College Health Report
Viewing Guide
by
Karen Vail-Smith
Dept. of Health Education and Promotion
East Carolina University
McGraw-Hill Higher Education
c2012
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Description:
The College Health Report video series features a college-aged
“reporter” who explores various provocative aspects of topics
that are typically covered in college personal health classes.
The series is designed for use as a topic-introduction activity to
encourage discussion and to increase student interest.
Multi-Use
The videos were developed for use both in the classroom and
online and are available in versions suitable for either. For
web-based instruction, the video and discussion questions
included in this Instructor’s Guide can be incorporated in
online assignments or in discussion board activities.
Goals of the College Health Report Series:
After viewing any video in the College Health Report series,
your students will have an increased:
1.
Understanding of the relevance of a particular topic to
a college-aged population.
2.
Interest in further exploration of the particular topic.
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Contents
CANCER
“Indoor Tanning”
5
INFECTIOUS DISEASE
“Tattoos”
9
ATODs
“DUI”
11
STRESS MANAGEMENT
“Biofeedback”
15
RELATIONSHIPS
“Dating Abuse”
21
NUTRITION
“Healthy Eating”
25
Future College Health Report Segments
WEIGHT MANAGEMENT
“Measuring Body Fat”
SEXUAL BEHAVIOR
HPV-Related Cancers: Not Just for Women Anymore
CONTRACEPTION
Contraception in an Emergency
SAFETY and VIOLENCE
“Top 10 List for Staying Safe on Campus”
MENTAL HEALTH
Getting Help for Depression on Campus
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SLEEP
What Happens in a Sleep Clinic
4
5
CANCER
Video: “Indoor Tanning”
(Segment length: 11:12)
Synopsis: Cancer experts contend that today’s teenagers and young adults may be
facing a skin cancer time bomb due to their obsession with indoor tanning. This video
traces American’s obsession with tanned skin over the last 50 years. It explains the
negative effects of UV light and discusses the explosive growth of the indoor tanning
industry. It also corrects the misinformation that most college students have heard
about the safety of indoor tanning.
BEFORE Viewing: Poll the Class
Which is more harmful to your skin: the ultraviolet light from the sun or the
ultraviolent light from indoor tanning beds?
AFTER the Video: Questions for Discussion
(1) Regulation of Indoor Tanning
For years, scientists have described the UV radiation from tanning beds as “probably
carcinogenic” (cancer-causing). In July 2009, the World Health Organization (WHO)
published an analysis of 20 studies and concluded that tanning beds cause cancer.
WHO also moved tanning beds and other sources of UV radiation into the top cancer
risk category, alongside tobacco, asbestos and other deadly carcinogens. Previously
WHO had cautioned teens under 18 skin to avoid tanning beds, but now warns that
cancer risk jumps by 75% when people start using tanning beds before age 30.
Questions: Considering the fact that tanning beds have been proven to cause
cancer, should tanning parlors continue to operate? What do you think about
health clubs having tanning beds? What do you think about the college apartment
complexes that provide free tanning to their tenants? Should children and young
teens be banned from indoor tanning facilities?
(2) Mental Health Issues Associated with Indoor Tanning
The term “tanorexic” is used describe mostly females who are obsessed with having
tanned skin. Like an anorexic who think she looks fat when she’s actually
dangerously underweight, these teens and young women look in the mirror and see
pale skin when they are actually very tan. Furthermore, studies show that
ultraviolent light of tanning beds causes a release of endorphins, which create a
feeling euphoria that is actually quite addictive.
Questions: We’ve seen how indoor tanning affects PHYSICAL health, how do you
think it affects MENTAL health? Do you think it has both positive and negative
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effects on mental health? Have you witnessed any of these effects, either in yourself
or others?
Additional Resources
Skin Cancer Risk Assessment:
https://www.sleh.com/sleh/SectionSecured/index.cfm?pagename=SkinCancerTest&PageMD=Cancer
Melanoma Risk Assessment
http://www.yourdiseaserisk.wustl.edu/hccpquiz.pl?lang=english&func=home&quiz=melanoma
How to Spot Melanoma
http://www.cancerresearch.org/resources/conquering-melanoma/p2.html
“Are You Addicted to Indoor Tanning?” Quiz
1. Do you use a tanning bed more than once per week?
2. Do you ever feel guilty when you go tanning?
3. Do you get upset when people tell you to stop using the tanning bed?
4. Do you get anxious, depressed or upset when you can't use the tanning bed?
5. When you’re under stress, do you ever go to the tanning bed to "relax"?
6. Do you feel a physical "rush" after go to the tanning bed?
7. If you can’t go to the tanning bed for a while, do you start getting anxious about
losing your tan?
