| |
| |
Preface | |
| |
| |
Acknowledgments | |
| |
| |
| |
Teaching to Make a Difference | |
| |
| |
Cipher in the Snow | |
| |
| |
You Can Make a Difference | |
| |
| |
Modeling a Healthy Personality and Lite Skills | |
| |
| |
Interacting with Students | |
| |
| |
Expectations | |
| |
| |
Discipline | |
| |
| |
Dealing with Put-Downs | |
| |
| |
Sensitivity to Multicultural Diversity | |
| |
| |
Teaching with the Brain in Mind | |
| |
| |
Relaxed Alertness | |
| |
| |
"So What?" | |
| |
| |
Active Learning | |
| |
| |
Other Considerations | |
| |
| |
Six Categories of Risk Behavior | |
| |
| |
Health Education and the Coordinated School Health Program | |
| |
| |
Working with Children with Special Needs | |
| |
| |
Children with Chronic Health Conditions | |
| |
| |
Children with Learning Disabilities | |
| |
| |
Children with Attention Deficit Hyperactivity Disorder | |
| |
| |
Key Terms | |
| |
| |
Review Questions | |
| |
| |
References | |
| |
| |
| |
Life Skills for Health and Emotional Well-Being | |
| |
| |
Teaching What Really Matters | |
| |
| |
Self-Esteem | |
| |
| |
Ideal-Self | |
| |
| |
Pygmalion-Self | |
| |
| |
Accurate Self-Evaluation | |
| |
| |
Self-Worth | |
| |
| |
Emotional Intelligence | |
| |
| |
Recognizing and Appropriately Expressing Your Emotions | |
| |
| |
Empathy | |
| |
| |
Impulse Control and Delayed Gratification | |
| |
| |
Calming Oneself | |
| |
| |
Being Proactive | |
| |
| |
Communication Skills | |
| |
| |
Sending and Interpreting Messages | |
| |
| |
"I" Messages | |
| |
| |
Listening Skills | |
| |
| |
Communication Styles | |
| |
| |
Relationship Building | |
| |
| |
Goal Setting | |
| |
| |
Problem Solving and Decision Making | |
| |
| |
Additional Life Skills | |
| |
| |
Resilience | |
| |
| |
Asset Development | |
| |
| |
Key Terms | |
| |
| |
Review Questions | |
| |
| |
References | |
| |
| |
| |
Media Literacy | |
| |
| |
The Other Parent | |
| |
| |
Generation M | |
| |
| |
Concerns About Media Exposure | |
| |
| |
Limiting Media Exposure | |
| |
| |
Evaluating Media Messages | |
| |
| |
The World of Advertising | |
| |
| |
Advertising Placement and Design | |
| |
| |
Ad Creep | |
| |
| |
Targeting Kids | |
| |
| |
School-Based Advertising and Marketing | |
| |
| |
Internet Marketing and Kids | |
| |
| |
Vulnerability of Children to Ads | |
| |
| |
Online Kids | |
| |
| |
Online Safety Tips | |
| |
| |
Questioning Media Messages: The Foundation for Media Literacy | |
| |
| |
Key Terms | |
| |
| |
Review Questions | |
| |
| |
References | |
| |
| |
| |
Dealing with Stress | |
| |
| |
What's Eating Johnny! | |
| |
| |
Understanding Stress | |
| |
| |
Stress in Children and Youth | |
| |
| |
Stress and the Community and World Environments | |
| |
| |
Natural Disasters | |
| |
| |
Immigration | |
| |
| |
The Media | |
| |
| |
Stress and the Home Environment | |
| |
| |
Sleep Deprivation | |
| |
| |
Overscheduling | |
| |
| |
Home Alone | |
| |
| |
Parental Conflict, Separation, and Divorce | |
| |
| |
Dysfunctional Families | |
| |
| |
Death of a Parent | |
| |
| |
Stress and the School Environment | |
| |
| |
Managing Stress | |
| |
| |
Coping Strategies | |
| |
| |
Relaxation Techniques | |
| |
| |
Key Terms | |
| |
| |
Review Questions | |
| |
| |
References | |
| |
| |
| |
Healthy Eating and Physical Activity Patterns | |
| |
| |
Shirleisa and Too Many Other Children | |
| |
| |
The Epidemic of Overweight and Obesity | |
| |
| |
Consequences of Overweight and Obesity in Children and Adolescents | |
| |
| |
Diabetes Epidemic | |
| |
| |
Why Are Kids Getting Fatter? | |
| |
| |
Dietary Patterns That Contribute to Disease | |
| |
| |
Poor Eating Habits | |
| |
| |
Availability of Junk Food in Schools | |
| |
| |
Television and Media Influence | |
| |
| |
Targeting Kids | |
| |
| |
Advertising Thinness as the Ideal | |
| |
| |
Unsafe Weight-Loss Methods and Eating Disorders | |
| |
| |
Anorexia Nervosa | |
| |
| |
Bulimia | |
| |
| |
Physical Inactivity | |
| |
| |
MyPyramid | |
| |
| |
Physical Activity Guidelines for Young People | |
| |
| |
Promoting Healthy Eating and Physical Activity | |
| |
| |
Health Education | |
| |
| |
Physical Education | |
| |
| |
Supportive School Environment | |
| |
| |
Collaboration and Teamwork Within Schools | |
| |
| |
Parental Involvement | |
| |
| |
Community Involvement | |
| |
| |
Key Terms | |
| |
| |
Review Questions | |
| |
| |
References | |
| |
| |
| |
Sexual Activity | |
| |
| |
In Your Opinion | |
| |
| |
Sexual Activity of Teenagers | |
| |
| |
