Solution & Answer Guide for An Invitation to Health Brief,13th Edition by Lisa Tunks ISBN 9780357973

Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health

Solution & Answer Guide Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................... 1 Chapter Objectives ..................................................................................................................................... 1 Complete List of Chapter Activities and Assessments............................................................................. 2 Key Terms.................................................................................................................................................... 2 Chapter Outline .......................................................................................................................................... 3 Additional Discussion Questions ............................................................................................................... 6 Additional Activities and Assignments ..................................................................................................... 7 Additional Resources .................................................................................................................................. 9 External Playlist: ....................................................................................................................................... 9 Review Question Answer Key:................................................................................................................. 10 Purpose and Perspective of the Chapter The purpose of this chapter is to help students live more fully, more happily, more healthfully, and hopefully longer. You will learn major characteristics of healthy behaviors that can contribute to your health, as well as what can contribute to health disparities among Americans. Ways to make healthful changes and the importance of the power of prevention will be explored.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

Define health and wellness.

Outline the dimensions of health.

Assess the current health status of Americans.

Discuss health disparities based on sex and race.

Evaluate the health behaviors of undergraduates.

Describe the impact of habits formed in college on future health.

Evaluate health information for accuracy and reliability.

Explain the influences on behavior that support or impede healthy change.

Identify the stages of change.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class.

Chapter Objective 1.1 1.3 1.3 and 1.4 1.5 1.7 1.8 and 1.9 1.8 1.1–1.9 1.1–1.9 Multiple LOs Multiple LOs 1.1–1.9 1.1, 1.2, 1.4, 1.5, 1.6, 1.8 1.1–1.6 1.8 and 1.9 1.1 and 1.9 1.1 1.4 1.7 1.4 1.1, 1.3, 1.4, 1.5, 1.6, 1.8

Activity/Assessment Discussion Activity 1 Knowledge Check 1 Polling Activity 1 Think–Pair–Share Activity 1 Think–Pair–Share Activity 2 Knowledge Check 2 Discussion Activity 2 MindTap Chapter 1 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 1 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 1 Self-Survey Chapter 1 Review Questions Discussion: Dimensions of Health Discussion: Exploration of Why Race Matters Discussion: Evaluating Online Health Information Meet Your Classmates Activity Family Health History Activity

Source (i.e., PPT slide, if applicable) PPT Slide 7 PPT Slides 11 and 12 PPT Slides 15 and 16 PPT Slide 19 PPT Slide 23 PPT Slides 27 and 28 PPT Slide 37 MindTap MindTap

Duration

MindTap MindTap Text Text, page 5

Varied Varied 5 minutes each 20 minutes

Text, page 22

7 minutes

Text Text Instructor Manual Instructor Manual

5 minutes 6 minutes 30 minutes 20 minutes

Instructor Manual

20 minutes

Instructor Manual Instructor Manual

20–30 minutes 50 minutes

10 minutes 5 minutes 5 minutes 15 minutes 12 minutes 3 minutes 5 minutes 30 minutes 30 minutes

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KEY TERMS enabling factors: skills, resources, and physical and mental capabilities that shape our behavior. extrinsic motivation: the desire to act based on reinforcement outside yourself such as reward or recognition. health: state of complete well-being, including physical, emotional, spiritual, social, intellectual, and environmental dimensions.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health

health belief model (HBM): model of behavioral change that focuses on an individual‘s attitudes and beliefs. health promotion: any planned combination of educational, political, regulatory, and organizational supports for actions and conditions of living conducive to the health of individuals, groups, or communities. intrinsic motivation: the internal desire to change. locus of control: belief about the sources of power and influence over an individual‘s life. predisposing factors: beliefs, values, attitudes, knowledge, and perceptions that influence our behavior. prevention: information and support offered to help healthy people identify their health risks, reduce stressors, prevent potential medical problems, and enhance their well-being. protection: measures that an individual can take when participating in risky behavior to prevent injury or unwanted risks. reinforcing factors: rewards, encouragement, and recognition that influence our behavior in the short run. self-efficacy: belief in one‘s ability to accomplish a goal or change a behavior. social norm: behavior or attitude that a particular group expects, values, and enforces. transtheoretical model: model of behavioral change that focuses on an individual‘s decision making; it states that an individual progresses through a sequence of six stages while making a change in behavior. wellness: deliberate lifestyle choice characterized by personal responsibility and optimal enhancement of physical, mental, and spiritual health. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I. Health and Wellness (LO 1.1, PPT slides 3–5) 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, emotional, spiritual, social, intellectual, environmental, occupational, 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 (LO 1.2, PPT slides 6 and 7)

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health

A. Physical Health 1. Not a static state but a process influenced by our decisions and daily behaviors.

B. Emotional Health 1. Our emotional and mental states, that is, our feelings and thoughts.

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.

I. Discussion Activity 1. What being healthy really means. Duration Ten minutes.

III. Health in America (LO 1.3, PPT slides 8–16) A. 97.3 percent of Americans fail to practice four 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.

1. Life expectancy in the United States has declined recently.

B. Healthy People 2030 1. Mission 2. Goals 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 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.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health

E. Knowledge Check 1. 20–30 Health Goals for America. Duration 5 minutes.

F. Polling Activity 1. Life Span and Disease. Duration 5 minutes.

IV. Health on Campus (LO 1.3, PPT slides 17–19) 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 one in four undergraduates or 25 percent weigh more than is considered a healthy weight.

2. 46.2 percent of undergraduates get t h e recommended amounts of physical activity.

3. Of those persons engaging in vaginal intercourse, about half 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 five 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 the past month; a growing number are trying e-cigarettes.

6. One in five used marijuana in the 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. Think–Pair–Share Activity 1, College Student‘s Health. Duration 15 minutes.

V. The Future Starts Now (LO 1.6, PPT slides 21–24) A. First steps—some things you can do to positively impact your health.

B. The choices you make today have an immediate impact on how you feel both now and in the future.

C. Student Health Norms 1. Social n o r m refers to a behavior or an attitude a particular group expects, values, and enforces.

D. The Power 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.

H. Think–Pair–Share Activity 2, Doctor Recommended Websites. Duration 12 minutes VI. Making Healthy Changes (LO 1.8, PPT slides 25–28) A. Understanding Health Behavior

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health

VII.

1. Predisposing Factors 2. Enabling Factors 3. Reinforcing Factors B. Knowledge Check 2. Intrinsic Motivation. Duration 3 minutes.

How People Change (LO 1.9, PPT slides 29–38)  Moral, Enlightenment, Behavioral, Medical, and Compensatory Models  Health Belief Model  Self-Determination Theory  Motivational Interviewing  Self-Affirmation Theory  Transtheoretical Model 1. Stages of Change 2. Processes of Change 3. Self-efficacy and Locus of Control  Discussion Activity 2. External vs. Internal Locus of Control. Duration 5 minutes.

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ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware. They are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Dimensions of health. Duration 30 minutes. LO 1.1. a. There are seven dimensions of health, and they include the following:  Physical Health  Emotional Health  Spiritual Health  Social Health  Intellectual Health  Environmental Health  Occupational and Financial b. Question: Which dimension of health is most prominent in your life at this moment? Why do you feel this way? With which are you least concerned? What could you do to incorporate all components into your life? i.

Answer: Students will have varying answers. Go through each of the dimensions and have students raise hands or indicate if they selected that dimension, and those they were least concerned about. Discuss why they felt this way, as well as how they could incorporate more of the dimensions into their lives.

2. Discussion: Exploration of why race matters. Duration 20 minutes. LO 1.4. a. Information: On page 8, there are some examples of why race matters in a person‘s health. Another source can be found on the federal Office of Minority Health and Health Disparities website (www.cdcgov/omhd).

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health

b. Question: Many people come from racially mixed backgrounds. Ask students what factors could contribute to the health and lifespan of one or all the following racially mixed individuals. Have them create an action plan for one of those individuals that could help that person avoid the potential adverse consequences of what they may have inherited.  Hispanic and Native American  Black American and White American  Filipino and Hispanic  Asian American and Pacific Islander Select your own ethnic background or that of a friend or family member. i.

Answer: Refer to pages 8 and 9 in the text (and the federal Office of Minority Health and Health Disparities website, www.cdcgov/omhd).

3. Discussion: Evaluating online health information. Duration 20 minutes. LO 1.7 a. Information: Millions of Americans turn to the Internet to diagnose health problems. The availability of health-related information that is on the Internet can be overwhelming.

Recognizing reputable online sources and credible media outlets is important, as consumers are increasingly turning to digital information sites to diagnose their health issues. b. Question: Ask students to identify some websites they have used to find health information.

Ask students what information they should evaluate when determining if a website is a good source. i.

Answer: Check the author/creator, references, dates, and links, and look for possible bias. Centers for Disease Control and Prevention (CDC) and the National Institutes of Health (NIH) both have user-friendly websites that provide accurate facts and useful links regarding a variety of health-related topics. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1: Meet Your Classmates—LO 1.4 A. Face-to-face class Purpose: To meet your classmates and learn to appreciate the differences we all share and to learn how to appreciate nonverbal communication Duration: 30 minutes Introduction: Introduce disparities in health and how often we overlook our differences.

Elaborate on the following communication facts:  

Seven percent of communication is the result of the verbal message: words.

Fifty-eight percent of communication is the result of nonverbal cues.

Method:

1. Go to an area in which students can easily move around.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health

2.

3.

4.

5.

6.

If necessary to accommodate large classes, divide the class into teams.

Have students stand in a straight line.

Give students a topic (most siblings, most pets, height, age, foot size).

Have students line up accordingly (most to least, least to most).

Keep track of time to complete the task, and then compare times after they aren‘t allowed to speak.

7. To add a twist, don‘t let students talk while trying to line up. They must use only nonverbal communication.

8. Repeat many times so that the students get a chance to be in a different location each time.

Discussion:

1. Discuss with the students how they felt when they couldn‘t talk. What did they rely on to communicate?

2. How did various students communicate? Were there different styles?

3. Is nonverbal communication as effective as verbal communication? Explain.

4. Discuss whether anyone was always in the same place in line. Discuss these differences.

5. How might these differences reflect how we treat ourselves and our lifestyle behaviors?

B. Online class Duration: 30 minutes Method: 1. In the LMS, ask your students to post their introductions.  Include information to help us learn more about you. For instance, why are you taking this class? What are your academic or occupational goals? What do you do in your free time?  Don't forget to add your picture to your profile!  Comment on two of your classmates‘ introductions.

Activity 2: Family Health History Purpose—LO 1.1, 1.3, 1.4, 1.5, 1.6, 1.8 A. Face-to-face class Duration: 50 minutes Introduction: Investigate students‘ family health history and analyze how current health practices along with family health history can determine future health.

Method: One class prior to discussing this assignment in class, distribute the assignment and ask students to do a historical investigation to complete the following before the next class: i. ii. iii.

Create a family tree that includes parents, siblings, grandparents, aunts, and uncles. Students should also list close relatives who are deceased.

List any health concerns or illnesses any family member has experienced.

Include the cause of death and age at death for any family members who are deceased.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health

Discussion: 1. For students who are interested in sharing with the class, have them share and discuss the health conditions that they have identified in their family tree. Have them discuss how these health conditions might play a role in their life in terms of their own health.

2. Discuss strategies for behavior change or preventive measures students can take to possibly avoid their concerns and family health history.

B. Online class Duration: 50 minutes Introduction: Investigate students‘ family health history and analyze how current health practices along with family health history can determine future health.

Method: 1. Have students create the first of two posts that are sent directly to the instructor in the LMS via a private method. Ask students to include the following in their submission:  Create a family tree that includes parents, siblings, grandparents, aunts, and uncles to the best of your ability.  List close relatives who are deceased.  Include the cause of death and age at death for any family members who are deceased.  Identify how many relatives in your family tree have health concerns.  Discuss how those health conditions might play a role in your life in terms of your own health.  Comment on strategies for your behavior change or preventive measures you can take to possibly avoid the same health concerns.

Discussion: 1. Instructor is to select one or two of the class submissions as sample(s) to post for class discussion.

