| (F) practice conflict resolution and mediation skills.
(4) Mental health and wellness--developing a healthy
self-concept. The student develops the capacity for self-assessment
and evaluation, goal setting, and decision making in order to develop
a healthy self-concept. The student is expected to:
(A) describe how internal and external factors influence
self-esteem;
(B) identify and develop strategies for setting long-term
personal goals;
(C) create and discuss personal life goals that one
wishes to achieve and consider the financial impact of graduating
from high school, having a full-time job, and waiting until marriage
if one plans to have children; and
(D) identify decision-making skills that promote individual,
family, and community mental health.
(5) Mental health and wellness--risk and protective
factors. The student recognizes the influence of various factors on
mental health and wellness. The student is expected to:
(A) explain how adolescent brain development influences
cognitive processing, emotions, and decision making;
(B) identify and describe how environmental influences
such as air, water, or noise can affect an individual's mental health;
and
(C) discuss the influence of childhood trauma and how
to recognize, process, and overcome negative events.
(6) Mental health and wellness--identifying and managing
mental health and wellness concerns. The student develops and uses
appropriate skills to identify and manage conditions related to mental
health and wellness. The student is expected to:
(A) describe methods to support others who have long-term
physical health conditions;
(B) examine ways to influence peers positively and
promote resiliency in others in stressful situations;
(C) differentiate between healthy and unhealthy self-management
strategies for stress, anxiety, depression, trauma, loss, and grief;
(D) describe the consequences of disordered eating
and eating disorders such as bulimia, anorexia, and binge eating disorder
and the importance of seeking help from a parent or another trusted
adult for oneself or others related to disordered eating;
(E) discuss the suicide risk and suicide protective
factors identified by the Centers for Disease Control and Prevention
(CDC) and the importance of telling a parent or another trusted adult
if one observes the warning signs in self or others;
(F) research and discuss protective factors and healthy
self-management strategies to avoid self-harming behaviors; and
(G) examine how the use of suicide prevention resources
such as the National Suicide Prevention Hotline can reduce the likelihood
of suicide.
(7) Healthy eating and physical activity--food and
beverage daily recommendations. The student analyzes and applies healthy
eating strategies for enhancing and maintaining personal health throughout
the lifespan. The student is expected to:
(A) analyze food labels and menus to determine the
nutritional value of foods and make healthy decisions about daily
caloric intake;
(B) develop a personal dietary plan; and
(C) identify and practice strategies for choosing healthy
foods and beverages in diverse social environments, including at home,
at school, and while dining out.
(8) Healthy eating and physical activity--physical
activity. The student identifies, analyzes, and applies strategies
for enhancing and maintaining optimal personal physical fitness throughout
the lifespan. The student is expected to:
(A) explain the relationships between nutrition, physical
activity, quality of life, and disease in terms of their mental, physical,
and social benefits;
(B) identify how to balance caloric intake and physical
activity; and
(C) apply the CDC guidelines for daily physical activity
to develop a physical fitness plan using appropriate technology.
(9) Healthy eating and physical activity--nutrition
and physical activity literacy. The student obtains, processes, and
understands basic physical activity and nutrition information needed
to make health-promoting decisions. The student is expected to:
(A) develop and examine progress of short- and long-term
goals toward achieving appropriate levels of physical activity, improving
personal physical fitness level, and making healthy personal food
choices; and
(B) explain how media influences buying decisions regarding
physical fitness equipment or nutritional products.
(10) Healthy eating and physical activity--risk and
protective factors. The student analyzes and applies risk and protective
factors related to healthy eating and physical activity. The student
is expected to:
(A) analyze the impact of moderate physical activity
and healthy dietary practices in the prevention of obesity, heart
disease, and diabetes;
(B) analyze risk factors that may lead to the development
of chronic conditions and formulate strategies to reduce the likelihood
of developing chronic conditions;
(C) identify community and digital resources that can
assist in developing healthy eating and physical activity behaviors;
and
(D) investigate and compare the nutritional differences
between preparing and serving fresh food or minimally processed food
and serving commercially prepared or highly processed foods.
(11) Injury and violence prevention and safety--safety
skills and unintentional injury. The student identifies and demonstrates
safety and first aid knowledge to prevent and treat injuries. The
student is expected to demonstrate basic first-aid procedures, including
CPR and the choking rescue.
(12) Injury and violence prevention and safety--healthy
home, school, and community climate. The student understands that
individual actions and awareness can impact safety, community, and
environment. The student is expected to:
(A) analyze strategies for and the benefits of avoiding
violence, gangs, weapons, and human trafficking;
(B) define safe haven and identify designated safe
haven locations in the community;
(C) evaluate the dangers associated with a variety
of weapons;
(D) evaluate the importance of complying with rules
prohibiting possession of and the improper use of weapons; and
(E) create a personal safety plan.
(13) Injury and violence prevention and safety--digital
citizenship and media. The student understands how to be a safe and
responsible citizen in digital and online environments. The student
is expected to:
(A) develop strategies to resist inappropriate digital
and online communication such as social media posts, sending and receiving
photos, sexting, and pornography;
(B) discuss and analyze the consequences resulting
from inappropriate digital and online communication such as social
media posts, sending and receiving photos, sexting, and pornography;
(C) evaluate strategies and techniques for identity
protection in digital and online environments;
(D) identify how technology is used to recruit or manipulate
potential victims of sex trafficking; and
(E) research the current legal consequences of cyberbullying
and inappropriate digital and online communication.
(14) Injury and violence prevention and safety--interpersonal
violence. The student understands the impact of interpersonal violence
and the importance of seeking guidance and help to maintain personal
safety. The student is expected to:
(A) identify forms of family violence, including physical,
mental, and emotional violence;
(B) describe the serious effects of bullying, cyberbullying,
or harassment such as suicidal ideation and other effects on the individual;
(C) explain the responsibility to report bullying behavior,
including cyberbullying;
(D) describe the seriousness of various forms of bullying
such as harassment;
(E) analyze strategies for prevention and intervention
of all forms of bullying and cyberbullying such as emotional, physical,
social, and sexual; and
(F) summarize the advantages of seeking advice and
feedback regarding the use of decision-making and problem-solving
skills related to personal safety.
(15) Alcohol, tobacco, and other drugs--use, misuse,
and physiological effects. The student understands the difference
between use and misuse of different substances and how the use and
misuse of substances impacts health. The student is expected to:
(A) differentiate between appropriate and inappropriate
use of prescription and over-the- counter drugs, including combining
drugs, and the outcomes of each;
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