Work cooperatively as an advocate for improving personal and community health.
Examples: student-led events, community fundraisers, national events, signing a pledge to abstain from alcohol
Adapt health messages and communication techniques to a specific target audience.
Example: producing a social media post to encourage a positive health behavior
Research national, state and local data from the Centers for Disease Control and Prevention and the Youth Risk Behavior Survey for prioritizing prevention activities for the school and community.
Interpret the Youth Risk Behavior Survey data on the six priority adolescent risk behaviors.
Recognize the adolescent risk behaviors of high incidence among Alabama’s students.
Analyze how health risk behaviors in the local school and community are influenced by family, peers and other factors.
Examples: availability of alcohol and drugs; trends in adolescent sexual behavior; availability of fast food; access to fitness and recreational facilities.
Gather information and interpret data for planning prevention activities.
Identify concerns, beliefs, and areas of misinformation among peers.
Design program goals based on addressing misinformation, beliefs, and concerns among peers.
Utilize a focus group to change their school climate.
Execute communication and leadership skills to empower other students to be physically, socially, behaviorally, emotionally, and intellectually successful.
Examine the varied roles and responsibilities of student leaders.
Design program goals based on YRBS data and focus group results.
Research various leadership and peer training programs and opportunities.
Apply peer helping training skills in assigned schools settings.
Demonstrate leadership skills by advocating for health-related changes in the school or community.
Identify decision-making skills used in situations that put adolescents and teens at risk.
Examples: recording a fight and posting it on a social media; seeing a friend smoking marijuana or drinking alcohol; hearing a friend talk about shoplifting; hearing plans about a weekend party that will include drugs and/or alcohol; pressure to have sexual relations
Identify consequences of making poor decisions to join in or ignore risky situations.
Recognize the differences between situations in which one has control vs. a lack of control.
Review the importance of successfully managing decision-making skills when confronted with uncomfortable, risky, or dangerous situations.
Develop and implement a school-wide plan or campaign to encourage good decision-making skills.
Conduct a school-wide survey to assess the use of personal health practices.
Compile survey results to develop a school-wide campaign to advocate the use of beneficial personal health practices.
Implement strategies to address weak areas and critical needs based on survey results.
Analyze the role of individual responsibility for enhancing health.
Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and peers.
Identify a variety of behaviors to avoid or reduce health risks to self and others.
Plan a school or community campaign designed to encourage health-enhancing behaviors.
Use school-wide survey data to develop positive messages concerning health topics, including exercise, adequate sleep, and healthy eating.
Lead or participate in community-wide health-related events.
Examples: Relay for Life, 5K run, Longest Day activities (Alzheimer’s Association)
Communicate to peer or community groups on health-related topics.
Research the history of disease in the world.
Identify causes of major outbreaks and epidemics in the history of the world.
List major breakthroughs in the prevention and cure of disease.
Assess the effects of current health issues on world populations.
