An Invitation to Health Taking Charge of Your Health (Brief
Edition) 11e Dianne Hales (Instructor's Manual All Chapters,
100% Original Verified, A+ Grade) (Lecture Notes Only)
1
Taking Charge of Your Health
Learning Objectives
After reading this chapter in the text, the student should be able to:
1.1 Define health and wellness.
1.2 Outline the dimensions of health.
1.3 Assess the current health status of Americans.
1.4 Discuss health disparities based on sex and race.
1.5 Evaluate the health behaviors of undergraduates.
1.6 Describe the impact of habits formed in college on future health.
1.7 Evaluate health information for accuracy and reliability.
1.8 Explain the influences on behavior that support or impede healthy change.
1.9 Identify the stages of change.
Chapter Summary
We extend an invitation to you to live more fully, more happily, and more healthfully. It is an
offer that you literally cannot afford to refuse. Your life may depend on it—starting now.
Lecture Outline
I. Health and Wellness
A. Health means being sound in body, mind, and spirit.
B. The World Health Organization (WHO) defines health as “not merely the absence
of disease or infirmity” but “a state of complete physical, mental, and social well-
being.”
C. Health has many dimensions: physical, psychological, spiritual, social, intellectual,
environmental, occupational and financial, and community.
D. Wellness can be defined as purposeful, enjoyable living or, more specifically, a
deliberate lifestyle choice characterized by personal responsibility and optimal
enhancement of physical, mental, and spiritual health.
II. The Dimensions of Health
A. Physical Health
1. Not a static state, but a process influenced by our decisions and daily behaviors
B. Psychological Health
1. Our emotional and mental states, that is, our feelings and thoughts
© 2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
,Instructor’s Manual – An Invitation to Health, 11e
C. Spiritual Health
1. Spiritually healthy individuals identify their own basic purpose in life; learn how
to experience love, joy, peace, and fulfillment; and help themselves and others
achieve their full potential.
D. Social Health
1. The ability to interact effectively with other people and the social environment,
to develop satisfying interpersonal relationships, and to fulfill social roles
E. Intellectual Health
1. The ability to think and learn from life experience, your openness to new ideas,
and your capacity to question and evaluate information
F. Environmental Health
1. The effect your world has on your well-being
G. Occupational and Financial Health
1. The balance between the rewards and challenges of a career and how these
affect your well-being
H. Community Health
1. The complex interrelationships between one person’s health and the health of
the community and environment
III. Health in America
1. A. 97.3 percent of Americans fail to practice 4 key healthy lifestyle habits
(getting regular exercise, eating nutritious meals, maintaining a healthy weight,
and avoiding smoking). Adopting these habits leads to a lower risk of many
health problems, including hypertension, heart disease, and cancer.
2. Life expectancy in the United States has declined recently.
B. Healthy People 2020
C. Health Disparities
1. Why race matters
2. Cancer
3. Cardiovascular disease
4. Diabetes
5. Infant mortality
6. Mental health
7. Infectious disease
8. HIV and sexually transmitted infections
D. Sex, Gender, and Health
1. Sex is a classification according to the reproductive organs and functions that
derive from the chromosomal complement.
2. Gender is a person’s self-representation as male or female or how social
institutions respond to a person based on the individual’s gender presentation.
IV. Health on Campus
A. College and Health
1. Health risks increase significantly with the transition from high school to college
B. How Healthy Are Today’s Students?
1. About 1 in 4 undergraduates or 25 percent have an overweight or obese BMI.
2. 46.2 percent of undergraduates get recommended amounts of physical activity.
© 2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
,Instructor’s Manual – An Invitation to Health, 11e
3. About half of the men engaging in vaginal intercourse report having used a
condom always or most of the time.
4. About half of students report drinking alcohol at least once in the previous
month; 20 percent report having consumed 5 or more drinks in a single sitting at
least once within the past 2 weeks.
5. About 5 percent smoked a cigarette at least once in past month; a growing
number is trying e-cigarettes.
6. One in five used marijuana in past month.
7. Many undergraduates use prescription stimulants, and some misuse
prescription opioid drugs.
8. Only 11 percent say they get enough sleep.
9. College athletes have lower health-related quality of life.
10. About 1 in 3 undergraduates were tested for HIV in past year
V. The Future Starts Now
A. First steps – some things you can do to positively impact your health
B. The choices you make today have an immediate impact both on how you feel
now and in the future.
