Wellness Beyond High School is a health course for students who want to explore the unique health and lifestyle issues that arise after graduation from high school. This course looks at the challenges of young adulthood and the types of decisions that occur which impact the health and well-being of the individual. The course emphasizes the information and skills needed to adjust to life away from home. Decisions regarding sexuality, maintaining wellness, time management, safety, budgeting, and interpersonal relationships are examined as well as their impact upon health and personal goals. This course is one of two possible courses that serves as a graduation requirement for seniors.

COURSE PHILOSOPHY

Finding balance in one’s physical, mental, and social wellness is the fundamental foundation for a healthy life. Health Education, in addition to teaching key concepts or knowledge, must also teach a variety of skills students will need to negotiate safely and healthfully to promote lifelong wellness. This knowledge includes the most important and enduring ideas, issues, and concepts related to achieving good health. The skills include how to access reliable information, self-management, identifying internal and external influences and ways to respond to those influences, interpersonal communication skills, goal setting, decision making, and finally, advocating skills for oneself and others about health issues.

Personal and consumer health, mental/emotional health, injury prevention, nutrition and fitness, and substance abuse prevention, sexuality, and environmental health are key units that are targeted throughout the Grade 9-12 program. It is the combination of the knowledge and skills within these key areas which results in health literacy. A Connecticut state mandate requires substance abuse education each year, and HIV/AIDS education on a consistent and on-going basis.

A skills-based program is one that focuses on more than just repeating information. Students are coached so that they can transfer the knowing of information into usable skills. Students are taught how to personalize knowledge, believe it, understand its importance and personal relevance, believe in their own ability to act upon it, and then actually have the skills to act upon that knowledge when necessary. It is through small and large group discussions, role-plays, skits, and values-based activities that students process and internalize information that is presented.

ESSENTIAL QUESTIONS

• How does a balance of physical, intellectual, emotional, social, spiritual and occupational health contribute to a person’s overall wellness?
• How can I maintain my wellness and prepare for the future after leaving Ridgefield High School?
• How does persistence, tenacity, grit, and failure create a happy, purposeful, successful and healthy person?
• How do I prepare for life after high school including: college, military, gap year or entering the workforce?
• What is the connection between relationships, community contribution and lifelong wellness?
• How can health literacy enable one to obtain and interpret health information and services and use this information to live a healthful, safe and balanced life?
• How does effective communication, goal setting and decision making impact wellness throughout a lifetime?
• What must one do to maintain health, prevent disease, and avoid or reduce health risks?

FOCUS QUESTIONS

• How can I develop habits that will enhance the self-management of my personal health and allow me to be resilient?
• How can I identify and manage stress as I move beyond high school?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• define the six dimensions of wellness.
• demonstrate the ability to write a SMART Goal plan for a personal wellness goal.

DEVELOPING AN INTERPRETATION The student will . . .

• compare common stressors at various stages of life after of high school.
• distinguish between the four Behavior Change Models; Transtheoretical, Self-Efficacy and Social Cognitive Theory, Health Belief Model, and Locus of Control.
• examine one’s personal use of defense mechanisms.

MAKING CONNECTIONS The student will . . .

• predict the habits they will need to achieve personal wellness.
• describe the impact of realistic versus unrealistic expectations on wellness and personal fulfillment.

EXAMINING THE CONTENT The student will . . .

• assess the importance of assuming responsibility and self-management of personal wellness.
• evaluate the level of healthy habits they currently practice.
• analyze and reflect upon a personal SMART Goal.
• create a Dream Board.

FOCUS QUESTIONS

• What kind of personal wellness planning can I do to prepare myself to lead a healthful life during college and beyond?
• What intellectual, political and social conditions do I need to be aware of when choosing a college/university
• Why is it important for me to know about Student Health Services, and 911 Good Samaritan policies at the college I am attending or will be attending?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify potential colleges that they will or might attend.
• identify colleges and universities where 911 Good Samaritan laws exist.