2. In an online discussion have students post how the health conditions of the posted sample(s) might play a role in a student‘s life.

3. Students are to include strategies for behavior change and/or preventive measures that could be taken to avoid the health concerns revealed in the sample(s).

4. Select the option that does not let students see previous discussion responses until they post their analysis submission. [return to top]

ADDITIONAL RESOURCES The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

EXTERNAL PLAYLIST: 

Stages of Change Model (Transtheoretical Model). Duration 10.51 minutes.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 1: Taking Charge of Your Health



https://www.youtube.com/watch?v=-2OI6LRpRto&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=6 Creating Healthy Environments. Duration 3.16 minutes. https://www.youtube.com/watch?v=bcjpaNqHhsg&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=1

REVIEW QUESTION ANSWER KEY: 1.

2.

3.

4.

5.

6.

7.

8.

9.

d, LO 1.1 b, LO 1.2 c, LO 1.3 b, LO 1.4 c, LO 1.5 a, LO 1.6 d, LO 1.7 a, LO 1.8 d, LO 1.9

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 2: Consumer Health, Making Informed Choices

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 2: Consumer Health, Making Informed Choices

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 12 Chapter Objectives ................................................................................................................................... 12 Complete List of Chapter Activities and Assessments........................................................................... 12 Key Terms.................................................................................................................................................. 13 Chapter Outline ........................................................................................................................................ 14 Additional Discussion Questions ............................................................................................................. 16 Additional Activities and Assignments ................................................................................................... 16 Additional Resources ................................................................................................................................ 18 External Playlist: ..................................................................................................................................... 18 Review Question Answer Key:................................................................................................................. 18

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 2: Consumer Health, Making Informed Choices

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to help students make appropriate health-care choices and take greater responsibility for their personal well-being. Whether monitoring blood pressure, taking medication, or deciding whether to try an alternative therapy, students need to gather information, ask questions, weigh the pros and cons, and take charge of their health. The reason: no one cares more about an individual‘s health than the individual themself, and no one will do more to protect their well-being.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9

Assess the impact of health insurance on access to health care.

Understand the benefits and terms of health insurance policies.

Explain the significance of personalized health care.

Describe what it means to be a savvy health-care consumer.

Outline your rights as a health-care consumer.

Discuss the pros and cons of elective treatments to enhance health or appearance.

Identify ways to recognize health hoaxes and medical quackery.

Weigh the benefits and potential risks of complementary and alternative medicine (CAM).

Review the components of the health-care system, including types of practitioners and healthcare facilities.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class.

Chapter Objective 2.1 and 2.2 2.4 2.5 2.6 2.9 2.1–2.9 2.1–2.9 Multiple LOs Multiple LOs 2.1–2.9 2.8 2.5 2.4 2.1–2.9

Activity/Assessment Knowledge Check 1 Discussion Activity Polling Activity Think-Pair-Share Activity Knowledge Check 2 MindTap Chapter 2 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 2 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 2 Self-Survey Chapter 2 Review Questions

Source (i.e., PPT slide, if applicable) PPT Slides 8 and 9 PPT Slide 17 PPT Slide 24 PPT Slide 27 PPT Slides 38 and 39 MindTap MindTap

Duration

MindTap MindTap Text Text, page 52 Text, page 57

Varied Varied 1–5 minutes each 10 minutes 2 minutes

Text, pages 57–58 Text, pages 58–59

10 minutes 19 minutes

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5 minutes 8 minutes 3 minutes 15 minutes 3 minutes 30 minutes 30 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 2: Consumer Health, Making Informed Choices

2.7 2.9 2.3 2.7

Discussion: Health-Care quackery Discussion: Primary Care Physician Vital Signs Advertising Influences

Instructor Manual Instructor Manual

20 minutes 20 minutes

Instructor Manual Instructor Manual

30 minutes 30–50 minutes

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KEY TERMS acupuncture: Chinese medical practice of puncturing the body with needles inserted at specific points to relieve pain or cure disease. ayurveda: traditional Indian medical treatment involving meditation, exercise, herbal medications, and nutrition. chiropractic: method of treating disease, primarily through manipulating the bones and joints to restore normal nerve function. complementary and alternative medicine (CAM): term applied to all health-care approaches, practices, and treatments not widely taught in medical schools, not generally used in hospitals, and not usually reimbursed by medical insurance companies. evidence-based medicine: choice of a medical treatment on the basis of large randomized, controlled research trials and large prospective studies. gingivitis: inflammation of the gums. gum disease: infection of the gums and bones that hold teeth in place. herbal medicine: ancient form of medical treatment using substances derived from trees, flowers, ferns, seaweeds, and lichens to treat disease. holistic: approach to medicine that takes into account body, mind, emotions, and spirit. home health care: provision of equipment and services to patients in their homes. homeopathy: system of medical practice that treats a disease by administering dosages of substances that would in healthy persons produce symptoms similar to those of the disease. informed consent: permission (to undergo or receive a medical procedure or treatment) given voluntarily, with full knowledge and understanding of the procedure or treatment and its possible consequences. integrative medicine: approach that combines traditional medicine with alternative/complementary therapies. medical history: health-related information that a health-care professional collects while interviewing a patient. naturopathy: alternative system of treatment of disease that emphasizes the use of natural remedies such as sun, water, heat, and air. Therapies may include dietary changes, steam baths, and exercise.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 2: Consumer Health, Making Informed Choices

outcomes: ultimate impacts of particular treatments or absence of treatment. pap smear: test in which cells are removed from the cervix for microscopic examination for signs of cancer. periodontitis: severe gum disease in which the tooth root becomes infected. plaque: sticky film of bacteria that forms on teeth. practice guidelines: recommendations for diagnosis and treatment of various health problems, based on evidence from scientific research. primary care: ambulatory or outpatient care provided by a physician in an office, an emergency room, or a clinic. quackery: medical fakery; unproven practices claiming to cure diseases or solve health problems. self-care: head-to-toe maintenance, including good oral care, appropriate screening tests, knowing your medical rights, and understanding the health-care system. vital signs: measurements of physiological functioning—specifically temperature, blood pressure, pulse rate, and respiration rate. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I. Health Insurance (LO 2.1 and 2.2, PPT slides 3–9) A. The Affordable Care Act B. How Health-Care Insurance Works C. What You Need to Know D. Health-Care Disparities E. Knowledge Check 1. Duration 5 minutes. Health-Care Insurance II. Consumer-Driven Health Care (LO 2.2, PPT slides 10–12) A. Evidence-Based Medicine B. Outcomes Research III. Personalizing Health Care (LO 2.2 and 2.3, PPT slides 13–15) A. Your Family Health History B. Sex Differences in Health Care C. Mobile Health (mHealth) Apps and Monitors D. Self-Care E. Oral Health IV. Becoming a Savvy Health-Care Consumer (LO 2.4, PPT slides 16–21) A. Making the Most of a Medical Visit 1. Scheduling the Appointment 2. Before Your Appointment

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 2: Consumer Health, Making Informed Choices

3. At Your Appointment 4. The Physical Examination B. Talking with Your Health-Care Provider C. Discussion Activity. Duration 8 minutes. Primary Care Physician D. After Your Visit 1. Diagnostic Tests 2. Screening Tests E. Preventing Medical Errors V. Your Medical Rights (LO 2.5, PPT slides 22–24) A. Your Right to Be Treated with Respect and Dignity B. Your Right to Information C. Your Right to Privacy and Access to Medical Records D. Your Right to Quality Health Care E. Polling Activity. Duration 3 minutes. Your Medical Records VI. Elective Treatments (LO 2.6, PPT slides 25–27) A. Cosmetic Surgery B. Cosmetic Dentistry C. Dermatological Procedures D. Think–Pair–Share Activity. Duration 15 minutes. Cosmetic Procedures VII. Health Hoaxes and Medical Quackery (LO 2.7 and 2.8, PPT slides 28–33) A. Online Medical Information B. Social Media and Health Information VIII. Nontraditional Health Care A. Types of CAM 1. Alternative Medical Systems 2. Mind–Body Medicine 3. Biologically Based Therapies 4. Manipulative and Body-Based Methods 5. Chiropractic Medicine 6. Massage Therapy 7. Energy Therapies IX. The Health-Care System (LO 2.9, PPT slides 34–38) A. Health-Care Practitioners 1. Physicians 2. The Health-Care Team 3. Dentists 4. Chiropractors B. Health-Care Facilities 1. College Health Centers 2. Outpatient Treatment Centers 3. Hospitals and Medical Centers 4. Emergency Services 5. Inpatient Care 6. Home Health Care 7. Knowledge Check 2. Duration 3 minutes. Teaching Hospitals

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 2: Consumer Health, Making Informed Choices

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware. They are for you to use as you wish. You can assign these questions in several ways: as a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

4. Discussion: Health-care quackery. Duration 20 minutes. LO 2.7. a. Information: Share with the class advertisements for unproven health products and services. b. Question: Which groups of people seem the most vulnerable to using these products and services? How do economics, ethnicity, and educational background play into susceptibility to quackery? i.

Answer: The discussion should include the concept ―if it sounds too good to be true it probably is‖ and highlight that many of these products are aimed specifically at specific demographic groups.

5. Discussion: Primary care physician. Duration 20 minutes. LO 2.9. a. Information: Just because you are assigned a physician does not mean that you should suspend your critical judgment about the physician‘s qualifications or appropriate fit as your provider. b. Question: Ask students what qualities they look for in a primary care physician. What questions might they ask to inquire about the physician‘s qualifications and background? i.

Answer: How long a physician has been in practice, how recently they attended school, what types of certifications or specialties they practice, their office hours, and hospital affiliations are all things to consider. Students may also want to consider whether their physician is a person of color, speaks multiple languages, or is welcoming to members of the LGBTQIA community. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware. They are for you to use if you wish.

Activity 1: Vital Signs—LO 2.3 A. Face-to-face class Purpose: To increase awareness of students‘ own vital signs Duration: 30 minutes, and some time out of class Introduction: Review the procedures for measuring vital signs.

Method:

1. In class, students should sit quietly and record their respiration rate and pulse rate.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 2: Consumer Health, Making Informed Choices

2. Outside of class, students should measure their own temperature and have their blood pressure measurement taken.

3. All results should be recorded for the students to keep, creating baseline measurements.

Discussion:   

What difficulties, if any, did students have taking their own measurements? Do they feel better equipped to take these measurements now after having practiced?

Why is it important for them to know their own vital signs?

Were any of their vital signs outside the normal ranges? If so, how will they address that issue?

B. Online class Purpose: To increase awareness of students‘ own vital signs Duration: 30 minutes Introduction: Method: 1. Prepare an assignment in the LMS. 2. Review the procedures for measuring vital signs 3. Students are to submit a. their respiratory rate, heart rate, temperature, and blood pressure. b. a statement about why it is important for them to know their own vital signs c. a summary indicating if their vital signs were outside the normal ranges. If so, how are they or could they be addressing that issue?

Activity 2: Advertising Influences—LO 2.7 A. Face-to-face class Purpose: To increase awareness of the tactics used in medical advertisements and how easy it is to fall into those traps Duration: 50 minutes Introduction: Introduce the approaches used in advertisements and how they influence healthcare-related selections.

Method: 1. Place students into groups of three to five and give each group a medical/health product advertisement.

2. Have students evaluate the advertisements based on stereotypes, biases, images, and so on.

3. Have students share their thoughts with the class.

Discussion: 1. How do the advertisements represent the product accurately and fairly? Inaccurately and unfairly?

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 2: Consumer Health, Making Informed Choices

2. Why would you feel comfortable or uncomfortable purchasing or using this product?

B. Online class Purpose: To increase awareness of the tactics used in medical advertisements and how easy it is to fall into those traps Duration: 30 minutes Introduction: Introduce the approaches used in advertisements and how they influence healthcare-related selections.

Method: 1. Create a discussion in the LMS. 2. Have each student submit two postings a. In their initial posting they are to post a medical/health product advertisement.

In this posting they are to evaluate the advertisement based on stereotypes, biases, images, and so on. b. In their second posting, they are to share their thoughts on another student‘s advertisement.  How does the advertisement represent the product accurately and fairly?