C. Student Health Norms
1. Social norm refers to a behavior or an attitude a particular group expects,
values, and enforces.
D. The Promise of Prevention
1. No medical treatment can compare with the power of prevention.
E. Protecting Yourself
1. There is a great deal of overlap between prevention and protection.
2. Assess risk to determine protection.
F.Informing Yourself
1. Evaluate Online Health Information
2. Getting Medical Facts Straight
G. Understanding Risky Behaviors
1. Young people overestimate immediate pleasure compared with the danger of some
risky behaviors.
VI. Making Healthy Changes
A. Understanding Health Behavior
1. Predisposing factors
2. Enabling factors
3. Reinforcing factors
VII. How People Change
A. Health Belief Model
B. Self-Determination Theory
C. Motivational Interviewing
D. Self-Affirmation Theory
E. Transtheoretical Model
1. Stages of change
2. Processes of change
3. Self-efficacy and locus of control
© 2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
, Instructor’s Manual – An Invitation to Health, 11e
Discussion Questions
• Discuss with students which dimension of health is most prominent in their lives. Why?
With which are they least concerned? Ask students what they could do to incorporate
all components into their lives. What are some of the obvious differences between
those who do incorporate all (or many) of these aspects into their lives and those who
concentrate on only one or two components?
• Ask students to take a quick inventory of their own and their immediate family’s health
status. Using the statistics found in the text, compare their inventory with the different
health risks for their racial and ethnic groups. Ask students what factors they believe
contribute to the differences in health status that various racial and ethnic groups face.
How might religion affect the health of a culture?
• What challenges do ethnicity, race, religion, gender, and sexual orientation bring to the
health-care system? What actions can government, universities, hospitals, and other
health-care facilities and individuals take to address these differences? Identify some
of the religious differences that might affect the overall health of an individual for better
or worse. What factors in the health-care system might keep various individuals from
keeping up with their health?
• Ask students how they have handled their newfound freedom since attending college
or leaving home for the first time. How have their parents handled and reacted to it?
How does this sense of independence affect their health? What health challenges do
they face?
• Ask students to identify some websites they have used to find health information. Have
them consider the benefits of evaluating online health information and sources using
the steps of checking the author/creator, references, dates and links, and looking for
possible bias. How might their health be protected by following these steps?
© 2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
Edition) 11e Dianne Hales (Instructor's Manual All Chapters,
100% Original Verified, A+ Grade) (Lecture Notes Only)
1
Taking Charge of Your Health
Learning Objectives
After reading this chapter in the text, the student should be able to:
1.1 Define health and wellness.
1.2 Outline the dimensions of health.
1.3 Assess the current health status of Americans.
1.4 Discuss health disparities based on sex and race.
1.5 Evaluate the health behaviors of undergraduates.
1.6 Describe the impact of habits formed in college on future health.
1.7 Evaluate health information for accuracy and reliability.
1.8 Explain the influences on behavior that support or impede healthy change.
1.9 Identify the stages of change.
Chapter Summary
We extend an invitation to you to live more fully, more happily, and more healthfully. It is an
offer that you literally cannot afford to refuse. Your life may depend on it—starting now.
Lecture Outline
I. Health and Wellness
A. Health means being sound in body, mind, and spirit.
B. The World Health Organization (WHO) defines health as “not merely the absence
of disease or infirmity” but “a state of complete physical, mental, and social well-
being.”
C. Health has many dimensions: physical, psychological, spiritual, social, intellectual,
environmental, occupational and financial, and community.
D. Wellness can be defined as purposeful, enjoyable living or, more specifically, a
deliberate lifestyle choice characterized by personal responsibility and optimal
enhancement of physical, mental, and spiritual health.
II. The Dimensions of Health
A. Physical Health
1. Not a static state, but a process influenced by our decisions and daily behaviors
B. Psychological Health
1. Our emotional and mental states, that is, our feelings and thoughts
© 2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
,Instructor’s Manual – An Invitation to Health, 11e
C. Spiritual Health
1. Spiritually healthy individuals identify their own basic purpose in life; learn how
to experience love, joy, peace, and fulfillment; and help themselves and others
achieve their full potential.
