Health Education 465-01
Comprehensive School Health Education
Fall 2011
INSTRUCTOR:
Philip A. Gapinski, Ph.D., CHES, Assistant Professor
PHONE:
(434) 395-2547
EMAIL:
gapinskipa@longwood.edu
OFFICE HOURS: MWF: 10-10:50 AM, TTR12:30-2 PM
OFFICE: Willett 115
CLASS LOCATION: Willett 207
CLASS HOURS: MWF 8-9:15 AM
Practicum Hours as Assigned.
Course Description: A study of comprehensive school health education (CSHE) with a focus on the
teaching of health, K-12, including an examination of the components of CSHE, appropriate health
education content, instructional methodology, resource materials (including audiovisual and computer
applications), evaluation of teaching, and computer-assisted instruction. The course provides a
supervised practicum opportunity in a local school system equal. Prerequisites: HLTH 205, HLTH 212,
HLTH 313.Corequisite: HLTH 335. 4 credits.
COURSE OBJECTIVES Upon completion of the course, students will be able to:
OBJECTIVES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
(NASPE)
analyze the importance of health education within the school curriculum
define comprehensive school health education (CSHE)
describe the components of a coordinated school health program (6.2)
analyze health behaviors to be addressed through CSHE (3.1, 3.2)
provide examples of health services offered through CSHE
discuss school health instruction organization and different methodologies (3.1, 3.2)
describe a healthful school environment
describe health education curricular options/approaches
discuss the need for National and Virginia Standards of Learning (SOLs) in teaching
health (3.1, 3.2)
identify and describe the ten content areas covered in CSHE (3.2)
select and utilize effective and innovative teaching techniques
identify a variety of health resources and materials for CSHE, K-12, both electronic
and in print (3.7, 4.1)
organize appropriate lessons for the health content areas (3.1, 3.2 & 3.3)
develop a teaching unit for one content area within CSHE (3.2)
demonstrate skills in the knowledge and use of appropriate evaluation techniques
(5.1, 5.2)
demonstrate knowledge of content to be taught, K-12 (3.2)
complete a practicum in a local school system
demonstrate effective teaching during the practicum (4.1, 4.5, 6.3 & 6.4)
identify the primary, secondary, and tertiary levels of disease prevention
describe the role of the federal government in providing standards for health
REQUIRED TEXT:
Telljohann, S. K., Symons, C. W. and Pateman, B,. (2009, 6th Edition) Health education,
Elementary and Middle School Applications. Boston, MA: McGraw-Hill Publishers.
RECOMMENDED TEXT:
Meeks, L., Heit, P., & Page, R. M. (2009). Comprehensive School Health Education (6th. Ed.).
Boston, MA: McGraw-Hill Publishers.
OTHER REQUIRED MATERIALS: You will need to purchase at least two VHS-C Super High
Grade-90 minute videotapes or mini-cassettes for this class.
FULFILLING TIME REQUIREMENTS FOR THIS 16 WEEK COURSE: This four credithour course is scheduled to be completed during the fall 2011 semester. University policy
requires that experiences equivalent to three hours each week must be completed. In addition to
classroom hours, a practicum experience is to be equal to1.5 hours/week (approximately 20
hours). In order to fulfill the time requirements students are expected to attend all three-hour
class meetings, university labs before the practicum begins and complete all equivalent practicum
experiences.