8. Do you go to the tanning bed even when others insist you are tan enough?
If you answer yes to two or more of these questions, you may be exhibiting addictive
responses to tanning.
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Quiz Questions
Multiple Choice
1. Who is considered to have first made a tan fashionable?
a. Jackie Kennedy
b. Coco Channel
c. Twiggy
d. Farah Fawcett
e. Eleanor Roosevelt
2. What is the number one reason women give for going to a tanning salon?
a. To feel better
b. To received Vitamin D
c. To look better
d. To be healthier
e. To relax
3. Which of the following is NOT a risk of UV exposure?
a. skin cancer
b. cataracts
c. suppression of the immune system
d. vitamin D overdose
e. premature aging on the skin
4. Which type of UV radiation is blocked out entirely by the atmosphere?
a. UVA
b. UVB
c. UV
True or False
5. The overwhelming majority of tanning bed customers are college-aged women. (T)
6. UVA radiation is the type that impacts the out skin layers and can cause sunburn. (F)
7. The typical college-aged woman cannot get an adequate amount of Vitamin D without
supplemental UV exposure, like from a tanning bed. (T)
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9
INFECTIOUS DISEASE
Video: “Tattoos”
(Segment length: 11:33)
Synopsis: On today’s college campus, tattoos are more popular than ever. Studies
estimate that 25% of college students have at least one tattoo. However, because
tattooing involves needles, puncture wounds, and blood, there is a risk of infectious
disease. The video explores these risks and instructs viewers about what they should
look for when evaluating the safety of a tattoo establishment.
BEFORE Viewing: Poll the Class
(Remind students that they should only answer if they are comfortable sharing this
information.) 1) How many of you have more than one tattoo?
(2) How many of you have one tattoo?
(3) How many of you are considering getting a tattoo before graduating from college?
(Total the number of students who have answered affirmatively to questions 1-3.)
AFTER the Video: Questions for Discussion
(1) Evaluating the Safety of Tattoo Establishments
Because of the risk of infection, it is important to only get a tattoo in a clean,
reputable establishment.
Questions: According to the video, what should you look for as indicators that the
tattoo salon you have chosen is a safe one? (Examples: overall cleanliness of the
establishment, including the bathrooms; posted credentials; individual rooms with
sinks, disposal containers for sharps, antibacterial soap; autoclave; artists who use
masks and gloves; individual ink containers; disposable needles.)
(2) Think BEFORE You Ink
Although it is possible to remove some tattoos, the process is lengthy, painful,
expensive and often not entirely successful. Consequently the Centers for Disease
Control (CDC) recommends that you should consider a tattoo permanent. Getting a
tattoo should never be a snap decision. You should always “Think BEFORE You
Ink.”
Question: “Thinking before you ink” requires that a people considering a tattoo
undergo a thorough decision-making process. Explain the steps you would take
BEFORE actually getting a tattoo.
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Additional Resources
“Infinitink,” a new type of tattoo ink that is easier to remove, recently became
available. Read about it here: http://www.infinitink.com/intro/intro.html
Should You Get a Tattoo? Quiz
http://teenadvice.about.com/library/teenquiz/17/bltattooyouquiz.htm
The Ultimate Tattoo Quiz
http://health.howstuffworks.com/skin-care/beauty/skin-and-lifestyle/tattoo-quiz.htm
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Quiz Questions
Multiple Choice
1. What percentage of US college students has at least one tattoo?
a. 5%
b. 10%
c. 15%
d. 20%
e. 25%
2. What is the most serious possible health risk of getting a tattoo?
a. Contracting blood-borne diseases
b. Contracting topical skin infections
c. Keloid scaring
d. None of the above
3. In a safe tattoo parlor, what is used disinfect equipment?
a. Alcohol wipes
b. Microwave ovens
c. Boiling water
d. autoclaves
e. a special disinfection solution
4. To insure safety standards, which of the following should be thrown away after one
use?