D. Social Health
1. The ability to interact effectively with other people and the social environment,
to develop satisfying interpersonal relationships, and to fulfill social roles
E. Intellectual Health
1. The ability to think and learn from life experience, your openness to new ideas,
and your capacity to question and evaluate information
F. Environmental Health
1. The effect your world has on your well-being
G. Occupational and Financial Health
1. The balance between the rewards and challenges of a career and how these
affect your well-being
H. Community Health
1. The complex interrelationships between one person’s health and the health of
the community and environment
III. Health in America
1. A. 97.3 percent of Americans fail to practice 4 key healthy lifestyle habits
(getting regular exercise, eating nutritious meals, maintaining a healthy weight,
and avoiding smoking). Adopting these habits leads to a lower risk of many
health problems, including hypertension, heart disease, and cancer.
2. Life expectancy in the United States has declined recently.
B. Healthy People 2020
C. Health Disparities
1. Why race matters
2. Cancer
3. Cardiovascular disease
4. Diabetes
5. Infant mortality
6. Mental health
7. Infectious disease
8. HIV and sexually transmitted infections
D. Sex, Gender, and Health
1. Sex is a classification according to the reproductive organs and functions that
derive from the chromosomal complement.
2. Gender is a person’s self-representation as male or female or how social
institutions respond to a person based on the individual’s gender presentation.
IV. Health on Campus
A. College and Health
1. Health risks increase significantly with the transition from high school to college
B. How Healthy Are Today’s Students?
1. About 1 in 4 undergraduates or 25 percent have an overweight or obese BMI.
2. 46.2 percent of undergraduates get recommended amounts of physical activity.
© 2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
,Instructor’s Manual – An Invitation to Health, 11e
3. About half of the men engaging in vaginal intercourse report having used a
condom always or most of the time.
4. About half of students report drinking alcohol at least once in the previous
month; 20 percent report having consumed 5 or more drinks in a single sitting at
least once within the past 2 weeks.
5. About 5 percent smoked a cigarette at least once in past month; a growing
number is trying e-cigarettes.
6. One in five used marijuana in past month.
7. Many undergraduates use prescription stimulants, and some misuse
prescription opioid drugs.
8. Only 11 percent say they get enough sleep.
9. College athletes have lower health-related quality of life.
10. About 1 in 3 undergraduates were tested for HIV in past year
V. The Future Starts Now
A. First steps – some things you can do to positively impact your health
B. The choices you make today have an immediate impact both on how you feel
now and in the future.
C. Student Health Norms
1. Social norm refers to a behavior or an attitude a particular group expects,
values, and enforces.
D. The Promise of Prevention
1. No medical treatment can compare with the power of prevention.
E. Protecting Yourself
1. There is a great deal of overlap between prevention and protection.
2. Assess risk to determine protection.
F.Informing Yourself
1. Evaluate Online Health Information
2. Getting Medical Facts Straight
G. Understanding Risky Behaviors
1. Young people overestimate immediate pleasure compared with the danger of some
risky behaviors.
VI. Making Healthy Changes
A. Understanding Health Behavior
1. Predisposing factors
2. Enabling factors
3. Reinforcing factors
VII. How People Change
A. Health Belief Model
B. Self-Determination Theory
C. Motivational Interviewing
D. Self-Affirmation Theory
E. Transtheoretical Model
1. Stages of change
2. Processes of change
3. Self-efficacy and locus of control
© 2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
, Instructor’s Manual – An Invitation to Health, 11e
Discussion Questions
• Discuss with students which dimension of health is most prominent in their lives. Why?
With which are they least concerned? Ask students what they could do to incorporate
all components into their lives. What are some of the obvious differences between
those who do incorporate all (or many) of these aspects into their lives and those who
concentrate on only one or two components?
• Ask students to take a quick inventory of their own and their immediate family’s health
status. Using the statistics found in the text, compare their inventory with the different
health risks for their racial and ethnic groups. Ask students what factors they believe
contribute to the differences in health status that various racial and ethnic groups face.
How might religion affect the health of a culture?
• What challenges do ethnicity, race, religion, gender, and sexual orientation bring to the
health-care system? What actions can government, universities, hospitals, and other
health-care facilities and individuals take to address these differences? Identify some
of the religious differences that might affect the overall health of an individual for better
or worse. What factors in the health-care system might keep various individuals from
keeping up with their health?
• Ask students how they have handled their newfound freedom since attending college
or leaving home for the first time. How have their parents handled and reacted to it?
How does this sense of independence affect their health? What health challenges do
they face?
• Ask students to identify some websites they have used to find health information. Have
them consider the benefits of evaluating online health information and sources using
the steps of checking the author/creator, references, dates and links, and looking for
possible bias. How might their health be protected by following these steps?
© 2021 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