METHODS OF ASSESSMENT:
Points
Competency Exam ( completed at 85% or
greater before September 10, 2011)
14 – 10 pt. Online Quizzes
One Curriculum Unit Outline & Review (3.1,
N/A
140
100
A+
A
AB+
GRADING SCALE:
Points
1125.2
1090.4
1044
1009.2
B
BC+
C
CD+
D
DF
974.4
928
893.2
858.4
812
777.2
742.4
696
<696
Letter
3.2)
In-class Microteaching Experiences (4.1, 4.5)
5-50 minute Teaching Units/ Lesson Plans and
Supplemental Materials (3.1, 3.2, 3.3)
School Practicum – Three of five graded
demonstrations of student developed or model
lessons may occur at primary, middle school or
high schools. (3.1, 3.2, 3.3, 3.7, 4.1, 4.5, 6.3 & 6.4)
100
250
Ten Reflection papers depending on the number
of weekly practicum experiences. (5.1, 5.2, 5.3)
Camtasia Produced/Edited Media to be used in a
practicum lesson (3.7, 4.1)
Professional Attire and Behavior
Final Comprehensive Exam (12/8/11) (5.1, 5.2)
100
Total Possible Score:
270
N/A
*50
200
1160
HEALTH KNOWLEDGE COMPETENCY EXAM: Each student must complete a battery of
health knowledge competency exams which review health education content. A score of 85% or
higher must be achieved in order to receive a final grade in the course. The exam is available
online and may be repeated as many times as necessary to attain the minimal score of 85%.
Questions have been derived from information that would have been included in HLTH 205, 313,
335 and might appear on standardized tests such as Praxis II. The scores for each retake will be
posted in Blackboard My Grades. Passing scores must be completed by September 10, 2011.
ONLINE QUIZZES (100 pts.): As part of the online part of this course, students will be
assigned reading in addition to that schedule for review in class. Fourteen quizzes worth ten
points each will be completed online based on assigned readings. The readings will coincide
with the topic/s being reviewed in-class during the assigned week. Each quiz will only be
available for completion during the period prior to and on the date scheduled for the quiz
and is timed to allow 30 minutes to complete 10 True-False, Multiple Choice or Matching
Questions. Quizzes will not be reopened after the due date unless except as determined by the
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instructor. It is expected that you will complete all quizzes independent of other classmates.
Quizzes will be scored online and available for you to review immediately.
HEALTH EDUCATION CURRICULUM OUTLINE (100 pts.): Each student will outline
one assigned curriculum content area of health education curriculum or Family Life/Human
Sexuality. The outline will be reviewed in class within the first month of class.
FIVE – 50 MINUTE MODEL LESSONS (250 pts.). Before and during the Practicum
experience, a minimum of five health education lessons are to be written. Each will include the
following contents of the Madeline Hunter model of lesson design: 1. Lesson Objective; 2.
Anticipatory Set; 3. Teaching/Instructional Process: (Input, modeling, and checking for
understanding); 4. Guided Practice and Monitoring; 5. Closure, and 6. Independent Practice.
Examples of these lessons will be reviewed during instructor-led classes and previous copies will
be posted on Blackboard.
Most of these lessons will be based on the needs of the schools where students will be
completing your practica. One will include a video clip that you produce. This lesson will use a
video clip developed using Camtasia Studio during the course.
IN-CLASS MICROTEACHING EXPERIENCES (100 pts.) Each student will be provided
multiple opportunities to address classroom behaviors while teaching a brief lesson of his/her
choice. Microteaching also provides a number of students an opportunity to address a common
student behavior and experiment with different methods of addressing it.
SCHOOL PRACTICUM –PEER MENTORING AND LESSON DEMONSTRATIONS
(270 pts.): Three possible placements may be available – Prince Edward County High or
Middle Schools and one of two local private schools. The practicum may include two
responsibilities: assisting the classroom teacher and demonstrating student developed or model
lesson. Each student may be assigned to two schools for five weeks each, ten weeks total. You
will be teaching one day and observing one day during each of these weeks. Your schedule and
assigned placement will determine your responsibilities. Depending on the number of lessons
you present, grading will be as follows: 10% - Weekly Reflection paper, 25% - Your Evaluation
of the Lesson, 25% - Partner’s Evaluation and 40% Instructor’s Evaluation of the Lesson.
Each week you will complete a journal entry reflecting on your experience. These Weekly
Reflections will be submitted the Saturday of each week. A minimum of five to a maximum of
ten (one per week of the practicum) will be graded worth 100 total points. The remaining entries
will be related to other assigned classroom experiences.