a.
b.
c.
d.
e.
needles
ink
gloves
ointment spreaders
all of the above
True or False
5. Tattoos are created by injecting ink into the dermis (the underlying layer of the skin). (T)
6. Tattoo parlors are regulated by federal law. (F)
7. Tattoos done only in black are easier to remove than more colorful ones. (T)
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DUI
Video: “DUI”
(Segment length: 19:41)
Synopsis: Driving under the influence of alcohol or other substances is the most
frequently committed crime in the U.S. Every 45 minutes one American becomes a
drinking-related traffic fatality. Unfortunately, college students are over represented
in alcohol related crashes—probably because over 31% have driven under the
influence. The video discusses the risk of impaired driving. It also explains both the
short and long-term consequences of being arrested for a DWI offense.
BEFORE Viewing: Poll the Class
(Remind students that they should only answer if they are comfortable sharing this
information.)
How many of you know someone who has received a DWI since coming to college?
When you tally ALL the costs associated with getting a DWI, how much do you think
that ultimately is?
AFTER the Video: Questions for Discussion
(1) Understand BAC
BAC provides a reliable estimate of alcohol concentration in the brain, which is the
reason it is the measure of intoxication used by law enforcement agencies. .08 has
been established as THE BAC threshold indicating intoxication sufficient to impair
driving. Because at .08 you experience slow reaction time, sedation and poor
coordination.
Questions: What are some ways that you’ve heard of for “sobering-up” somebody?
(Examples: food, cold shower, caffeine, walking them around, slapping them) Once
you have alcohol in your bloodstream, the only thing that can sober you up is TIME.
A common guideline is that it takes approximately 1 hour to metabolize a typical
drink (1 12 oz. beer, 1 shot, 1 mixed drink, etc.). Each additional drink adds to the
time.
You do the math! (Present the following timeline to students and have them
calculate how long it would take to metabolize the night’s alcohol intake,




10 pm
you have a beer watching a ballgame on T.V.
10:30 pm
your buddy drops by and you have a second beer
11 pm
you catch the student shuttle to the downtown clubs and
“pre-game” with a couple shots on the bus.
11:30 – 1:30
While at the club you have 3 more beers
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You are under 21 and your friend wants a ride home at the end of this night, can
you drive driver her home at 3 am and be confident that you are risking a DUI
arrest? At what time will you have a BAC of .00? (Answer: 5 a.m. because 7 drinks
will take 7 hours to metabolize. You started drinking at 10 pm, so you will not be
completely sober until 5 am.)
(2) Calculating the Cost of a DUI
The students in the video talk about some of the costs associated with being
convicted of a DUI.
Questions: What do you think are the financial costs of getting a DUI?
Cost estimates:
Fines/ Court Costs
$390 - $1,200
Attorney Fees
$500 - $10,000
Insurance Rate Increases
$3,600 - $6,600
(A DUI will increase your insurance rates significantly for at least 3 years.)
Penalties
$500-750
Alcohol Education/Counseling
$100-500
License Reissue Fee
$100-200
Towing and Storage
$100-300
What are some non-monetary costs associated with getting a DUI? (Examples: loss
of license, shame/embarrassment, loss of job due to criminal record, inability to get
into graduate or professional schools, penalties at your university)
Additional Resources
Important Considerations for Being a Designated Driver
http://www.infinitink.com/intro/intro.html
National Directory of Designated Driver Services
http://www.drinkinganddriving.org/tools/services.html
Drinking and Driving Video Gallery
http://www.drinkinganddriving.org/tools/video/
Myth Busters Video: Cell Phone vs. Drunk Driving
http://dsc.discovery.com/videos/mythbusters-cell-phone-vs-drunk-drivingminimyth.html
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Quiz Questions
Multiple Choice
1. What is legal BAC (blood alcohol content) in all 50 states?
a. 1.0
b. .01
c. .80
d. .08
2. Which of the following might result in more harsh DUI penalties?
a. causing personal injury or another
b. damaging property
c. history of DUI convictions
d. having a BAC significantly higher than the legal limit
e. all of the above
3. In most states, if you are convicted of a DUI, which of the following is true?
a. If you are under 16-20, you can have your criminal record expunged when you
reach 21 years of age.
b. Your college or university can’t impose penalties beyond what the courts have
already imposed.
c. You will have a criminal record for life
d. You do not have to indicate you’ve been convicted of DUI on employment
application because to do so would violate your 5th amendment rights.