Inaccurately and unfairly?  Why would they feel comfortable or uncomfortable purchasing or using this product? [return to top]

ADDITIONAL RESOURCES The following are relevant videos from the External YouTube Playlist in the MindTap and answers to the review questions at the end of the chapter.

EXTERNAL PLAYLIST: 



Understanding Your Health Insurance Costs | Consumer Reports. Duration 4:54 minutes. https://www.youtube.com/watch?v=DBTmNm8D84&list=PLt3y8PG1iI957a5_ORx9U4jajU-fUdk-e&index=65 Complementary and Alternative Medicine—What You Need to Know. Duration 2:02 minutes. https://www.youtube.com/watch?v=4ZX_gpNwoJU&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=66

REVIEW QUESTION ANSWER KEY: 1.

2.

3.

4.

5.

6.

7.

c. LO 2.1 d. LO 2.1 c. LO 2.1 b. LO 2.3 a. LO 2.3 c. LO 2.4 c. LO 2.5

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

8. d. LO 2.5 9. c. LO 2.6 10. b. LO 2.6 11. a. LO 2.7 12. d. LO 2.7 13. d. LO 2.8 14. c. LO 2.8 15. a. LO 2.8 16. b. LO 2.9 17. d. LO 2.9 [return to top]

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual Well-Being

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 20 Chapter Objectives ................................................................................................................................... 20 Complete List of Chapter Activities and Assessments........................................................................... 20 Key Terms.................................................................................................................................................. 21 Chapter Outline ........................................................................................................................................ 22 Additional Discussion Questions ............................................................................................................. 25 Additional Activities and Assignments ................................................................................................... 27 Additional Resources ................................................................................................................................ 29 External Playlist: ..................................................................................................................................... 29 Review Questions Answer Key: ............................................................................................................... 30

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to expose students to the latest findings on making the most of psychological strengths, enhancing happiness, and developing the spiritual dimension of our health and lives. It also explores an often-overlooked dimension of physical and emotional well-being: sleep.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8

Identify the components of emotional health.

Discuss the ways in which positive psychology enhances quality of life.

Discuss the role of spirituality as it relates to individual wellness.

Review the relationship between sleep and health.

Describe the key factors related to depressive disorders, their symptoms, and treatments.

Summarize four categories of anxiety disorders.

Identify the patterns of suicide ideation and behaviors among Americans.

List treatment options available for mental disorders.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives.

Chapter Objective 3.1 3.2 3.3 3.4 3.5 and 3.6 3.6 3.7 and 3.8 3.1–3.8 3.1–3.8 Multiple LOs Multiple LOs 3.1–3.8 3.2 and 3.8 3.1–3.8 3.1 and 3.2 3.1–3.8 3.2 3.4

Activity/Assessment Polling Activity 1 Discussion Activity 1 Knowledge Check 1 Discussion Activity 2 Polling Activity 2 Knowledge Check 2 Think–Pair–Share Activity MindTap Chapter 3 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 3 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 3 Self-Survey Chapter 3 Review Questions Discussion: Happiness Discussion: Sleep Deprivation

Source (i.e., PPT slide, if applicable) PPT Slide 5 PPT Slide 10 PPT Slides 14 and 15 PPT Slide 18 PPT Slide 21 PPT Slides 33 and 34 PPT Slide 40 MindTap MindTap

Duration

MindTap MindTap Text Text, pages 60 and 87 Text, page 91

Varied Varied 3 minutes each 15 minutes 7 minutes

Text, pages 91–93 Text, pages 93–94 Instructor Manual Instructor Manual

25 minutes 13 minutes 20 minutes 20 minutes

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3 minutes 5 minutes 3 minutes 7 minutes 7 minutes 3 minutes 20 minutes 30 minutes 30 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

3.7 3.2 3.5

Discussion: Suicide Additional Activity: Maslow‘s Hierarchy of Needs Self-Analysis: Depression

Instructor Manual Instructor Manual

30 minutes 15 minutes

Instructor Manual

50 minutes

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KEY TERMS antidepressants: drugs used primarily to treat symptoms of depression. anxiety disorders: group of psychological disorders involving episodes of apprehension, tension, or uneasiness, stemming from the anticipation of danger and sometimes accompanied by physical symptoms, which cause significant distress and impairment. attention-deficit/hyperactivity disorder (ADHD): spectrum of difficulties in controlling motion and sustaining attention, including hyperactivity, impulsivity, and distractibility. autism spectrum disorder (ASD): neurodevelopmental disorder that causes social and communication impairments. behavioral therapy: technique that emphasizes application of the principles of learning to substitute desirable responses and behavior patterns for undesirable ones. bipolar disorder: severe depression alternating with periods of manic activity and elation. cognitive therapy: technique used to identify an individual‘s beliefs and attitudes, recognize negative thought patterns, and educate in alternative ways of thinking. culture: set of shared attitudes, values, goals, and practices of a group that are internalized by an individual within the group. emotional health: ability to express and acknowledge one‘s feelings and moods and exhibit adaptability and compassion for others. emotional intelligence: ability to monitor and use emotions to guide thinking and actions. generalized anxiety disorder (GAD): anxiety disorder characterized as chronic distress. interpersonal therapy (IPT): technique used to develop communication skills and relationships. major depressive disorder: sadness that does not end; ongoing feelings of utter helplessness. mental disorder: behavioral or psychological syndrome associated with distress or disability or with a significantly increased risk of suffering death, pain, disability, or loss of freedom. mental health: ability to perceive reality as it is, respond to its challenges, and develop rational strategies for living. mood: temporary feeling or state of mind. obsessive–compulsive disorder (OCD): anxiety disorder characterized by obsessions and/or compulsions that impair one‘s ability to function and form relationships.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

optimism: tendency to seek out, remember, and expect pleasurable experiences. panic attacks: short episodes characterized by physical sensations of light-headedness, dizziness, hyperventilation, and numbness of extremities, accompanied by an inexplicable terror, usually of a physical disaster such as death. panic disorder: anxiety disorder in which the apprehension or experience of recurring panic attacks is so intense that normal functioning is impaired. phobias: anxiety disorders marked by an inordinate fear of an object, a class of objects, or a situation, resulting in extreme avoidance behaviors. psychiatric drugs: medications that regulate a person‘s mental, emotional, and physical functions to facilitate normal functioning. psychodynamic: interpreting behaviors in terms of early experiences and unconscious influences. psychotherapy: treatment designed to produce a response by psychological rather than physical means, such as suggestion, persuasion, reassurance, and support. schizophrenia: general term for a group of mental disorders with characteristic psychotic symptoms, such as delusions, hallucinations, and disordered thought patterns during the active phase of the illness, and a duration of at least six months. self-actualization: state of wellness and fulfillment that can be achieved once certain human needs are satisfied; living to one‘s full potential. self-compassion: healthy form of self-acceptance in the face of perceived inadequacy or failure. self-esteem: confidence and satisfaction in oneself. spiritual health: ability to identify one‘s basic purpose in life and to achieve one‘s full potential. spiritual intelligence: capacity to sense, understand, and tap into ourselves, others, and the world around us. spirituality: belief in someone or something that transcends the boundaries of self. values: criteria by which one makes choices about one‘s thoughts, actions, goals, and ideals. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

Emotional and Mental Well-Being (LO 3.1, PPT slides 3–6) A. Over the last two decades, research has produced more than 170,000 articles and books, as well as new terms, to identify specific aspects of emotional and psychological health.

These include:

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

1. Well-being: how well we are doing in life along four dimensions of wellness (social, physical, financial, and subjective).

2. Subjective well-being: the various ways individuals evaluate their lives, including thoughtful analysis and psychological feelings.

3. Psychological well-being: a combination of desirable psychological

II.

III.

characteristics and positive social relationships.

B. Psychological health encompasses both our emotional and mental states—that is, our feelings and our thoughts.

1. Emotional health generally refers to feelings and moods.

2. Mental health describes our ability to perceive reality as it is, to respond to its challenges, and to develop rational strategies for living.

3. Culture helps to define psychological health. In our diverse society, many cultural influences affect Americans‘ sense of who they are, where they came from, and what they believe.

C. Polling Activity 1. Duration 3 minutes. Characteristics of Being Psychologically Healthy The Lessons of Positive Psychology (LO 3.2, PPT slides 7–10) A. Positive psychology is the scientific study of ordinary human strengths and virtues.

Positive psychiatry promotes positive psychosocial development in those with or at high risk of mental or physical illness. Both positive psychology and positive psychiatry focus on the aspects of human experience that lead to happiness and fulfillment.

B. Develop Self-Compassion 1. Self-compassion is a healthy form of self-acceptance and a way of conceptualizing our favorable and unfavorable attitudes about ourselves and others.

C. Boost Emotional Intelligence 1. Ability to monitor and use emotions to guide thinking and actions.

2. Emotional quotient (EQ) is the ability to monitor and use emotions to guide thinking and actions.

D. Meet Your Needs 1. According to Maslow, human needs are the motivating factors in personality development.

E. Pursue Happiness 1. Genetics accounts for 50 percent of your happiness.

2. Life circumstances account for 10 percent of your happiness.

3. Forty percent of your happiness depends on what you do.

4. Discussion Activity 1. Duration 5 minutes. Happiness F. The Benefits of Happiness G. Become Optimistic 1. Optimism is the extent to which individuals expect favorable outcomes to occur.

H. Manage Your Moods 1. A mood is a more sustained emotional state that colors our view of the world for hours or days.

2. The most effective way to banish a sad or bad mood is by changing what caused it in the first place.

Spiritual Health (LO 3.3, PPT slides 11–13)

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

IV.

V.

VI.

VII.

A. Spirituality and Physical Health B. Deepen Your Spiritual Intelligence C. Clarify Your Values D. Enrich Your Spiritual Life E. Cultivate Gratitude 1. A grateful spirit brightens mood, boosts energy, and infuses daily living with a sense of glad abundance. How can you let your gratitude grow?

2. Keep a gratitude journal.

3. Record three things you are grateful for every day.

4. Knowledge Check 1. Duration 3 minutes. Gratitude.

F. Forgive 1. Being angry, harboring resentments, or reliving hurts repeatedly is bad for your health in general and your heart in particular.

G. Volunteering H. Social Health Benefits I. Physical Health Benefits J. Spiritual Health Benefits Sleep and Health (LO 3.4, PPT slides 16–18) A. Sleepless on Campus B. How Much Sleep Do You Need?

1. Normal sleep periods range from 5 to 10 hours.

2. Each of us seems to have an innate sleep appetite that is as much a part of our genetic programming as hair color and skin tone.

C. Sleep‘s Impact on Health 1. Nighttime sleep affects daytime well-being in many ways.

2. Discussion Activity 2. Duration 7 minutes. Sleep Deprivation 3. Breathing disorders (snoring and sleep apnea) 4. Movement disorders 5. Circadian rhythm sleep disorders D. Getting a Better Night‘s Sleep 1. Insomnia E. Sleeping Pills 1. The use of prescription sleeping pills has more than doubled in the past decade.

2. Use of any sleeping medication should be carefully thought out.

Understanding Mental Health (LO 3.5 and 3.6, PPT slides 19–22) A. What Is a Mental Disorder?

B. Polling Activity 2. Duration 7 minutes. Mental Illness C. Mental Health on Campus The Impact of COVID-19 (LO 3.5, PPT slide 27) A. Depressive Disorders B. Depression in Students C. Depression in Different Populations D. LGBTGIA+ Mental Health E. Major Depressive Disorder F. Treating Depression Anxiety Disorders (LO 3.6, PPT slides 28–30)

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

VIII.

IX.

X.