When teaching you will be paired with at least one other student. You will be video-taped during
a minimum of three to five teaching experiences. You will be required to watch the video,
evaluate yourself using the rubric provided, write a complete reflection of the teaching
experience and submit everything including the lesson plan and any hand-outs that were used to
the instructor by 3:00 PM of Friday of the week the lesson was taught or Monday of the
following week if you teach on Friday.
ONE COMPREHENSIVE EXAM (200 pts.): There will be one comprehensive exam worth
200 points. See the class calendar for the Chapters of the required text and reading assignments.
Each test may include a mix of a.) multiple choice, b.) true/false, c) fill-ins, d) listing, e)
matching, f) short answer, and g) defining. The Final will be a combination of a take-home and
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in-class paper-and-pencil format. Online quizzes will provide examples of questions that will be
used in the final. The exam is scheduled for December 6, 8-10:30 AM.
VIDEOTAPES: When submitting the tapes, they should be cued to the beginning of the
demonstration. If they are not cued, 10% of the grade will be deducted. Once the instructor
views a tape, it will be rewound to the beginning. However, it is the student’s responsibility to
make sure they are rewound before next use. Tapes that end early (because they were not
rewound) or were not completed because of technical problems will negatively impact the
student’s grade. Please use the recording date stamp to identify the date of your presentation.
PROFESSIONAL ATTIRE: “Men must wear dress shirts, slacks and ties. Women are to
wear slacks, blouses or skirts/ dresses. Students may not chew gum or wear head gear. Tennis
shoes, flip flops and other casual shoes are not appropriate. Men should be clean shaven unless
they have groomed facial hair. Identification badges should be worn at all times and the teacher
candidate MUST sign-in when entering the school.” – p. 26. Physical & Health Education
Teacher Education Program Admission and Retention Handbook 2011-2012 (Rev. 8/11)
ATTENDANCE: Attendance will be recorded each class session. Students are expected to
attend all classroom and lab classes. For this 15-week class, you cannot miss more than four (4)
class meetings. Missing scheduled practicum visits during the semester will not be tolerated.
Any student that misses more than 4 classes or one practicum visits will receive one letter grade
lower for each absence than the computed average for the final grade (e.g., five absences or one
unexcused practicum class – one letter grade lower). If 25% of the scheduled classes have been
missed for excused or unexcused absences during the entire course, an “F” will be given. An
absence may also be considered excused if deemed so by the instructor. A typed memo/letter
(including supporting documentation) should be submitted to the instructor (not by email) within
one week of the absence.
Should the need arise for a student to be absent from class the student is responsible for the
material covered in class as well as any assignments due on the day he/she was absent and on
subsequent class meetings. Students are responsible for obtaining material presented during the
missed class. Makeup for missed exams and assignments will not be allowed unless prior
permission for the absence is provided and approved. In the event of a missed exam the student
must notify the instructor within 24 hours of the completion of the exam or the student will
receive a zero.
Notify both the practicum teacher and instructor if an absence from a practicum class is
expected. Preferably, this should be the night before the absence.
BLACKBOARD: This course will use Web-based software, which integrates course materials
with communication tools. Blackboard will allow students to access all information related to
this course including: grades, attendance, course syllabus, online quizzes, and the ability to
communicate with other students on topics identified by the instructor. Throughout the course
announcements and discussion topics may appear on the Blackboard. Students are responsible to
check for these weekly. These features will be discussed in class during the first and second
class meetings.
COMMUNICATION BY EMAIL: Students are encouraged to utilize electronic mail as the
primary mode of communication during this course. However, two very important points must
be made regarding email communication. First, all communication should take place using the
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email address provided to you by the university. Second, all email communications to your
instructor should include the following information within the subject heading:
HLTH465_LastNameFirstInitial_ Content of Message.