4. If you are asked to submit to a breathalyzer or chemical blood test,
a. You must do so, or risk having your license immediately revoked.
b. You
c. You will have a criminal record for life
d. You do not have to indicate you’ve been convicted of DUI on employment
application because to do so would violate your 5th amendment rights.
True or False
5. Drunk driving is the most frequently committed crime in the US. (T)
6. College students are OVER-represented in alcohol-related traffic fatalities. (T)
7. In all 50 states, 21 is the legal drinking age. (T)
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STRESS MANAGEMENT
Video: “Biofeedback”
(Segment length: 7:15)
Synopsis: Stress is the number one factor affecting a student’s academic
performance. There is no escaping stress in college, so it is important for college
students to find health ways to deal with it. Biofeedback is a treatment technique in
which people are trained to monitor physiological feedback from their own bodies with
the ultimate goal of changing it to reduce bodily tension. The video explores
techniques used in biofeedback training and informs students how to seek treatment.
BEFORE Viewing: Poll the Class
(Remind students that they should only answer if they are comfortable sharing this
information.)
What are your biggest stressors at college?
What healthy methods do you use to manage stress? What about unhealthy ones?
AFTER the Video: Activities
(1) The “Relaxation Response” and How To Achieve It
The term “Relaxation Response” refers to a state of complete physical relaxation.
Physiologically, it is the opposite of the fight-or-flight response. During this response, blood
pressure, heart rate, digestive functioning and hormonal levels return to their normal state.
Unfortunately, many people are in a state of chronic low-grade physiological arousal and never
quite return to the point of relaxation. Dr. Herbert Benson developed the following method for
achieving the Relaxation Response on your own. Try it!
1. Sit comfortably with your eyes closed.
2. Beginning at your toes and moving up to the top of you head, attempt to
deeply relax all of your muscles.
3. Breath only through your nose. Breath in thinking the word “one.”
Breath out thinking “two.” Try to concentrate only on your breath and the
words “one” and “two.
4. Continue doing this breathing. Try to work up to doing it for 10 to 20
minutes at a time.
(2) Do-It-Yourself Biofeedback Techniques
Don’t have access to a biofeedback training facility on your campus? You can still
experience some of the benefits of biofeedback training. Listed below are some
simple biofeedback stress-reduction techniques you can try on your own using
inexpensive devices (or none at all).
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a. Thermal Training: As we learned in the video, stress constricts blood
vessels causing a decrease in peripheral skin temperature. This simple technique
allows you to monitor skin temperature and learn to raise it.
Instructions- Place an inexpensive thermometer (such as “stress dots”
www.stressdot.com) on one of your hands. In a quiet place, sit comfortably, close
your eyes and focus your thoughts only on your hands being warm. Attempt to
“think them warm.” Research has shown that by simply focusing on hand warmth
you can raise the temperature of your hands. Your ultimate goal is to increase
your hand temperature to 92 degrees.
b. Mirror Monitoring: Body tension is often visible, especially on your
face. This technique helps you see the tension in your body.
Instructions- In a comfortable position, sit in front of a mirror. Study your
face and notice any signs of stress, such as a wrinkled forehead, clinched jaw or eye
squint. While breathing deeply, make a concentrated effort to relax your face.
c. Heart Rate Reduction: Increased stress causes an increase in heart
rate. This activity will allow you to monitor your heart rate with the ultimate goal
of lowering it.
Instructions- Sit comfortably and find your pulse in one of your wrists.
Notice the rhythm of the beats. Count the beats for 30 seconds. (You can use this
online stopwatch: http://www.online-stopwatch.com/) While continuing to feel your
pulse, close your eyes and breath deeply. Start at your tones and consciously try to
relax them. Move up to your calves. Continue to move up to the top of your head,
relaxing all of your muscles. Once you relaxed your entire body, check your pulse
rate again.