Pervasiveness of Sex in the Media | |
| |
| |
Understanding Adolescence and Sexual Development | |
| |
| |
Surgeon General's Call to Action | |
| |
| |
Helping Young People Make Responsible Decisions About Sexual Activity | |
| |
| |
Sex Education | |
| |
| |
Abstinence Education | |
| |
| |
HIV Prevention Education | |
| |
| |
Contraceptives | |
| |
| |
Peer-Led Prevention Programs | |
| |
| |
Teen Parenthood Programs | |
| |
| |
Programs for Out-of-School Youth | |
| |
| |
Problems Associated with Youth Sexual Activity | |
| |
| |
Emotional Consequences | |
| |
| |
Unintended Teen Pregnancy | |
| |
| |
HIV Infection | |
| |
| |
Sexually Transmitted Diseases | |
| |
| |
Key Terms | |
| |
| |
Review Questions | |
| |
| |
References | |
| |
| |
| |
Substance Use and Abuse | |
| |
| |
Once Upon a Time...My Story | |
| |
| |
Monitoring Substance Use Trends | |
| |
| |
Media Promotion of Alcohol and Tobacco Use | |
| |
| |
Substance Abuse Prevention Education | |
| |
| |
Information-Based Strategies | |
| |
| |
Normative Education | |
| |
| |
Resistance Strategies | |
| |
| |
Personal and Social Skills Training and Enhancement Approaches | |
| |
| |
Peer Approaches | |
| |
| |
Drug-Free Activities and Alternatives to Drugs | |
| |
| |
Student Assistance Programs | |
| |
| |
Parent Approaches | |
| |
| |
Principles of Effective Substance Abuse Prevention | |
| |
| |
School-Based Programs That Work | |
| |
| |
Substance Abuse Prevention Curricula | |
| |
| |
Developmental Considerations | |
| |
| |
High-Risk Students | |
| |
| |
Infusion of Substance Abuse Prevention Education into the Curriculum | |
| |
| |
Substance Abuse Problems | |
| |
| |
Tobacco Use | |
| |
| |
Alcohol | |
| |
| |
Addiction in the Family | |
| |
| |
Cocaine | |
| |
| |
Methamphetamine | |
| |
| |
Heroin | |
| |
| |
Oxycodone | |
| |
| |
Marijuana and Cannabis | |
| |
| |
Club Drugs | |
| |
| |
Date-Rape Drugs | |
| |
| |
Inhalants | |
| |
| |
Anabolic Steroids | |
| |
| |
Drug Injection and Bloodborne Pathogen Risk | |
| |
| |
Key Terms | |
| |
| |
Review Questions | |
| |
| |
References | |
| |
| |
| |
Violence and Unintentional Injury | |
| |
| |
A Story Too Often Repeated | |
| |
| |
Understanding Youth Violence | |
| |
| |
Family Factors | |
| |
| |
Exposure to Media Violence | |
| |
| |
Substance Use and Abuse | |
| |
| |
Immediate Access to Weapons | |
| |
| |
Personal and Peer Characteristics | |
| |
| |
Gang Involvement | |
| |
| |
Violence and Learning Potential | |
| |
| |
Bullying in Schools | |
| |
| |
Violence and Unintentional Injury Prevention | |
| |
| |
CDC's School Health Guidelines to Prevent Unintentional Injuries and Violence | |
| |
| |
Safe and Violence-Free School Environment | |
| |
| |
Educational and Curricular Approaches to Violence Prevention | |
| |
| |
Responding to Crises, Disasters and Injuries That Affect the School Community | |
| |
| |
Child Abuse | |
| |
| |
Child Sexual Abuse | |
| |
| |
Preventing Child Abuse and Neglect | |
| |
| |
Rape | |
| |
| |
Date Rape | |
| |
| |
Key Terms | |
| |
| |
Review Questions | |
| |
| |
References | |
| |
| |
| |
Depression and Suicidal Behavior | |
| |
| |
Brooke | |
| |
| |
Understanding Depressive Disorders in Children and Adolescents | |
| |
| |
Types of Depressive Disorders | |
| |
| |
Risk Factors | |
| |
| |
Assisting Young People Who Are Depressed | |
| |
| |
Self-Injury | |
| |
| |
Youth Suicide | |
| |
| |
Causes of Youth Suicide | |
| |
| |
Suicidal Ideation and Attempts | |
| |
| |
Warning Signs of Suicide | |
| |
| |
Prevention and Intervention | |
| |
| |
Key Terms | |
| |
| |
Review Questions | |
| |
| |
References | |
| |
| |
| |
Death and Dying | |
| |
| |
When a Student Dies... | |
| |
| |
Children's Understanding About Death and Dying | |
| |
| |
Preschool-Age Children | |
| |
| |
Middle Childhood | |
| |
| |
Adolescence | |
| |
| |
Childhood and Adolescent Bereavement | |
| |
| |
Death of a Parent | |
| |
| |
Death of a Sibling | |
| |
| |
Death of a Pet | |
| |
| |
Providing a Supportive Environment for the Terminally Ill Child | |
| |
| |
The Teacher's Role | |
| |
| |
The Classmates' Role | |
| |
| |
Understanding the Dying Child | |
| |
| |
Responding Appropriately to Death | |
| |
| |
Death of a Schoolmate | |
| |
| |
Sudden and Traumatic Death | |
| |
| |
When Tragedy Comes to School | |
| |
| |
Cultural Perspectives on Death and Dying | |
| |
| |
Death Education | |
| |
| |
Key Terms | |
| |
| |
Review Questions | |
| |
| |
References | |
| |
| |
Index | |
| |
| |
Photo Credits | |