(Example: HLTH465_GapinskiP_Lesson 1)
CLASSROOM BEHAVIOR/DECORUM: Student behavior that interferes with either the
ability of the instructor to conduct class or the ability of students to benefit from instruction is
not acceptable. Examples include routinely entering class late or leaving class early, use of cell
phones and other electronic devices, repeatedly talking in class without being recognized, talking
while others are speaking, or arguing in a way that is perceived as crossing civility lines. In the
event a student legitimately needs to activate a cell phone or pager during class, prior notice and
approval of the instructor is required. The classroom is not a place for children. If children
require care, the student is expected to provide that care in an environment other than the
classroom. Consequnces for any disruptive behavior will be a grade reduction of 10 points
for each occurrence.
ACADEMIC MISCONDUCT: The academic community relies on a high standard of integrity.
One of the most important aspects of this integrity concerns the just measure of each student's
academic accomplishments, typically evaluated through written examination or submitted work.
It is essential that instructors be assured the work used to evaluate a student's performance is
genuinely his/her own. Cheating on exams, copying the lesson plan of a fellow student or other
source, attempting to benefit from the work of another student, or other behavior that defeats the
intent of an exam or assignment is unacceptable. These offenses include plagiarism, improper
acknowledgement of sources, the submission of a paper, leson plan or project in more than one
course without permission, or failing to complete work as assigned (e.g., individually). Penalties
for academic misconduct are serious and will result in an “F” in the course and referral to the
Honor Board.
SPECIAL EDUCATIONAL NEEDS AND ACCOMMODATIONS: It is the responsibility of
the student to inform the instructor of any special educational needs and accommodations that
may need to be provided during the first week of class. A student may also be eligible for
specialized educational learning services. Contact: The Office of Disability Support Services at
(434) 395-2391 to inquire about these services.
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HLTH 465: COMPREHENSIVE SCHOOL HEALTH EDUCATION PROGRAM - CLASS SCHEDULE - FALL 2011
Week
Week 1
Week 2
Week 3
Week 4
Week 5
Dates
Monday,
Wednesday
& Friday
Times:
8-9:50 AM
8/22/11
Meeting #1
8/24/11
8/26/11
Meeting #2
Meeting #3
8/29/11
8/31/11
Meeting #4
Meeting #5
9/2/11
Meeting #6
9/7/11
9/9/11
9/12-16/11
9/19 & 21/11
9/23/11
Meeting #7
Meeting #8
Meetings #9 - 11
Meetings #12 - 14
Chapters Reviewed in Class
Reading/Outside Activities
Introductions, Needs Assessments,
Overview of Course
PHETE Bicycle Safety Training
Dimensions of Health, Health Ed.
National Health Education Standards
HECAT
Virginia Health Education SOLs
Complete All Competency Tests by 9/10/11
Lesson Plan Format –Writing
Behavioral Objectives & Hunter’s
Lesson Plan Model
Curriculum Outline & Review
Chapter 3: Standards-Based Planning,
Teaching, & Assessment
Hunter’s Lesson Characteristics
Collaborative Learning
Chapter 4: Building and Managing Safe
& Positive Environment
Week #2 Reflection #1 paper due 9/3/11
Read: TSP, Chapter 3, pp. 54-85
Microteaching Classroom Proactive
Management of Student Behaviors
Leading Open-Ended Discussions
(OED) & Facilitative Behaviors
Read: Telljohann, Simons & Pateman (TSP), Chapter 1: Pp.
