childhood. Read Essay 25 * Learning Objective:8/Chapters:1,2,3
Standard 2 Competency 2.1 Obtain health-related data about the social and cultural environments, growth and development factors, needs and interests of young people. 2.1.1 Select valid and current sources of information and data, e.g., the Youth Risk Behavior Survey, the National Longitudinal Study of Adolescent Health. 2.1.2Effectively use computerized sources of information and data. Group presentation project has each student group plan the educational session using a variety of valid and current sources of information and data Ibid. Group classroom presentation project has a scoring rubric (see attachment) Learning Objective:9 * Learning Objective:10
Standard 3 Competency 3.2 Develop a logical and developmentally appropriate scope and sequence plan that is based on the Michigan Content Standards and Benchmarks for Health Education. (Attachment 2) Benchmark 3.2.1 Determine the range of essential health concepts, information, and skills that are developmentally and culturally appropriate to the student population, and related to content areas. Benchmark 3.2.2 Organize and prioritize the content areas comprising the scope of a program in a logical and developmentally appropriate sequence that includes the following components: (this course) the prevention of injury and violence and emotional health. Plan and present a mental health education course unit. The group classroom presentation project is a lesson plan for the day that is culturally appropriate to the student population Ibid. See scoring rubric for classroom group presentation (see attachment) Learning Objective:11 See scoring rubric Learning Objective:12
Standard 4 Competency 4.1 Exhibit competence in implementing planned programs, using best practice that is aligned with the Michigan Teaching and Learning Standards. Benchmark 4.1.2 Apply individual and cooperative group learning strategies to given learning situations in the classroom, at home, and in the community. Group presentation project and interactive role plays and games Scoring rubric from group presentation project, classroom discussions following interactive role plays and games Learning Objective:13
Standard 4 Competency 4.2 Connect instruction to prior student learning in specified settings, e.g., elementary, middle or high school; general, special or alternative education. Benchmark 4.2.3 Assist students in making learning connections between health instruction and other curricular areas. * Students use a standard lesson planning guide to develop their group classroom presentation * Scoring rubric for group presentation (see attached) * Learning Objective:14
Standard 6 Competency 6.1 Participate in school wide, cross-curricular program planning that focuses on the healthy development of young people. 6.1.2 Identify available school services that can be used to enhance healthy development. Identify when professional help is needed and describe options for referral within the formal and informal mental health system. Many mental health disorders are presented throughout the course - i.e. alcohol and other drug addictions, depression, schizophrenia Presentations are made to class by professional in the mental health field on local resources and referral systems Learning Objectives:15 Web links through our CMU counseling center are provided that have both local and national resources on mental health disorders
Standard 6 Competency 6.2 Promote and contribute to a nurturing and health promoting school climate that supports students capacity to learn. Benchmark 6.2.2 Model the conflict resolution strategies that are taught to students. Read Essay 20, 26 Complete discussion questions from the essay readings * Role plays, movies and real life examples are provided * A special packet on violence prevention and conflict resolution is provided by our Human Resource Department *Learning Objective: 16
Standard 7 Competency 7.1 Use technology effectively to access valid health information. Benchmark 7.1.1 Match a health need with valid information sources. Benchmark 7.1.2 Access valid information sources. Demonstrate ability to express thoughts and feelings both in writing and in speaking. Compare, observe and practice counseling skills for health professionals. CMU Counseling Center provides valuable local and national web site address to mental health resources during their presentation in class This data can be used for group presentations, other classes or personal use. There are also self assessment tools (i.e. alcohol abuse, depression, eating disorders) linked to the web site provided that students can access for free Learning Objective:17 Learning Objective:18
Standard 7 Competency 7.2 Consult effectively with others requesting assistance with health concerns. Benchmark 7.2.2Demonstrate special skills and abilities needs by health educators in order to consult, such as listening, problem solving, communicating respectfully, and being approachable. Read Essays 17, 31, 39 Role plays and classroom small group discussions Complete discussion questions from essay readings Learning Objective:19
Standard 7 Competency 7.3 Identify valid available resources and the process for accessing those resources. Benchmark 7.3.1 Identify valid available resources and the process for accessing those resources. Benchmark 7.3.3 Employ a wide range of approaches in referring students, parents, and staff to valid information sources and services. Group presentation project helps students select valid resources to share with classmates Ibid. Group presentation scoring rubric (see attachment) Learning Objective:20 Learning Objective:21 Compare, observe and practice counseling skills for health professionals.