A. Specific Phobia B. Panic Attacks and Panic Disorder C. Generalized Anxiety Disorder Other Common Disorders (LO 3.6, PPT slides 31–34) A. Obsessive-Compulsive Disorder 1. Knowledge Check 2. Duration 3 minutes. Obsession B. Attention-Deficit/Hyperactivity Disorder C. Autism Spectrum Disorder Self-Injury and Suicide (LO 3.7, PPT slides 35–39) A. Self-Harming B. Suicide C. Suicide on Campus D. Risk Factors Addressing Mental Health (LO 3.8, PPT slides 40–41) A. Self-Care Strategies B. Where to Turn for Help 1. Think–Pair–Share Activity. Duration 20 minutes. Mental Health Resources C. Types of Therapy D. Other Treatment Options

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware. They are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

6. Discussion: Happiness. Duration 20 minutes. LO 3.2 a. Information b. Questions: Ask students what factors contribute to happiness. Compare these characteristics to those indicated in the text. Ask students to make a list of the things that make them happy. Do they think of the things cited in the text when they make choices or decisions that might affect their happiness? Why or why not? i. Answer: What does make us happier? Refer to Health on a budget page 62.

According to recent research: 1. Valuing time instead of money leads to greater happiness and life satisfaction.

2. Spending time and money on others rather than oneself increases happiness.

3. Spending time and money to acquire experiences rather than possessions boosts happiness.

4. Having a happy partner may enhance health as much as striving to be happy oneself.

7. Discussion: Sleep Deprivation. Duration 20 minutes. LO 3.4 a. Information: Sleep has a huge impact on health.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

b. Questions: Discuss the concept of sleep deprivation as mentioned in the text. Ask for volunteers who have experienced it to share their symptoms or experiences. Ask others to share the strategies and rituals they use to reduce sleep deprivation and maximize restful sleep. How might they improve their sleep rituals? Why is it important at this point in their lives to get enough sleep? i. Answer: Sleep influences learning, memory, academic performance, metabolism and weight, safety, mood, quality of life, immunity, mental disorders, alcohol use, and major diseases and death.

8. Discussion: Suicide. Duration 30 minutes. LO 3.7 a. Information: Suicide is the second leading cause of death among 15- to 24-year-olds in the United States and the 12th-most common cause of death nationwide. The most common methods are guns, hanging, and poisoning, often the tragic consequence of emotional and psychological problems, which affect millions of lives every year: • An estimated 8.5 million American adults (3.8 percent) report having had serious thoughts of suicide in the past year.

• In 2020, 45,979 Americans died by suicide.

• An average of 130 suicides occur in the United States every day.

• An estimated 811,000 people attempt to take their own lives per year.

• There may be 4.5 million suicide survivors in the United States.

• The suicide rate for adults peaks between ages 25 and 34 and rises again after age 65.

Long considered a threat to younger and older Americans, suicide has increased significantly among middle-aged men and women. Although the reasons are unknown, researchers speculate that baby boomers, who also had high suicide rates in adolescence, may be particularly vulnerable to selfinflicted harm. They also tend to choose the most lethal suicide methods, such as guns and hanging. b. Question: After reviewing the information related to suicide, ask students why they believe suicide occurs. Note their responses on the board or LMS. i.

Answer: Suicide rarely stems from a single cause. Researchers have identified several common ones for college students, including:  Depression and depressive symptoms  Family history of mental illness  Personality traits such as hopelessness, helplessness, impulsivity, and aggression  Alcohol use and binge drinking. Among college students, binge drinkers are significantly more likely to contemplate suicide, to have attempted suicide in the past, and to believe they would make a future suicide attempt than non-binge drinkers.  Interpersonal difficulties with a romantic partner, family, or friends, which may reflect what researchers call ―thwarted belongingness‖ or a lack of connectedness with peers, loved ones, and the school community.  Ineffective problem-solving and coping skills  Recent sexual or physical victimization; being in an emotionally or physically abusive relationship  Family problems  Exposure to trauma or stress

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

 

Feelings of loneliness or social isolation Harassment because of sexual orientation

[return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1: Maslow’s Hierarchy of Needs—LO 3.2 Face to face and online classes Purpose: To assist students in identifying their own potential Duration: 15 minutes Introduction: Introduce students to the idea that not reaching our fullest potential can affect our health. This activity can be done in class or in your LMS. Method:

1. Introduce students to Maslow‘s hierarchy of needs and review the various levels within this model.

2. Using Maslow‘s hierarchy, have students make their own pyramid and write a brief statement about how they have reached each level or not reached a particular level.

Discussion or written assignment:

1.

2.

3.

4.

Ask students to identify the needs they are meeting.

Ask students to identify the needs they are not meeting.

How do they feel that meeting or not meeting a particular need has influenced their lives?

Ask students to identify someone they believe has reached the self-actualization level.

Have them explain their choice.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

Activity 2: Self-Analysis Activity: Depression—LO 3.5 A. Face-to-face class Purpose: To increase awareness of signs of depression Duration: 50 minutes and possible out-of-class research Introduction: This activity improves students‘ ability to recognize the signs and symptoms of depression and to develop healthy strategies for coping with depression.

Method: 1. Have students ask themselves the following questions: a. Do I have low self-esteem or feelings of inadequacy? b. Do I feel hopeless? c. Do I feel guilty? d. Do I have low energy and feelings of fatigue? e. Am I having difficulty making decisions? f. Am I having difficulty enjoying pleasurable activities?

2. If students answered yes to any of the questions, they should recognize that they could be suffering from depression.

Discussion: 1. Ask students to reflect on how they feel about this experience; were they surprised by the results?

2. Does this experience open their eyes to taking more time to work on their mental health and well-being?

3. If they are dealing with depression, what resources will they seek for help?

4. What resources are available on campus for students dealing with depression?

B. Online class Purpose: To increase awareness of signs of depression Duration: 50 minutes Introduction: This activity improves students‘ ability to recognize the signs and symptoms of depression and to develop healthy strategies for coping with depression.

Method: 1. Create an assignment in the LMS. 2. Have students submit answers to the following questions: a. Do I have low self-esteem or feelings of inadequacy? b. Do I feel hopeless? c. Do I feel guilty? d. Do I have low energy and feelings of fatigue? e. Am I having difficulty making decisions? f. Am I having difficulty enjoying pleasurable activities? g. If students answered yes to any of the above questions, they should recognize that they could be suffering from depression. Ask students to reflect on how they feel about this experience; were they surprised by the results?

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 3: Emotional and Spiritual WellBeing

h. Does this experience open their eyes to taking more time to work on their mental health and well-being? i. If they are dealing with depression, what resources will they seek for help? j. What resources are available on campus for students dealing with depression? [return to top]

ADDITIONAL RESOURCES The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware (if courseware exists)—they are for you to use if you wish.

EXTERNAL PLAYLIST: 

















Common Sleep Myths Compromise Good Sleep and Health. Duration 2:52 minutes, 2020. https://www.youtube.com/watch?v=hWbH4vAR_EA&list=PLt3y8PG1iI957a5_ORx9U4jaj U-fUdk-e&index=9 How lack of sleep affects health and tips for a good night's rest. Duration 5:50 minutes, 2018. https://www.youtube.com/watch?v=KpyoDML2eUI&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=10&t=36s What Is Depression. Duration 3:46 minutes. https://www.youtube.com/watch?v=fWFuQR_Wt4M&list=PLt3y8PG1iI957a5_ORU4jajUfUdk-e&index=13&t=5s Depression: A Student‘s Perspective. Duration 5:49 minutes. https://www.youtube.com/watch?v=yOx0Q273AsQ&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=14 I had a black dog, his name was depression, World Health Organization (WHO). Duration 4:18 minutes. https://www.youtube.com/watch?v=XiCrniLQGYc&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=15 Symptoms of Major Depressive Disorder. Duration 3:54 minutes. https://www.youtube.com/watch?v=gRVDon8uo1g&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=16 What are anxiety disorders? American Psychiatric Association, Duration 1.25 minutes. https://www.youtube.com/watch?v=JOKS9Bx8-Sw&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=17 What I learned from my husband's suicide | Lori Prichard | TEDxOgden, TEDx Talks. Duration 12.52 minutes. https://www.youtube.com/watch?v=Jb_1IklnhaU&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=18 Logic‘s ‗1-800-273-8255‘ Impact on Suicide Prevention | MTV News Desk Report, MTV News.

Duration 3.08 minutes. https://www.youtube.com/watch?v=h2c_pck8LnU&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=19

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

REVIEW QUESTIONS ANSWER KEY: 1. d. LO 3.1 2. d. LO 3.2 3. c. LO 3.2 4. d. LO 3.2 5. b. LO 3.2 6. b. LO 3.3 7. b. LO 3.4 8. c. LO 3.5 9. c. LO 3.5 10. c. LO 3.6 11. d. LO 3.8 12. c. LO 3.7 13. d. LO 3.8 [return to top]

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 31 Chapter Objectives ................................................................................................................................... 31 Complete List of Chapter Activities and Assessments........................................................................... 31 Key Terms.................................................................................................................................................. 32 Chapter Outline ........................................................................................................................................ 33 Additional Discussion Questions ............................................................................................................. 35 Additional Activities and Assignments ................................................................................................... 37 Additional Resources ................................................................................................................................ 39 External Playlist: ..................................................................................................................................... 39 Review Question Answer Key:................................................................................................................. 39

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to explore how stress can affect your health. By learning to anticipate stressful events, manage day-to-day hassles, and prevent stress overload, you can find alternatives to running endlessly on a treadmill of alarm, panic, and exhaustion.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8

Outline the types of stress and the effects of stress on people.

Identify stressors commonly reported by different groups across the United States.

Summarize the incidence, symptoms, and treatment of the stress disorders associated with traumatic life events.

Outline the ways in which the body responds to stress.

Describe how stress can negatively affect a person‘s heart, immune system, and gastrointestinal system.

Explain psychological responses to stress.

Discuss practical techniques of stress management.

Summarize how time management can help prevent stress.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives.

Chapter Objective 4.1 4.1 and 4.2 4.2 4.7 4.7 4.4 and 4.6 4.7 4.1–4.7 4.1–4.7

4.1–4.7 4.7 4.1–4.7 4.1–4.7 4.1–4.7

Activity/Assessment Polling Activity 1 Discussion Activity 1 Knowledge Check 1 Think–Pair–Share Activity Discussion Activity 2 Knowledge Check 2 Polling Activity 2 MindTap Chapter 4 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 4 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 4 Self Survey Chapter 4 Review Questions

Source (i.e., PPT slide, if applicable) PPT Slide 7 PPT Slide 10 PPT Slide 14 PPT Slide 16 PPT Slide 19 PPT Slide 27 PPT Slide 37 MindTap MindTap

Duration

MindTap MindTap Text Text, page 135 Text, page 140

30 minutes 30 minutes 3–5 minutes each 20 minutes 7 minutes

Text, pages 141–142 Text, pages 142–143

12 minutes 18 minutes

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3 minutes 8 minutes 3 minutes 12 minutes 8 minutes 3 minutes 3 minutes 30 minutes 30 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

4.1 4.3, 4.7, and 4.8 4.7 and 4.8 4.8

Eustress, Distress, and Neustress Coping with Stress

Instructor Manual Instructor Manual

15 minutes 15 minutes

Prioritizing Time Management

Instructor Manual Instructor Manual

20 minutes 50 minutes

[return to top]

KEY TERMS acute time-limited stressors: temporary anxiety-provoking situation. biofeedback: technique of becoming aware, with the aid of external monitoring devices, of internal physiological activities in order to develop the capability of altering them. brief stressors: more serious and extended challenge. burnout: state of physical, emotional, and mental exhaustion resulting from constant or repeated emotional pressure. challenge response: physiological response that strengthens connections between the parts of the brain that suppress fear and enhance learning and positive motivation so as to prepare and enable a person to face a stressor directly. chronic stressors: unrelenting demands and pressures that go on for an extended time. distant stressors: traumatic experience that occurred long ago yet continue to have an emotional or psychological impact. distress: negative stress that may result in illness. eustress: positive stress, which stimulates a person to function properly. fight-or-flight response: body‘s automatic physiological response that prepares the individual to take action upon facing a perceived threat or danger. holistic: perspective that looks at health and an individual as a whole rather than part by part. homeostasis: the body‘s natural state of balance or stability. life-change events: occurrences, planned or unplanned, that requires some degree of re-adjustment. meditation: group of approaches that use quiet sitting, breathing techniques, and/or chanting to relax, improve concentration, and become attuned to one‘s inner self. microaggressions: subtle racial expressions. microassaults: conscious and intentional actions and slurs. microinsults: verbal and nonverbal communications that subtly convey rudeness and insensitivity. microinvalidations: communications that subtly exclude, negate, or nullify the thoughts, feelings, or experiential reality of a person of color.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

mindfulness: method of stress reduction that involves experiencing the physical and mental sensations of the present moment. neustress: neutral stressors that do not affect us immediately or directly but may trigger stressful feelings. posttraumatic stress disorder (PTSD): repeated reliving of a trauma through nightmares or recollection. progressive relaxation: Method of reducing muscle tension by contracting, then relaxing, certain areas of the body. stress: nonspecific response of the body to any demands made on it; may be characterized by muscle tension and acute anxiety or may be a positive force for action. stressor: specific or nonspecific agent or situation that causes the stress response in the body. stress response: cascade of internal changes that mobilize the body‘s resources for action. trauma: experience of a direct or perceived uncontrollable threat to the safety of individuals, their loved ones, or their community. visualization or guided imagery: approach to stress control, self-healing, or motivating life changes by means of seeing oneself in the state of calmness, wellness, or change. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

What Is Stress? (LO 4.1, PPT slides 3–7) A. Stress and Stressors B. Eustress, Distress, and Neustress C. Stress and the Dimensions of Health 1. Physical 2. Psychological 3. Spiritual 4. Social 5. Intellectual 6. Occupational 7. Environmental D. Types of Stressors 1. Acute Time-Limited 2. Brief 3. Chronic 4. Distant 5. Life-Change Events 6. Polling Activity 1. Have You Experienced Any of These Types of Stressors?