1-27
Online Quiz #1: Chapter 1, pp. 1-27
Blackboard References (Print for use in Class)
Online Quiz #2: Chapter 3 due 9/3/11
Read: TSP, Chapter 4, pp. 87-111 & Collaboration
Resources
Curriculum Outline due 9/10/11
Complete All Competency Tests by 9/10/11
Online Quiz #3: Chapter 4 due 9/10/11
Blackboard References
PECHS Practicum #2a begins 9/13/11
Lesson #1 due 9/17/11
Week #4 Reflection #2 paper due 9/17/11
Blackboard References (Print for use in Class)
Read: OED, Focus Setting Questions and Student Behaviors
New Life CA Practicum #1 begins 9/23/11
Week #5 Reflection #3 paper due 9/24/11
Week 6
9/26/11
9/28/11
Meeting #15
Meeting #16
NO CLASS
NO CLASS
9/30/11
Meeting #17
Valuing Strategies
Chapter 4 - Methods & Controversy
Comprehensive School Health Education
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6
PECHS Practicum #2a ends 9/30/11
Blackboard References
Review Valuing Strategy Lecture Notes
Reread: TSP, Chapter 4, pp. 109-111 and Supplemental Info
Week #6 Reflection #4 paper due 10/1/11
Lesson Plan #2 due 10/1/11
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HLTH 465: COMPREHENSIVE SCHOOL HEALTH EDUCATION PROGRAM - CLASS SCHEDULE - FALL 2011
Week
Week 7
Dates
Monday,
Wednesday
& Friday
10/3/ & 5/11
10/7/11
Times:
8-9:50 AM
Meetings #18 & 19
NO CLASS
Meeting #20
Teen Health Teaching Modules (THTM)
Chapter 11: Promoting Tobacco-Free
Lifestyle
Chapter 12: Promoting an ATOD-Free
Lifestyle
Chapter 13: Promoting Sexual Health
10/10 & 12/11
10/14/11
Week 9
10/17 & 19/11
10/21/11
Week 10
10/24 & 26/11
10/28/11
Week 11
10/31/11 &
11/2/11
11/4/11
Reading/Outside Activities
Read: TSP, Chapter 11, pp. 313-334 &
Read: TSP, Chapter 12, pp. 337-369
Supplemental
Resources
Online Quizzes #4 & 5: Chapter 11 &12 due 10/8/11
Week #7 Reflection #5 paper due 10/08/11
Lesson Plans #1&2 revisions due 10/08/11
FALL B R E A K – N O C L A S S E S
October 10-11, 2011
Week 8
Chapters Reviewed in Class
Meetings #21 & 22
NO CLASS
Meeting #23
Chapter 7: Promoting Physical Activity
Chapter 8: Promoting Safety &
Preventing Injuries
Meetings #24 & 25
NO CLASS
Meeting #26
Producing Video Clips using Camtasia
Studio 7.0
Read: TSP, Chapter 13, pp. 372-401
NLCA Practicum Teaching ends 10/11/11
PECMS Practicum #1b begins 10/14/11
Read: TSP, Chapter 7, pp. 189-216
Online Quizzes #6 &7: Chapters 13 & 7 due 10/15/11
Week #8 Reflection #6 paper due 10/15/11
Read: TSP, Chapters 8, pp. 219-242
Online Quiz #8: Chapter 8 due 10/22/11
Lesson Plans #3-5 due 10/22/11
Week #9 Reflection #7 paper due 10/22/11
Meetings #27 & 28
NO CLASS
Fuqua Practicum #2 Teaching begins 10/24/11
Meeting #29
Practice Producing Video Clips using
Camtasia Studio 7.0
Chapter 9: Promoting Personal Health &
Wellness
Read: TSP, Chapter 9, pp. 245-270
Meetings #30 & 31
NO CLASS
Professor is attending the National AAHPERD
Convention Online Quiz #9: Chapters 9 due 10/29/11
Week #10 Reflection #8 paper due 10/29/11
Read: TSP, Chapter 10, pp. 274-309
Meeting #32
Model Violence Prevention Curricula
Chapter 10: Preventing Violence
Online Quiz #10: Chapter 10 due 11/05/11
Week #11 Reflection #9 paper due 11/05/11
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HLTH465: COMPREHENSIVE SCHOOL HEALTH EDUCATION PROGRAM - CLASS SCHEDULE - FALL 2011
Week
Week 12
Week 13
Dates
Monday,
Wednesday
& Friday
Times:
8-9:50 AM
Chapters Reviewed in Class
Reading/Outside Activities
11/7/11
Meeting #33
NO CLASS
Read: TSP, Chapter 5, pp.114-147
11/9/11
Meeting #34
Chapter 5: Promoting Mental &
Emotional Health
Chapter 6: Promoting Healthy Eating
Chapter 14: Managing Loss, Death &
Grief
NO CLASS - VAAHPERD
NO CLASS
Read: TSP, Chapter 6, pp. 154-185
11/11/11
11/14/11
Meeting #35
Meeting #36
11/16/11
Meeting #37
Read: Chapter 14, 404-420
Online Quiz #11 & 12: Chapters 5 & 6 due 11/12/11
Week #12 Reflection #10 paper due 11/12/11
All Practicum Teaching Ends 11/15/11
9:00 -9:50 AM
Week 14
11/18/11
Meeting #38
11/21/11
Meetings #39
Chapter 1: The Coordinated School
Health Program.