DEVELOPING AN INTERPRETATION The student will . . .

• interpret how the intellectual, political and social statistics can influence my decision making and enhance my personal health.
• devise questions that they might have regarding health and safety concerns during college.

MAKING CONNECTIONS The student will . . .

• describe what 911 Good Samaritan laws are and explain the appropriate times when these protective laws should be implemented.
• compare intellectual, political and social statistics to evaluate my college choices.
• recognize the importance of knowing the intellectual, political and social statistics of their college choices.

EXAMINING THE CONTENT The student will . . .

• summarize how having knowledge of 911 Good Samaritan laws, Student Health Services and the intellectual, political and social statistics of a college, can help maintain their personal health and safety.
• evaluate the wellness of one or more colleges of interest.
• predict how using appropriate strategies to promote well-being, can reduce the risks of potential health problems in my future.

FOCUS QUESTIONS

• What constitutes a healthy diet for me and what are potential obstacles and challenges that might prevent me from maintaining a healthy diet during college and beyond?
• How can I create harmony with food to maintain my health and prevent illness?
• What are some current alternative diets and what are the theories behind them?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• reflect on their current dietary habits by using a Likert Scale to rate my own nutrition.
• identify their dietary strengths and weaknesses.
• identify nutritional challenges facing college students.
• identify the Ten Red Flags of junk nutrition science.

DEVELOPING AN INTERPRETATION The student will . . .

• compare and contrast various alternative diet plans.
• distinguish between alternative diet plans that are fads vs. well-balanced.
• compare the food regulations from several different countries.

MAKING CONNECTIONS The student will . . .

• interpret data-based research on various diets, supplements, and new science on nutrition.
• design a balanced diet plan that fits their needs and lifestyle.

EXAMINING THE CONTENT The student will . . .

• critically evaluate popular weight management options for safety, efficacy, and long-term success.
• predict health issues that can arise from inadequate nutrition.
• prepare strategies to meet nutritional obstacles at college.

FOCUS QUESTIONS

• What communication skills and other qualities are needed as one transitions into adult life?
• How do stressors and responsibilities impact relationships throughout the life cycle?
• How can understanding grief and the process of dying benefit my relationships with others?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify common triggers for conflict.
• describe the five levels of communication.

DEVELOPING AN INTERPRETATION The student will . . .

• compare the different styles of communication needed when dealing with a professor, parent, roommate, partner, boss, friend, significant other, or family member.
• describe the interrelationship between Erickson’s Stages of Development and wellness.

MAKING CONNECTIONS The student will . . .

• compare and contrast life of an average high school student to that of an average 20, 40, 60, and 80 year-old person.
• describe the cause and effect of a variety of techniques used in dealing with conflict.
• examine the process of Aging and Death and Dying and its impact on relationships.

EXAMINING THE CONTENT The student will . . .

• evaluate personal communication styles in real-life situations.
• analyze the responsibilities and stressors for the three stages of adulthood.
• assess the impact of personal responsibility regarding choices and behaviors related to sexuality, drug use, violence, nutrition, and fitness on relationships.

FOCUS QUESTIONS

• How does one reduce the risk of pregnancy and disease?
• What are the necessary skills and qualities for healthy relationships, marriage and parenting?
• What is sexual violence and how can one’s risk be reduced?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• describe the current methods available for pregnancy prevention.
• describe the common sexually transmitted diseases, and their causes, symptoms, and treatments.
• identify characteristics of a good parent and romantic partner.
• define the terms gay, lesbian, transgender, bisexual, and questioning.

DEVELOPING AN INTERPRETATION The student will . . .

• differentiate between birth control effectiveness rates for perfect users and typical users.
• explain the pros and cons for the following types of lifestyles; single and not dating, single and dating, single but in a committed relationship, single and dating more than one person, married with no children, married with children, living together without marriage.
• summarize the signs of dating violence in romantic relationships.
• describe the growth and development of a fetus through the trimesters of pregnancy.
• define the three stages of labor and various methods of childbirth.