Duration: 3 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

II.

III.

IV.

V.

VI.

VII.

VIII.

Stress in America (LO 4.2, PPT slides 8–10) A. Annual Report for Stress in America 2020 B. The Impact of COVID-19 C. Discussion Activity 1. What Factors about the COVID-19 May Have Led to Stress?

Duration 8 minutes Stress on Campus (LO 4.2, PPT slides 11–16) A. Stress and Student Health 1. Sex Differences 2. Students under Age 25 3. Students over Age 25 4. Minority Students 5. Entering Freshman 6. Test Stress B. Knowledge Check 1. Which Statement Is True about Stress and Student Health? Duration 3 minutes C. Think–Pair–Share Activity. Your Strategies to Handle Test Stress? Duration 12 minutes Other Stressors (LO 4.3, PPT slides 17–19) A. Financial Stress B. Occupational Stress C. Burnout D. Illness and Disability E. Discussion Activity 2. What Steps Can You Take to Reduce Occupational Stress?

Duration 8 minutes Traumatic Life Events (LO 4.3, PPT slides 20–22) A. Acute Stress Disorder B. Posttraumatic Stress Disorder Inside Stress (LO 4.4–4.5, PPT slides 23–28) A. General Adaptation Syndrome B. Fight or Flight or Freeze C. Fawning D. Knowledge check 2. What Is Fawning? Duration 3 minutes E. Challenge Response Model F. Yerkes–Dodson Law The Impact of Stress (LO 4.4–4.6, PPT slides 31–33) A. Stress and the Heart B. Stress and Immunity C. Stress and the Gastrointestinal System D. Other Stress Symptoms Managing Stress (LO 4.7, PPT slides 34–37) A. Journaling B. Exercise C. Routes to Relaxation D. Meditation and Mindfulness E. Yoga F. Resilience G. Polling Activity 2. Which of the Stress Management Techniques Have You Tried?

Duration 3 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

IX.

Stress Prevention: Taking Control of Your Time (LO 4.7, PPT slides 38–39) A. Are You Running Out of Time?

B. Time Management C. Overcoming Procrastination

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware. They are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Eustress, Distress, and Neustress. Duration: 15 minutes. LO 4.1 a. Information: Positive stressors can include starting a new relationship, marriage, moving, as well as acquiring a new car—eustress. In addition, there are many other things that happen in our lives that can contribute to experiencing negative stress—distress. Neutral stressors that do not affect us immediately or directly but that may trigger anxiety, sadness, fear, and other stressful feelings—neustress. b. Question: Ask the class to name other positive changes and events that can contribute to stress. What are some negative stressors that affect them? What are some stressors that happen outside of our immediate family or work? How do our bodies react to the differences between these three types of stressors? Is there a difference? i.

Answer: Students will have varying responses. Here are some examples: 1. Positive events can create anxiety and take up so much time that they interfere with other commitments.

2. Some of the characteristics of distress will include: o When the stressful situation interferes with your ability to do your activities of daily living (sleeping, eating, going to class); o Relying on drugs or alcohol to help you ―take the edge off‖ and get through the day; o Analysis paralysis—the feeling of being so overwhelmed as you try to find a workable solution that you cannot do anything at all; o Spending excessive amounts of time on very small tasks to avoid tackling the bigger ones; and o Feeling isolated and alone—or purposefully isolating yourself from others to avoid interaction.

3. For neutral stressors that do not affect us immediately or directly but that may trigger anxiety, sadness, fear, and other stressful feelings.

2. Coping with Stress. Duration: 15 minutes. LO 4.3, 4.7, and 4.8 a. Information: It is important to have a variety of stress management techniques in your personal tool kit. Ultimately the goal is to develop a handful of reliable techniques that address physical stress and psychological stress. While some techniques are designed to be immediate fixes to help you calm down and be present during a situation, others seek to lower your overall stress response and help you develop resilience. Stress management should be a regular part of your self-care, just like healthy sleep and good nutrition. b. Question: What are some strategies for coping with stress? Ask students to share their means of coping. Are there any ways in which coping with stress can indeed contribute to additional stress?

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

i.

Answer: Students will have varied answers to how they cope with stress. Some will be healthy, and others may not. Some healthy ways of coping with stress include:  Journaling  Exercise  Routes to Relaxation  Meditation  Mindfulness  Yoga  Resilience  Time Management Techniques

[return to top]

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1: Prioritizing—LO 4.7 and 4.8 A. Face-to-face class Purpose: To teach students the importance of prioritizing tasks Duration: 20 minutes Introduction: Help students understand how to put daily stressors into perspective.

Method:

1. Have students take a sheet of paper in class and write 10 tasks they must complete today.

2. Give them at least 5 minutes to write the list. Have them include every task, no matter how small.

3. Have students turn over the sheet of paper and write down the one thing they would do if it were the last day of their life.

4. Conclude by asking if the one thing is on their list of things to do today.

Discussion: 1. Was your one thing on the list? If not, why do you think it is not on your list?

2. How do we prioritize daily tasks?

3. What causes the most stress when faced with a long to-do list? How can you alleviate some of that stress?

B. Online class Method:

1.

2.

3.

4.

Have students complete an assignment in the LMS. Have them write 10 tasks they must complete today.

Have them include every task, no matter how small.

Have them write down the one thing they would do if it were the last day of their life.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

Discussion:

1. Have students respond to the following questions in the LMS: a. Was your one thing in #4 above on the list? If not, why do you think it is not on your list? b. How do we prioritize daily tasks? c. What causes the most stress when faced with a long to-do list? How can you alleviate some of that stress?

Activity 2: Time Management—LO 4.8 A. Face-to-face class Purpose: To teach students the importance of managing time and prioritizing Time: 50 minutes Introduction: Introduce students to managing time and the benefits of improving an individual‘s organizational skills.

Method:

1. Have students use a weekly 7-day schedule with hour intervals to plan their upcoming week. All activities should be placed in the weekly calendar, giving time for transportation, eating, sleeping, commuting, and so on.

2. Have students make a to-do list for their upcoming week.

3. Ask students to look at their to-do lists and then prioritize the top 5–10 items (e.g., #1 take exam, #2 mail bills, #3 put air in tires, #4 study for exam, #5 sleep, and #6 work).

4. Now, looking at their daily schedule on the weekly calendar, can the students reorganize their tasks so that they manage their time more efficiently?

Discussion:

1. Did you find that you spend more time than you expected to get the top priorities completed? Why? What typically keeps you from using such an easy method of organizing your time to alleviate the stress of getting it all done?

2. What things do you think really eat up your time or are time wasters? Can these be corrected? Do they need to be?

3. How do you feel about scheduling ―you time‖ or time for yourself? Is this important?

Why or why not? Have any of you done this and had a positive experience? Would you share?

B. Online class Method:

1. Have students complete an assignment in the LMS. 2. Have students use a weekly 7-day schedule with hour intervals to plan their upcoming week. All activities should be placed in the weekly calendar, giving time for transportation, eating, sleeping, commuting, and so on.

3. Have students make a to-do list for their upcoming week.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 4: Stress Management

4. Ask students to look at their to-do lists and then prioritize the top 5–10 items (e.g., #1 take exam, #2 mail bills, #3 put air in tires, #4 study for exam, #5 sleep, and #6 work).

5. Now, looking at their daily schedule on the weekly calendar, can the students reorganize their tasks so that they manage their time more efficiently?

Discussion:

1. Did you find that you spend more time than you expected to get the top priorities completed? If so, why? What typically keeps you from using such an easy method of organizing your time to alleviate the stress of getting it all done?

2. What things do you think really eat up your time or are time wasters? Can these be corrected? Do they need to be?

3. How do you feel about scheduling ―you time‖ or time for yourself? Is this important?

Why or why not? Have any of you done this and had a positive experience? [return to top]

ADDITIONAL RESOURCES The following are relevant videos from the External YouTube Playlist in the MindTap and answers to the review questions at the end of the chapter.

EXTERNAL PLAYLIST: 







Emotion, Stress, and Health: Crash Course Psychology #26. 10:19 minutes. https://www.youtube.com/watch?v=4KbSRXP0wik&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=19 How stress affects your brain, Madhumita Murgia. 4:15 minutes. https://www.youtube.com/watch?v=WuyPuH9ojCE&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=20 How to make stress your friend, Kelly McGonigal, TED. 14:28 minutes. https://www.youtube.com/watch?v=RcGyVTAoXEU&list=PLt3y8PG1iI957a5_ORx9U4jaj U-fUdk-e&index=22 How to stay calm when you know you‘ll be stressed, Daniel Levitin, TED. 12:20 minutes. https://www.youtube.com/watch?v=8jPQjjsBbIc&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=23

REVIEW QUESTION ANSWER KEY: 1.

2.

3.

4.

5.

6.

7.

8.

b. LO 4.1 b. LO 4.1 b. LO 4.1 c. LO 4.2 d. LO 4.2 d. LO 4.3 c. LO 4.3 b. LO 4.4

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 5: Personal Nutrition

9. d. LO 4.4 10. d. LO 4.4 11. b. LO 4.4 12. a. LO 4.4 13. b. LO 4.5 14. c. LO 4.6 15. c. LO. 4.7 16. c. LO 4.7 and 4.8 [return to top]

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 5: Personal Nutrition

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 41 Chapter Objectives ................................................................................................................................... 41 Complete List of Chapter Activities and Assessments........................................................................... 41 Key Terms.................................................................................................................................................. 42 Chapter Outline ........................................................................................................................................ 43 Additional Discussion Questions ............................................................................................................. 44 Additional Activities and Assignments ................................................................................................... 45 Additional Resources ................................................................................................................................ 47 External Playlist: ..................................................................................................................................... 47 Review Question Answer Key:................................................................................................................. 47

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 5: Personal Nutrition

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to help students make healthy food choices. It translates the latest scientific research and government dietary guidelines into specific advice designed to both promote health and prevent chronic disease. By learning more about nutrients, food groups, eating patterns, nutrition labels, and safety practices, students can nourish their bodies with foods that not only taste good but are also good for them.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8

Analyze the recommendations of the most recent Dietary Guidelines for Americans.

Identify the six categories of essential nutrients.

Differentiate between simple and complex carbohydrates.

Describe the forms of fat and their effects on health.

Review the components of various healthy eating patterns.

Assess the importance and accuracy of food labels.

Discuss the causes, effects, and prevention of foodborne infections.

Outline ways to identify nutrition quackery.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives.