Conflict Resolution Training with Dr.
Rena Koesler’s Class
Chapter 2: Comprehensive School
Health Ed., School Health Team
School Health Team (cont.)
Health Needs Assessments
11/23-26/11
Read: TSP, Chapter 1, pp. 11-27
Read: TSP, Chapter 2, pp. 30-51
Online Quizzes #13 & 14: Chapters 14 & 2 due 11/19/11
Week #10 Reflections paper due 11/19/11
Blackboard References
THANKSGIVING VACATION
Week 15
11/28/11
11/30 &
12/2/11
Meetings #40-42
FINAL
EXAM
12/6/11
8:00 – 10:30 AM
Comprehensive School Health Education
PAG: 082611
Health Needs Assessments (cont.)
Evaluation Methods
Course Evaluation/Closure
FINAL
COMPREHENSIVE EXAM
8
Blackboard References
All test and Supplemental Resources
401282215
References
Journals:
American Health
Health: Annual Editions
Health Education
Journal of American Medical Association
Psychology Today
International Journal of Health Promotion and Education
Books:
* denotes books on reserve in Greenwood Library
Abbey, N. and Picco, E. (1989). Coping with sexual pressures. ETR Associates.
Ames, E., Trucano, L., Way, J., and Harris, M. (1995). Designing school health curricula:
Planning for good health. Brown & Benchmark.
Anspaugh, D. and Ezell, G. (1994). Teaching today’s health in middle and secondary schools.
Maxwell Macmillan International.
*Akin, T., Cowan, D., Dunne, G., Palomares, S., Schilling, and S. Schuster. (1990). The best
self-esteem activities for the elementary grades. Inner Choice Publishing: Spring Valley,
CA.
Bender, S., Neutens, J., Skonie-Hardin, S. and Sorochan, W. (1997). Teaching health science:
Elementary and middle school. Jones and Bartlett Publishers.
*Bruess, C. E. and Greenberg, J. S. (2004). Sexuality education: Theory and practice (4th Ed.)
Jones and Bartlett: Boston, MA.
Bruess, C. and Laing, S. (1989). Entering adulthood, understanding reproduction, birth and
contraception: A curriculum for grades 9-12. ETR Associates.
Cortese, P. and Middleton, K. (Editors, 1994). The comprehensive school health challenge:
Promoting health through education. ETR Associates.
*Gerne, T. A., and Gerne, P. J. (1986). Substance abuse prevention activities for elementary
children. Prentice-Hall: Englewood Cliffs, NJ.
Greenberg, J. (1995). Health education: Learner-centered instructional strategies. Brown &
Benchmark Publishers.
Hubbard, B. (1989). Entering adulthood: Living in relationships: (a curriculum for grades 9-12).
ETR Associates.
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PAG: 082611
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Hubbard, B. (1989). Entering adulthood: Preventing sexually related disease: (A curriculum for
grades 9-12). ETR Associates.
Kane, W. (1993). Step by step to comprehensive school health: The program planning guide.
ETR Associates.