Additional Resources
10 Stress Reduction Techniques from the Stress Institute
http://stressinstitute.com/stress_reduction_management.asp
Steps to Achieve Benson’s “Relaxation Response”
http://www.relaxationresponse.org/steps/
Can’t Meditate? Four Conditions You Must Have
http://www.relaxationresponse.org/howto.htm
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How to Reduce Stress with Diaphragmatic Breathing
http://www.ehow.com/how_2109646_do-deep-diaphragmatic-breathing-exercise.html
Video: Breathing Relaxation Exercise
http://www.youtube.com/watch?v=-j5Z4E2wkh4&feature=related
Video: Stretching Relaxation Exercise
http://www.youtube.com/watch?v=vcInnLl5BbM&feature=related
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Quiz Questions
Multiple Choice
1. What is the number one factor affecting college student academic performance?
a. poor high school preparation
b. illness
c. stress
d. lack of sleep
2. Which of the following body process are out of a person’s conscious control?
a. respiration rate
b. skin temperature
c. heart rate
d. none of the above are out of a person’s conscious control
3. What does an electromyograph measure?
a. tension in the muscles
b. respiration rate
c. skin temperature
d. brain waves
4. To measure peripheral skin temperature, biofeedback professions use a(n) _________.
a. MRI
b. electromyography instrument
c. thermometer
d. thermistor
True or False
5. Most people can no longer recognize when their bodies are truly in a relaxed state. (T)
6. When you are under stress your blood vessels dilate (open). (F)
7. Biofeedback is also being used to address chronic pain. (T)
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RELATIONSHIPS
Video: “Dating Abuse”
(Segment length: 11:02)
Synopsis: Dating abuse is a pattern of emotionally, physically, and/or sexually,
abusive behavior in a dating relationship. It is prevalent on college campuses with
32% of college students reporting physical or sexual abuse by a former partner and
21% reporting abuse by their current partner. This video explores types of dating
abuse and provides both protective strategies for the victims as well as suggestions
for how students can help friends and family who are in this situation.
BEFORE Viewing: Poll the Class
(Remind students that they should only answer if comfortable sharing this information.)
Most college students who do admit that they’ve been the victims of dating abuse
indicate that they first shared their story with friends. Have you ever been that friend
or do you know someone who has been? What did you (or the person you know) do?
AFTER the Video: Questions for Discussion
(1) The Pattern of Dating Abuse
Dating abuse is rarely an isolated occurrence. It is a pattern of
physical/emotional/sexual intimidation used by the abuser in order to secure control
and power over his/her partner.
Questions: In the video, Mary shares her story of abuse. Early in the relationship
there were signs that it might eventually become abusive. What were they?
(Boyfriend was extremely jealous, possessive and socially isolated Mary.)
How did the abuse escalate? (threats, shoving and eventually hitting)
Why do you think someone like Mary stays in a relationship after the first signs of
abuse? (in love with the abuser, not sure what constitutes a healthy relationship,
shame, fear, isolation, depression, low-self esteem, lack of knowledge of resources, etc.)
(2) Helping A Victim of Dating Abuse
Typically there are three distinct roles in an abusive dating relationship:
(1) The abuser
(2) The victim of the abuse
(3) The bystander, a person who is aware or suspects that abuse is occurring
Question: Who would be considered the bystander in Mary’s story? Do you think
his response was appropriate and helpful? Could he have done more?
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(For a list of appropriate bystander behavior see the handout: “Helping a Friend or
Family Member Who is Being Abused” from the “Love Is Not Abuse” curriculum
found in the “Additional Resources” list below.)
Where would you take a friend for help on our campus?
(Campus Resources: It is important that both dating abuse victims and bystanders
know where they can go on-campus and in their communities for help. Compile a
list of these resources for your own campus and share them with your class. Also
point out that resources are available 24/7 from the National Domestic Violence
Hotline online at www.ndvh.org or by calling 1-800-799-7233)
Additional Resources
“Love Is Not Abuse” College Edition Curriculum (free download)
http://loveisnotabuse.com/web/guest/college_introduction
ACHA “Shifting the Paradigm: Primary Prevention of Sexual Violence
Toolkit” (free download)
http://www.acha.org/SexualViolence/index.cfm
Dating Violence 101
http://www.breakthecycle.org/dating-violence-101
“Bystander Intervention Playbook”
http://www.stopabuse.vt.edu/bystander.php
Men of Strength Clubs (resources for starting male dating violence prevention
clubs on your campus)
www.mencanstoprape.org
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Quiz Questions
Multiple Choice
1. “Words or actions intended to control, isolate, intimidate or cause fear in a partner”
defines which of the following?