Chapter Objective 5.2

Activity/Assessment

5.1 5.1 and 5.5 5.1 and 5.5 5.1–5.6 5.1, 5.2, 5.3, 5.5 5.1 and 5.5 5.1–5.8 5.1–5.8 Multiple LOs Multiple LOs 5.1–5.8 5.1–5.5 5.1–5.5 5.1–5.6

Duration

Knowledge Check 1

Source (i.e., PPT slide, if applicable) PPT Slide 7

Polling Activity 1 Polling Activity 2 Think–Pair–Share Activity 1 Discussion Activity Knowledge Check 2

PPT Slide 10 PPT Slide 14 PPT Slide 18 PPT Slide 19 PPT Slides 23 and 24

5 minutes 3 minutes 10 minutes 8 minutes 3 minutes

Knowledge Check 3 MindTap Chapter 5 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 5 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 5 Self-Survey

PPT Slides 28 and 29 MindTap MindTap

3 minutes 30 minutes 30 minutes

MindTap MindTap Text Text, page 165 Text, pages 176–177

Varied Varied 1–5 minutes each 5 minutes 20 minutes

Text, pages 177–178

5 minutes

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5 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 5: Personal Nutrition

5.1–5.8 5.1–5.5 5.8 5.1–5.6

Chapter 5 Review Questions Discussion: Vegetarian Diet Discussion: Avoid Nutrition Quackery Food Label Activity

Text, pages 178–179 Instructor Manual Instructor Manual

14 minutes 20 minutes 15 minutes

Instructor Manual

30–50minutes

[return to top]

KEY TERMS amino acids: organic compounds containing nitrogen, carbon, hydrogen, and oxygen; the essential building blocks of proteins. antioxidants: substances that prevent the damaging effects of oxidation in cells. basal metabolic rate (BMR): number of calories required to sustain the body at rest. calorie balance: relationship between calories consumed from foods and beverages and calories expended in normal body functions and through physical activity. if the calories consumed equal calories expended, you will have calorie balance. calories: amount of energy required to raise the temperature of 1 gram of water by 1 degree Celsius. in everyday usage related to the energy content of foods and the energy expended in activities, a calorie is actually the equivalent of a thousand such calories, or a kilocalorie. carbohydrates: organic compounds, such as starches, sugars, and glycogen, that are composed of carbon, hydrogen, and oxygen and are sources of bodily energy. certified organic: foods that meet strict criteria set by the U.S. Department of Agriculture. complementary proteins: incomplete proteins that, when combined, provide all the amino acids essential for protein synthesis. complete protein: proteins that contain all the amino acids in the optimal proportion needed by the body for growth and maintenance. complex carbohydrates: starches, including cereals, fruits, and vegetables. dietary fiber: nondigestible form of carbohydrates found in plant foods, such as leaves, stems, skins, seeds, and hulls. essential nutrients: nutrients that the body cannot manufacture for itself and must obtain from food. folic acid: form of folate used in vitamin supplements and fortified foods. functional fiber: isolated, nondigestible carbohydrates that have beneficial effects in humans. incomplete protein: proteins that lack the optimal balance of one or more of the amino acids essential for protein synthesis. macronutrients: nutrients required by the human body in the greatest amounts, including water, carbohydrates, proteins, and fats.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 5: Personal Nutrition

micronutrients: vitamins and minerals needed by the body in very small amounts. minerals: naturally occurring inorganic substances, small amounts of some being essential in metabolism and nutrition. nutrition: science devoted to the study of dietary needs for food and the effects of food on organisms. phytochemicals: chemicals such as indoles, coumarins, and capsaicin, which exist naturally in plants and have disease-fighting properties. proteins: organic compounds composed of amino acids; one of the essential nutrients. saturated fats: chemical term indicating that a fat molecule contains as many hydrogen atoms as its carbon skeleton can hold; normally solid at room temperature. simple carbohydrates: sugars; like all other carbohydrates, they provide the body with glucose. trans fats: fat formed when liquid vegetable oils are processed to make table spreads or cooking fats; also found in dairy and beef products; considered to be especially dangerous dietary fats. vitamins: organic substances that the body needs in very small amounts and that carry out a variety of functions in metabolism and nutrition. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

The Building Blocks of Good Nutrition (LO 5.1–5.5, PPT slides 3–7) A. Water B. Protein 1. Protein Sources 2. Knowledge Check 1. Complete Protein Source. Duration: 5 minutes C. Carbohydrates 1. Fiber 2. Gluten 3. Glycemic Index and Glycemic Load 4. Low-Carb Foods 5. Refined Grains D. Fats E. Vitamins 1. Folic Acid 2. Vitamin D F. Minerals 1. Calcium 2. Sodium G. Calories

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 5: Personal Nutrition

II. III.

IV.

V.

VI.

VII.

Dietary Guidelines for Americans (LO 5.1, PPT slides 8–10) A. Polling Activity 1. Dietary Guidelines Students Follow? Duration 5 minutes Healthy Dietary Patterns (LO 5.1, PPT slides 11–19) A. MyPlate B. The USDA Food Patterns C. The DASH Eating Plan D. The Mediterranean Diet E. Polling Activity 2. Eating Patterns. Duration 3 minutes F. Think–Pair–Share Activity. MyPlate–DASH–Mediterranean Diets. Duration 10 minutes G. Vegetables and Fruits H. Vegetarian Diets I. Discussion Activity Well-Balanced Diet. Duration 8 minutes Campus Cuisine: How College Students Eat (LO 5.1–5.6, PPT slides 20–24) A. Nutrition Knowledge B. Fast Food: Eating on the Run C. You Are What You Drink 1. Soft Drinks 2. Energy Drinks D. Choosing Healthful Snacks E. Knowledge Check 2. Food at College. Duration 3 minutes Taking Charge of What You Eat (LO 5.1–5.6, PPT slides 25–29) A. Portions and Servings B. Nutrition Labels C. What Is an ―Organic‖ Food?

1. Knowledge Check 3. Organic Food. Duration 3 minutes D. Genetically Engineered Foods E. Dietary Supplements Food Safety (LO 5.7, PPT slides 30–34) A. Fight BAC! B. Avoiding E. coli Infection C. Food Poisoning D. Food Allergies Nutritional Quackery (LO 5.7, PPT slides 35–37)

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 5: Personal Nutrition

1. Discussion: Vegetarian Diet. Duration 10 minutes. LO 5.1–5.5. a. Information: By combining complementary protein sources, vegetarians can make sure their bodies make the most of the nonanimal proteins they eat. Vegetarians can best meet their nutrient needs by paying special attention to protein, iron, vitamins, calcium, and vitamin D. Instead of a 5-ounce serving of meat, they can substitute one egg, 1.5 ounces of nuts, or 2/3 cup of legumes. Those who avoid dairy products obtain all the nutrients of milk by eating other calcium-rich foods, such as broccoli, calcium-fortified orange juice, and fortified soy milk. Because vitamin B12 is solely found in animal sources, vegans and strict vegetarians may benefit from foods that are fortified or dietary supplements. b. Question. What are the benefits of a vegetarian diet? i. Answer: Vegetarian diets have proven health benefits, including lower cholesterol levels; healthier weight; decreased risk of heart disease; lower incidences of breast, colon, and prostate cancer; high blood pressure; and osteoporosis.

2. Discussion: Become a wise consumer and avoid being drawn into nutritional quackery. Duration 15 minutes. LO 5.8. a. Information: The Academy of Nutrition and Dietetics (AND) describes nutritional quackery as a growing problem for unsuspecting consumers. Because so much nutritional nonsense is garbed in scientific-sounding terms, it can be hard to recognize bad advice when you get it. One basic rule: If the promises of a nutritional claim sound too good to be true, they probably are. Before you try any new nutritional approach, check with your doctor or a registered dietitian. Don‘t believe ads or advisers basing their nutritional recommendations on hair analysis, which is not accurate in detecting nutritional deficiencies. Question personal testimonies about the powers of some magical pill or powder and be wary of ―scientific articles‖ in journals that aren‘t reviewed by health professionals. b. Question. What are the red flags of nutrition quackery? i.

Answer: 1. The claim seeming too good to be true 2. Promises results in a very specific and short timeline 3. Casts doubt on medicine or science 4. Contains a ―secret ingredient‖ 5. Guarantees all results 6. Only offers testimonials from various users as proof of its effectiveness 7. Promises to ―cure‖ an illness or disease. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware. They are for you to use if you wish.

Activity 1. Nutrition Label Assignment—Do You Know What You Are Eating?—LO 5.1–5.6 A. Face-to-face class Duration: 30–45 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 5: Personal Nutrition

Introduction: Let us explore what is contained in your typical snacks.

Method: Students are to bring to class the food labels of two of their typical snacks. The instructor will review Figure 5.6 and then explore with the class what is contained in two of the snack labels that have been brought to class.

Discussion: The class votes on which of the snacks is the healthier of the two. Then there is a discussion as to why one is healthier than the other.

Students are to submit:

1. A brief description of two of their selected snacks (or other packaged foods they consume)

2. A copy of the food label for each 3. A comment on the following (This can be done at home or in class): a. Do you use this as a meal replacement? b. What is the total of the following consumed in one sitting? i.

Calories ii.

Protein iii.

Carbohydrates, including added sugars iv.

Sodium v.

Good fat and bad fat c. A brief description of why one snack may be healthier than the other based on information they calculate using the Food Label.

B. Online class Duration: 50 minutes Introduction: Let us explore what is contained in your typical snacks.

Method: Create an assignment in the LMS. 1. Students are to study Figure 5.6 and read about Food Labels in the text.

2. Students are to: a. Submit a brief description of two of their selected snacks (or other packaged foods they consume). b. Upload a copy of the food label for each. c. They are to comment on the following in their submission: i.

Do you use this as a meal replacement? ii.

What is the total of the following consumed in one sitting?  Calories  Protein  Carbohydrates, including added sugars  Sodium  Good fat and bad fat iii.

A brief description of why one snack may be healthier than the other based on information they calculate using the Food Label. [return to top]

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 5: Personal Nutrition

ADDITIONAL RESOURCES The following are relevant videos from the External YouTube Playlist in the MindTap and answers to the review questions at the end of the chapter.

EXTERNAL PLAYLIST:  











Mayo Clinic Minute: Keep carbs complex. Duration 1:00 minute. https://www.youtube.com/watch?v=FYNbUnwZ0bA Mayo Clinic Minute: Are saturated fats OK to eat? Duration 0:59 minute. https://www.youtube.com/watch?v=WJKqdCvUIqs&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=25 Mayo Clinic Minute: Why nutrient-dense food is so good for you. Duration 0:58 minute. https://www.youtube.com/watch?v=qzFHuhlw-xc&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=27 The Mediterranean Diet: Pros and Cons. Duration 2.01 minutes. https://www.youtube.com/watch?v=BGz5Juv9LEQ&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=28 The Mediterranean Diet, a healthy eating plan. Duration 2:06 minutes. https://www.youtube.com/watch?v=AL24KwtI9A4&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=29 The Mediterranean diet and brain health: Mayo Clinic Radio. Duration 8:41 minutes. https://www.youtube.com/watch?v=2TqNV2Aodew&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=30 How to Read Nutrition Facts | Food Labels Made Easy. Duration 5:28 minutes. https://www.youtube.com/watch?v=Orj7p3KQcyQ&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=31

REVIEW QUESTION ANSWER KEY: 1. c. LO 5.1 2. d. LO 5.2 3. c. LO 5.2 4. c. LO 5.3 5. b. LO 5.3 6. a. LO 5.3 7. d. LO 5.4 8. d. LO 5.4 9. a. LO 5.5 10. b. LO 5.5 11. b. LO 5.5 12. d. LO 5.6 13. c. LO 5.6 14. b. LO 5.8 [return to top]

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 6: Body Composition and Weight Management

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 6: Body Composition and Weight Management

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 49 Chapter Objectives ................................................................................................................................... 49 Complete List of Chapter Activities and Assessments........................................................................... 49 Key Terms.................................................................................................................................................. 50 Chapter Outline ........................................................................................................................................ 51 Additional Discussion Questions ............................................................................................................. 52 Additional Activities and Assignments ................................................................................................... 53 Additional Resources ................................................................................................................................ 54 External Playlist: ..................................................................................................................................... 55 Review Question Answer Key:................................................................................................................. 55

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 6: Body Composition and Weight Management

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to help students evaluate methods of assessing healthy body composition and healthy weight. It also examines what obesity is and why excess pounds are dangerous, describes current approaches to weight management, discusses diets that work (and some that don‘t), offers practical guidelines for exercise and behavioral approaches to maintaining a healthy weight, and examines unhealthy eating patterns and eating disorders.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9

Identify ways to assess body composition.