Laing, S. and Bruess, C. (1989). Entering adulthood: Connecting health, communication and
self-esteem: (a curriculum for grades 9-12). ETR Associates.
*Loya, R., and Bensley, L. (1992). Health education teaching ideas: Secondary. AAHPERD.
*Marx, E., and Northrop (1995). Educating for health: A guide to implementing a
comprehensive approach to school health education. Education Development Center, Inc.:
Newton, MA.
*Meeks, L., and Heit, P. (2002). A teen’s guide to sexuality. Everyday Learning Corp.:
Chicago, IL.
*Meeks, L., and Heit, P. (2001). Sexuality and character education K-12 (Abstinence Edition).
Every Day Learning Corp.: Chicago, IL.
*Meeks, L., Heit, P., and Burt, J. (1993). Education for sexuality and HIV/AIDS: Curriculum
and teaching strategies. Meek Heit Publishing Co.: Blacklick, OH.
*Meeks, L., Heit, P., and Page, R. (1994). Drugs, alcohol and tobacco: Life skills, content,
curriculum. Meeks Heit Publishing Co.: Blacklick, OH
*Osness, D. L. and Thompson, K. (Ed.) (1983). Health education teaching ideas - elementary.
American Alliance for Health, Physical
Education, Recreation, and Dance:
Reston, VA.
Pollock, M. and Middleton, K. (1994). School health instruction: Elementary and middle school
years. Mosby.
Read, D. and Greene, W. (1989). Creative teaching in health. Waveland Press.
Redican, K., Olsen, L. and Baffi, C. (1993). Organization of school health programs. Brown &
Benchmark Publishers.
Simon, S., Howe, L., and Kirschenbaum, H. (1991). Values clarification: A handbook of
practical strategies for teachers and students. Values Press.
*Tillman, K. and Toner, P. (1990). How to survive teaching health: Games, activities and
worksheets for grades 4-12. Parker Publishing Company.
Comprehensive School Health Education
PAG: 082611
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*Toner, P. R. (1993). Consumer health and safety activities. The Center for Applied research in
Education: West Nyack, NJ.
*Toner, P. R. (1993). Diet and nutrition activities. The Center for Applied research in
Education: West Nyack, NJ.
*Toner, P. R. (1993). Relationships and communication activities. The Center for Applied
Research in Education: West Nyack, NJ.
*Toner, P. R. (1993). Sex Education activities. The Center for Applied Research in Education:
West Nyack, NJ.
*Toner, P. R. (1993). Stress management and self-esteem activities. The Center for Applied
Research in Education: West Nyack, NJ.
*Toner, P. R. (1993). Substance abuse prevention activities. The Center for Applied Research
in Education: West Nyack, NJ.
Wallace, H. (1992). Principles and practices of student health. Third Party Publishing
Company.
*Virginia Department of Education. (2005). HIV/AIDS Prevention Education Curriculum Guide.
Virginia Department of Education: Richmond, VA.
Zevin, D. (1989). Choosing abstinence. ETR Associates.
Zevin, D. (1989). Enhancing self-esteem. ETR Associates.
References
Journals:
American Health
Health: Annual Editions
Health Education
Journal of American Medical Association
Psychology Today
International Journal of Health Promotion and Education
Books:
* denotes books on reserve in Greenwood Library
Abbey, N. and Picco, E. (1989). Coping with sexual pressures. ETR Associates.
Ames, E., Trucano, L., Way, J., and Harris, M. (1995). Designing school health curricula:
Planning for good health. Brown & Benchmark.
Anspaugh, D. and Ezell, G. (1994). Teaching today’s health in middle and secondary schools.
Maxwell Macmillan International.
Comprehensive School Health Education
PAG: 082611
11
401282215
*Akin, T., Cowan, D., Dunne, G., Palomares, S., Schilling, and S. Schuster. (1990). The best
self-esteem activities for the elementary grades. Inner Choice Publishing: Spring Valley,
CA.
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Elementary and middle school. Jones and Bartlett Publishers.
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