MAKING CONNECTIONS The student will . . .

• analyze factors that increase the risk of contracting sexually transmitted diseases throughout different stages of life, i.e., college life, divorce, assisted living.
• research the connection between the media and sexual violence.

EXAMINING THE CONTENT The student will . . .

• analyze the current climate regarding sexual violence on campus.
• assess the advantages and disadvantages associated with various birth control method.

FOCUS QUESTIONS

• What impact does substance use and abuse have on a college campus?
• How can music, movies, the internet, and other pop culture mediums influence my perception of healthy living and my attitudes about substance abuse?
• What is the cost of drug addiction within our society?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify the risk factors and effects of substance abuse and dependency during the various stages of life.
• recall basic information on alcohol, tobacco, marijuana, cocaine, heroin, ecstasy, methamphetamine, LSD, steroids, and prescription drugs.

DEVELOPING AN INTERPRETATION The student will . . .

• describe the severity of substance abuse and dependency in the United States.
• explain the effect that music, social media, and movies can have on personal behavior.

MAKING CONNECTIONS The student will . . .

• summarize the impact of substance use on the college campus.
• describe different treatments for substance abuse and addiction.
• compare the laws about and use of drugs and alcohol for various countries.
• examine the current laws regarding substance use and abuse in the United States and other countries.

EXAMINING THE CONTENT The student will . . .

• analyze the connection between Developmental Assets and substance abuse.
• assess the impact of various laws regarding substance use in the United States and other countries.

FOCUS QUESTIONS

• What fundamental strategies does one need to know in order to lead an independent life?
• What are the risks, benefits and responsibilities associated with independent living?
• What are the obstacles that prevent young adults from succeeding in their quest for independent living?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• define basic financial terms.
• define the 20/10 formula for taking on debt and monthly expenses.
• identify the pros, cons, and responsibilities associated with independent living.
• list ways one can build credit.

DEVELOPING AN INTERPRETATION The student will . . .

• hypothesize the potential long-term consequences if one does not take responsibility for basic strategies needed for independent living.
• make a plan for a budget for one month.
• describe the qualities of a good roommate.

MAKING CONNECTIONS The student will . . .

• predict the average amount of debt for the typical American, and how to avoid that trap.
• describe the rights and responsibilities of tenants and landlords.

EXAMINING THE CONTENT The student will . . .

• analyze the reasons why college graduates are finding it difficult to live independently after college.
• interpret a lease agreement.
• evaluate a monthly budget.

FOCUS QUESTIONS

• Why is it important to approach one’s health in a preventive, proactive way throughout one’s life using both traditional and complementary medicine?
• What kind of questions should I ask regarding required immunizations and booster shots as well as diagnostic tests performed during a physical examination and/or during a medical visit?
• What are the skills needed to recognize and respond to an emergency?
• What is Complementary and Alternative Medicine (CAM), and how does CAM differ from traditional medicine both in therapies and products?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify preventive diagnostic tests performed during a physical examination.
• recognize life threatening emergencies.
• describe what Complementary and Alternative medicine is and how CAM differs and complements traditional medicine.

DEVELOPING AN INTERPRETATION The student will . . .

• analyze the results of diagnostic tests done during a physical exam.
• compare the different CAM therapies and products to traditional therapies and products.

MAKING CONNECTIONS The student will . . .

• explain how maintaining health and preventing illness during one’s early stages of life will enhance one’s life during future stages.
• demonstrate the skills needed to perform Hands-Only CPR and use of AED.
• relate how both traditional medicine and CAM can be used to maintain my health.

EXAMINING THE CONTENT The student will . . .

• critique information from reliable sources relating to health maintenance and current health issues.
• evaluate the impact of CAM therapies on lifelong wellness.