Summarize differences in weight among different populations in America.

Explain the factors that have contributed to the obesity epidemic.

Discuss the impact of excess weight on health.

Review healthy approaches to gaining weight.

Assess ways of attaining and maintaining a healthy weight.

List the treatment options for extreme obesity.

Discuss the factors that lead to unhealthy eating on campus.

Recognize common forms of disordered eating and eating disorders.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective, so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives.

Chapter Objective 6.1 6.6 6.3 6.7 6.8 and 6.9 6.1–6.9 6.1–6.9 Multiple Los Multiple LOs 6.1–6.9 6.1–6.9 6.6 6.6 6.1–6.9 6.2, 6.3, 6.6–

Activity/Assessment Knowledge Check 1 Polling Activity 1 Discussion Activity Knowledge Check 2 Polling Activity 2 MindTap Chapter 6 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 6 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 6 Self-Survey Chapter 6 Review Questions Discussion: Ghrelin, Leptin,

Source (i.e., PPT slide, if applicable) PPT Slides 9 and 10 PPT Slide 17 PPT Slide 30 PPT Slides 33 and 34 PPT Slide 37 MindTap MindTap

Duration

MindTap MindTap Text Text, page 201 Text, page 215

Varied Varied 1–5 minutes each 8 minutes 8 minutes

Text, page 216 Text, pages 216 and 217 Instructor Manual

5 minutes 17 minutes 15 minutes

© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

5 minutes 5 minutes 10 minutes 3 minutes 5 minutes 30 minutes 30 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 6: Body Composition and Weight Management

6.8 6.4

6.1 6.5 and 6.6

Serotonin, Satiety, and Exercise Discussion: Health Risks Associated with Being Overweight Discussion: BMI Advantages and Disadvantages Diet Analysis

Instructor Manual

15 minutes

Instructor Manual

15 minutes

Instructor Manual

60 minutes

[return to top]

KEY TERMS anorexia nervosa: psychological disorder in which refusal to eat and/or an extreme loss of appetite leads to malnutrition, severe weight loss, and possibly death. appetite: desire for food, stimulated by anticipated hunger, physiological changes within the brain and body, the availability of food, and other environmental and psychological factors. binge eating: rapid consumption of an abnormally large amount of food in a relatively short time. binge-eating disorder: chronic or repeated episodes of uncontrollable binge eating. body composition: distribution of fat-free mass and body fat in the human body. body mass index (BMI): mathematical formula that correlates with body fat; the ratio of weight to height squared. bulimia nervosa: episodic binge eating, often followed by forced vomiting or laxative abuse and accompanied by a persistent preoccupation with body shape and weight. eating disorders: unusual, often dangerous patterns of food consumption, including anorexia nervosa and bulimia nervosa. hunger: physiological drive to consume food.

NEAT (nonexercised activity thermogenesis): nonvolitional movement that can be an effective way of burning calories. obesity: excessive accumulation of fat in the body; class 1 obesity is defined by a BMI between 30.0 and 34.9; class 2 obesity is a BMI between 35.0 and 39.9; class 3, or severe obesity, is a BMI of 40 or higher. overweight: condition of having a BMI between 25.0 and 29.9. satiety: sensation of feeling full after eating. waist-to-hip ratio (WHR): proportion of one‘s waist circumference to one‘s hip circumference. [return to top]

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 6: Body Composition and Weight Management

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

II. III. IV.

V.

VI.

Body Composition (LO 6.1, PPT slides 8 ) A. Body Mass Index 1. Knowledge Check 1. Classify BMI. Duration 5 minutes B. Waist Circumference C. Waist-to-Hip Ratio D. Measuring Body Fat 1. Skinfold Measurement 2. Bioelectrical impedance analysis 3. Home Body Fat Analyzers 4. Laboratory Methods Obesity in America Weight on Campus (LO 6.6, PPT slide 22) A. Polling Activity 1. Ways You‘ve Tried to Eat Well. Duration 5 minutes Understanding Weight Problems A. The Obesity Epidemic B. Health Dangers of Excess Weight C. The Impact on the Body 1. Type 2 Diabetes 2. Cardiovascular disease and heart attack 3. Strokes 4. Cancer 5. Other Health Problems D. The Emotional and Social Toll E. Healthy Ways to Gain Weight A Practical Guide to a Healthy Weight (LO 6.3), PPT slide 28) A. Understanding Why We Overeat B. Preventing Unhealthy Weight Gain C. Weight Loss Diets 1. High-Protein Diets 2. Low-Carbohydrate, Low-Fat Diets 3. Low-Carbohydrate, High-Fat Diets 4. Intermittent Fasting 5. The Bottom Line D. Do Weight Loss Programs Work?

E. Physical Activity and Exercise F. Complementary and Alternative Medicine for Obesity G. Common Diet Traps H. Maintaining Weight Loss I. Discussion Activity. Overeating and Satiety. Duration 10 minutes Treating Severe Obesity (LO 6.7, PPT slides 33 and 34)

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 6: Body Composition and Weight Management

VII.

VIII.

A. Obesity Medications B. Surgical Options C. Knowledge Check 2. Surgical Procedures. Duration 3 minutes Unhealthy Eating Patterns (LO 6.8 and 6.9, PPT slide 37) A. Body Image 1. Polling Activity 2. Fat Talk. Duration 5 minutes B. Disordered Eating C. Extreme Dieting D. Compulsive Overeating E. Binge Eating Eating Disorders (LO 6.8 and 6.9, PPT slide 38) A. Anorexia Nervosa 1. What Causes Anorexia Nervosa?

2. Health Dangers and Treatment B. Bulimia Nervosa 1. What Causes Bulimia Nervosa?

2. Health Dangers and Treatment

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Ghrelin, Leptin, Serotonin, Satiety, and Exercise. Duration 15 minutes. LO 6.2, 6.3, and 6.6–6.8. a. Information: It‘s not just our stomach that regulates our hunger. Our brain also plays a big part in hunger regulation. There are specific hormones that affect whether or not we are hungry or feel full, and exercise can affect hunger as well. b. Question: What effect do leptin, serotonin, ghrelin, and exercise have on hunger? i.

Answer: Both hunger, the physiological drive to consume food, and appetite, the psychological desire to eat, influence and control our desire for food.

Scientists have discovered appetite receptors within the brain that specifically respond to hunger messages carried by hormones produced in the digestive tract. A hormone called leptin, produced by fat cells, sends signals that regulate appetite to the brain. When leptin levels are normal, people eat just enough to maintain weight. When leptin is low, the brain responds as if fat stores have been depleted and slows metabolism. This may be one reason that it is so difficult to lose weight by dieting alone. However, vigorous exercise can lower the hormone ghrelin, which is a natural appetite stimulant. We usually stop eating when we feel satisfied; this response is called satiety, a feeling of fullness and relief from hunger. The neurotransmitter serotonin has been shown to produce feelings of satiety. In addition, several peptides, released from the digestive tract as we ingest food, may signal the brain to stop or restrict eating.

However, it takes 20 minutes for the brain to register fullness.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 6: Body Composition and Weight Management

2. Discussion: Health Risks Associated with Being Overweight. Duration 15 minutes. LO 6.4 a. Information: Overweight is defined as having a total body weight that is above the medically recommended range for good health, whereas obesity is defined as severely overweight, typically characterized by having an excessive amount of body fat. b. Question: What are the health risks associated with being overweight? How might students overcome this condition? i.

Answer: While a certain amount of body fat is necessary for the body to function, excess body fat has been linked to many health complications and diseases. Overweight and obesity are both conditions that can pose health risks.

Obesity can lead to heart disease, diabetes, and certain cancers.

3. Discussion: BMI Advantages and Disadvantages. Duration 15 minutes. LO 6.1 a. Information: Body mass index (BMI), a ratio between weight and height. b. Question: Share with the class BMI charts and categories. Discuss the advantages and disadvantages of relying on these to evaluate body weight. Despite the disadvantages, why do we still count on them so much? What could be a more accurate reflection of cardiometabolic health? i.

Answer: BMI is a mathematical formula that has been shown to be a predictor of weight-related health concerns.  Muscular individuals may be miscategorized as overweight or obese because they have greater lean muscle mass, which weighs more than fat.  BMI does not reliably reflect body fat, an independent and possibly more accurate predictor of health risk.  BMI is not useful for growing children, women who are pregnant or nursing, or older adults.  BMI does not take into consideration the distribution of body weight and body fat.  BMI is not an accurate indicator of cardiometabolic health, which is more accurately reflected by blood pressure, lipids (fats), glucose, insulin resistance, and C-reactive protein. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1: Diet Analysis—LO 6.5 and 6.6 A. Face-to-face class Purpose: To provide an opportunity for the students to analyze their personal diet. This project should be done after students have completed Chapter 6 on Personal Nutrition.

Duration: One class period plus out-of-class monitoring of food and beverage intake.

Introduction: Introduce the myPlate food guidelines along with the amount of protein and fluid they should consume in a day.

© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 6: Body Composition and Weight Management

Method: 1. Ask students to record their diets for the next 3 days. This should include as much detail as possible. They should consider exact amounts, calories, brands, beverages, actual portion sizes consumed, and so on.

2. At the next class period (after the 3 days), have the students enter their data in free nutritional software such as the Diet and Wellness Plus app, and have them print out their results.

Discussion: 1. Ask students to evaluate their diets. Were they able to meet the myPlate dietary guidelines?

2. Where are they deficient (protein, water, etc.)? In excess (calories, sodium, fat, etc.)?

3. How can they change their diets if needed?

4. Does counting calories help moderate one‘s diet?

B. Online class Purpose: To provide an opportunity for the students to analyze their personal diet. This project should be done after students have completed Chapter 6 on Personal Nutrition.

Duration: 1 hour Introduction: Introduce the myPlate food guidelines and the amount of protein and fluid they should consume in a day.

Method: 1. In the LMS create an assignment. Have students submit their printouts and the answers to the following: a. Record their diets for the next 3 days. Include as much detail as possible. They should consider exact amounts, calories, brands, beverages, actual portion sizes consumed, and so on. b. After 3 days, have the students enter their data in a free calorie-counting nutritional software such as the Cengage Diet and Wellness Plus app as an example, and have them print out their results. c. Evaluate your diet. Were you able to meet the myPlate dietary guidelines? d. Where are you deficient (protein, water, calories, etc.)? In excess (calories, sodium, carbohydrates, fat, etc.)? e. How can you change your diet if needed? f. Does counting calories help moderate one‘s diet? [return to top]

ADDITIONAL RESOURCES The following are relevant videos from the External YouTube Playlist in the MindTap and answers to the review questions at the end of the chapter.

© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 6: Body Composition and Weight Management

EXTERNAL PLAYLIST: 











BMI vs Body Fat. Duration 1:49 minutes. https://www.youtube.com/watch?v=saR8zNPRTio&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=32 Bod Pod: Measuring Body Composition (Body Fat) at the Exercise Physiology Core Laboratory.