a. Emotional abuse
b. Physical abuse
c. Psychological abuse
d. Sexual abuse
2. Which of the following behaviors is considered “sexual abuse?”
a. Continuing sexual contact after being asked to stop
b. Coercing/forcing a partner to participate in rough, violent or any unwanted
sexual activity
c. Coercing/forcing a partner to pose for photos or videos of a sexual nature
d. Exploiting or taking advantage of someone who is younger or intoxicated
e. All of the above
3. How many of those who are physically or sexually assaulted report that the abuse is
repetitive?
a. 1/10th
b. 1/3rd
c. 1/2
d. 2/3 rds.
4. If a person reports being abuse in a relationship, whom is she/he most likely to report it to?
a. Family member
b. Friend
c. Health care provider
d. Law enforcement officer
e. Teacher
True or False
5. Dating abuse does NOT occur in gay and lesbian relationships. (F)
6. CONTROL is the hallmark of emotional abuse. (T)
7. Physical abuse generally begins after a history of emotional abuse. (T)
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NUTRITION
Video: “Healthy Eating”
(Segment length: 9:41)
Synopsis: Nutrition is an important component of health promotion primarily
because of the connection between lifetime nutritional habits and the risk of some
major chronic diseases. It can be challenging for a college student to eat healthy.
This video explores the latest USDA/HHS “Dietary Guidelines for Americans” and
includes information on the new “My Plate” graphic.
BEFORE Viewing: Poll the Class
Are you familiar with the “Food Pyramid?” Does anyone know what it has been
replaced with?
AFTER the Video: Questions for Discussion
(1) The Energy Equation
Although the USDA has replaced the “Food Pyramid” with the “My Plate” graphic,
the formula for healthy eating remains the same: eat a variety of nutrient dense
foods and balance your food intake with activity. To achieve or maintain a healthy
wait, we must balance the number calories we consume with the number of calories
we expend. It’s the old “energy equation”: calories in must equal calories out.
Questions: Let’s consider what actions we take in our own lives to balance the
energy equation. On the board draw two columns “In” and “Out.” Ask students to
indicate any actions they currently take (or could take) to limit the number of calories
they take IN or to increase the numbers of calories they use (“OUT”).
(2) My Plate
The “My Plate” icon was developed to provide an easy-to-understand graphic
representation of how American should eat.
Questions: Do you think “My Plate” accomplishes this goal? What are its
strengths? What are its weaknesses? How would you change it to improve it as a
consumer tool?
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Additional Resources
USDA’s “Choose My Plate” site
http://www.choosemyplate.gov/
This site has loads of information about “My Plate” including videos, graphic
downloads, games and “trackers.”
LiveStrong “My Plate Calorie Counter”
http://www.livestrong.com/thedailyplate/
This calorie counter application can be used online at the LiveStrong site or you can
download a “My Plate Calorie Counter” app for your smart phone at
http://itunes.apple.com/us/app/myplate/id442604245?mt=8
“Introducing My Plate” Video from USDA
http://www.youtube.com/watch?v=SEFmSk08LIE&noredirect=1
“Freshman 15.com”
http://www.freshman15.com/healthy-eating-guide.php
This site gives tips and suggestions tips on how to eat healthy in college and avoid
the freshman 15
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Quiz Questions
Multiple Choice
1. The first major goal of 2010 “Dietary Guidelines for Americans” is to?
a. Maintain calorie balance over time
b. Increase the amount of fiber in your diet
c. Decrease your daily intake of fat
d. Drink more water
2. What is the biggest concern about an excessive intake of junk food?
a. These foods cause cancer
b. These foods have been associated with autism in young children
c. These foods are very expensive
d. These foods replace nutrient-dense foods in your diet.
3. You should increase your intake of all of the following foods, except:
a. fruits
b. vegetables
c. whole grains
d. fruit juices
4. According to the new “My Plate” graphic, what should fill half of your plate?
a. Low-fat proteins
b. Fruits and vegetables
c. Whole grains
d. High-calcium dairy foods
True or False
5. The USDA publishes new “Dietary Guidelines for Americans” every ten years. (F)
6. The “Dietary Guidelines” encourage Americans to increase physical activity. (T)
7. Few Americans eat enough calcium-rich, low-fat dairy foods. (T)
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