Duration 2:24 minutes. https://www.youtube.com/watch?v=pJD7BsP6AIs&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=33 We‘re in the grip of an obesity epidemic—what can we do? | ABC News. Duration 13:14 minutes. https://www.youtube.com/watch?v=udFjmWRWeUs&list=PLt3y8PG1iI957a5_ORx9U4jaj U-fUdk-e&index=34 Solutions for the obesity epidemic | Liesbeth van Rossum | TEDxErasmusUniversity. Duration 16:27 minutes. https://www.youtube.com/watch?v=DqsvwHG9cM&list=PLt3y8PG1iI957a5_ORx9U4jajU-fUdk-e&index=35 An Eating Disorder Specialist Explains How Trauma Creates Food Disorders. Duration 5:13 minutes. https://www.youtube.com/watch?v=7VZNGgDjsMo&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=36 Finding a Balance, CDC. Duration 4:18 minutes. https://www.youtube.com/watch?v=1DloJanE-OQ&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=39

REVIEW QUESTION ANSWER KEY: 1. a. LO 6.1 2. b. LO 6.1 3. a. LO 6.2 4. d. LO 6.3 5. a. LO 6.3 6. d. LO 6.4 7. a. LO 6.4 8. c. LO 6.5 9. a. LO 6.5 10. b. LO 6.6 11. d. LO 6.6 12. c. LO 6.7 13. c. LO 7.7 14. a. LO 6.8 15. c. LO 6.9 16. b. LO 6.9 17. d. LO 6.9 [return to top]

Instructor Manual © 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 57 Chapter Objectives ................................................................................................................................... 57 Complete List of Chapter Activities and Assessments........................................................................... 57 Key Terms.................................................................................................................................................. 58 Chapter Outline ........................................................................................................................................ 60 Additional Discussion Questions ............................................................................................................. 62 Additional Activities and Assignments ................................................................................................... 64 Additional Resources ................................................................................................................................ 65 External Playlist: ..................................................................................................................................... 65 Review Question Answer Key:................................................................................................................. 66

© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to inform students about the latest activity recommendations, the benefits of exercise, the types of exercise, and guidelines for getting into shape and exercising safely.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11

Explain the relationship between the dimensions of health and physical fitness.

Summarize the health risks of inactivity and the need for physical exercise.

Outline current physical activity recommendations.

Discuss the overload, FITT-VP, and reversibility principles of exercise.

Specify methods to improve cardiovascular fitness.

Explain the importance of muscular fitness.

Compare static and dynamic flexibility.

Summarize the benefits of mind–body approaches to physical fitness and wellness.

Identify the causes and treatment of low back pain.

Discuss the nutritional requirements of athletes.

Specify precautions for preventing exercise-related problems.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives.

Chapter Objective 7.2 7.2, 7.3, 7.6 7.1, 7.2, 7.3, 7.5, 7.6 7.1, 7.3 7.4 7.4 and 7.5 7.1–7.11 7.9 7.1–7.11 7.1–7.11 Multiple LOs Multiple LOs 7.1–7.11 7.2 and 7.3 7.2–7.8

Activity/Assessment Knowledge Check 1 Polling Activity 1 Discussion Activity 1 Discussion Activity 2 Knowledge Check 2 Discussion Activity 3 Polling Activity 2 Polling Activity 3 MindTap Chapter 7 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 7 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation

Source (i.e., PPT slide, if applicable) PPT Slides 5 and 6 PPT Slide 11 PPT Slide 13

Duration

PPT Slide 19 PPT Slides 22 and 23 PPT Slide 29 PPT Slide 33 PPT Slide 37 MindTap MindTap

10 minutes 3 minutes 4 minutes 5 minutes 3 minutes 30 minutes 30 minutes

MindTap MindTap Text Text, page 219 Text, pages 248–249

Varied Varied 1–5 minutes each 10 minutes 8 minutes

© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

3 minutes 4 minutes 3 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

7.1, 7.2, 7.3 7.1–7.11 7.5 and 7.6 7.1, 7.2, 7.3 7.2, 7.3, 7.5

Chapter 7 Self-Survey Chapter 7 Review Questions Discussion: Muscle Strength and Aerobic Exercise Discussion: Students Need Exercise Fitness Technology

Text, pages 250–251 Text, pages 250–251 Instructor Manual

15 minutes 21 minutes 10 minutes

Instructor Manual

12 minutes

Instructor Manual

50 minutes

[return to top]

KEY TERMS active stretching: technique that involves stretching a muscle by contracting the opposing muscle. aerobic exercise: physical activity in which sufficient or excess oxygen is continually supplied to the body. anaerobic exercise: physical activity in which the body develops an oxygen deficit. ballistic stretching: rapid bouncing movements. body composition: Distribution of fat-free mass and body fat in the human body. cardiorespiratory fitness: ability of the body to take in, move, and utilize oxygen efficiently. dynamic flexibility: ability to move a joint quickly and fluidly through its entire range of motion with little resistance. dynamic stretching: stretching that increases the range of motion around a joint or group of joints by using active muscular effort, momentum, and speed. exercise: any type of physical activity that includes planned, structured, and repetitive bodily movement with the intent of improving one or more components of physical fitness. flexibility: ability to move a joint or group of joints through their full range of motion without pain or limitation; determined by the age, sex, structure of the joint, and surrounding soft tissue (muscles, fat, tendons, and ligaments). functional fitness: ability to perform real-life activities, such as lifting a heavy suitcase. hypothermia: abnormally low body temperature; if not treated appropriately, coma or death could result. isokinetic: having the same force; exercise with specialized equipment that provides resistance equal to the force applied by the user throughout the entire range of motion. isometric: of the same length; exercise in which muscles increase their tension without shortening in length, such as when pushing an immovable object. isotonic: having the same tension or tone; exercise requiring the repetition of an action that creates tension, such as weightlifting or calisthenics.

MET (metabolic equivalent of task): amount of energy used at rest.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

muscle dysmorphia: condition that affects mostly male bodybuilders in which they become obsessed with appearance and size of muscles. muscular endurance: ability of a muscle or group of muscles to maintain a submaximal exertion over a period of time without fatigue. muscular strength: physical power; the maximum weight one can lift, push, or press in one effort. overloading: method of physical training that involves increasing the number of repetitions or the amount of resistance gradually to work the muscle to temporary fatigue. overload principle: idea that for the body to get stronger, you must provide a greater stress or demand on the body than it is normally accustomed to handling. overtrain: working muscles too intensely or too frequently, resulting in persistent muscle soreness, injuries, unintended weight loss, nervousness, and an inability to relax. passive stretching: stretching technique in which an external force or resistance (your body, a partner, gravity, or a weight) helps the joints move through their range of motion. physical activity: any movement produced by the muscles that results in expenditure of energy. physical fitness: ability to perform efficiently and effectively and to execute the demands of daily activities with optimal performance. progressive overloading: gradually increasing physical challenges once the body adapts to the stress placed upon it to produce maximum benefits. range of motion: fullest extent of possible movement in a particular joint. rating of perceived exertion (RPE): self-assessment scale that rates symptoms of breathlessness and fatigue. reps (or repetitions): in weight training, multiple performances of a movement or an exercise. reversibility principle: idea that the physical benefits of exercise are lost through disuse or inactivity. sets: in weight training, multiples of repetitions of the same movement or exercise. skill-related fitness: physical fitness involving optimal levels of balance, speed, agility, power, coordination, and reaction time. static flexibility: ability to assume and maintain an extended position at one endpoint in a joint‘s range of motion. static stretching: stretching technique in which a gradual stretch is held for a short time of 10 to 30 seconds. [return to top]

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

II.

III.

IV.

V.

The Dangers of Inactivity (LO 7.2, PPT slide 3) A. Knowledge Check 1. For Every 30 Minutes of Sitting, How Much Exercise Is Recommended? Duration 3 minutes Physical Fitness (LO 7.1, PPT slide 7) A. Fitness and the Dimensions of Health 1. Physical 2. Emotional 3. Social 4. Intellectual 5. Occupational 6. Spiritual 7. Environmental B. Working Out on Campus Exercise A. Polling Activity 1. What Motivates You to Exercise? Duration 4 minutes B. The Benefits of Exercise 1. Longer and Healthier Life 2. Healthier Heart and Blood Vessels 3. Healthier Lungs 4. Protection against Cancer 5. Better Bones 6. Lower Weight 7. Better Mental Health and Functioning 8. Benefits for Students 9. Brighter Mood and Less Stress 10. Enhanced Sexuality 11. Discussion Activity 1. Benefits of Exercise and Priorities. Duration 3 minutes Physical Activity Guidelines for Americans (LO 7.2, PPT slide 14) A. Discussion Activity 2. How Much Exercise Do You Need and Barriers to Achieving This? Duration 10 minutes The Principles of Exercise (LO 7.4, PPT slide 20) A. Overload Principle B. FITT-VP 1. Frequency 2. Intensity 3. Time (Duration) 4. Type (Specificity) 5. Volume 6. Progression C. Reversibility Principle

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

VI. VII.

VIII.

IX.

D. Knowledge Check 2. Use It or Lose It. Duration 3 minutes Improving Cardiorespiratory Fitness (LO 7.5, PPT slide 24) Monitoring Exercise Intensity (LO 7.4-7.6, PPT slide 26) A. High-Tech Gadgets B. Non-tech Methods 1. Target Heart Rate 2. The Karvonen Formula 3. Rating of Perceived Exertion C. Designing an Aerobic Workout 1. Warm-up 2. Aerobic Activity 3. Cooldown D. Your Long-Term Fitness Plan E. Aerobic Exercise Options 1. Fitness Walking 2. Jogging and Running 3. High-Intensity Interval Training 4. Other Aerobic Activities 5. Discussion Activity 3. What Are Examples of Aerobic Exercise. Duration 4 minutes Building Muscular Fitness (LO 7.6, PPT slide 30) A. Muscles at Work B. Designing a Resistance Training Program 1. Free Weights versus Machines C. Recovery D. Core Strength Conditioning E. Muscle Dysmorphia F. Exercise Addiction G. Drugs Used to Boost Athletic Performance 1. Anabolic Steroids 2. Androstenedione (―Andro‖) 3. Creatine 4. Human Growth Hormone and Erythropoietin (EPO) 5. GBL (Gamma Butyrolactone) 6. Ergogenic Aids H. Polling Activity 2. Which Type of Physical Activity Do You Like Best? Duration 5 minutes Becoming More Flexible (LO 7.7, PPT slide 34) A. The Benefits of Flexibility 1. Prevention of Injuries 2. Relief of Muscle Strain 3. Relaxation 4. Improved Functional Fitness 5. Improved Posture B. Stretching 1. Stretching Techniques a. Static Stretching

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

X.

XI.

XII.

XIII.

b. Passive Stretching c. Active Stretching d. Dynamic Stretching e. Ballistic Stretching 2. Stretching and Warming Up 3. Stretching and Athletic Performance Total Body Approaches to Fitness (LO 7.8, PPT slide 35) A. Yoga B. Pilates C. T‘ai Chi Keeping Your Back Healthy (LO 7.9, PPT slide 36) A. Polling Activity 3. Low Back Pain. Duration 3 minutes B. Evaluating Fitness Products and Programs (LO 7.11, PPT slide 38) C. Fitness Centers Sports Nutrition (LO 7.10, PPT slide 36) A. Water B. Sports Drinks C. Dietary Supplements Safe and Healthy Workouts (LO 7.11, PPT slide 38) A. Temperature 1. Heat Cramps 2. Heat Exhaustion 3. Heat Stroke 4. Protecting Yourself from Cold B. Exercise Injuries 1. Price 2. Overtraining

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Muscle Strength and Aerobic Exercise. Duration 10 minutes. LO 7.5 and 7.6 a. Information: Muscle-strengthening activities, such as weightlifting and core training, increase skeletal muscle strength, power, endurance, and mass. For substantial health benefits, adults should do at least 150 minutes a week of moderate-intensity or 75 minutes a week of vigorous-intensity aerobic physical activity or an equivalent combination of moderate- and vigorous-intensity aerobic activity. ACSM recommends episodes of at least 10 minutes at intervals throughout the day to total the recommended amount. b. Question: Discuss the value of muscle strength and aerobic exercise. Define and differentiate between isometric, isotonic, and isokinetic exercises. i.

Answer: Exercise in general has the goal of helping you remain healthier, avoid chronic diseases, and live longer. Aerobic exercise helps your heart

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

ii.

muscles become stronger and pump blood more efficiently. If you don‘t use muscles, they atrophy, weaken, or break down. If you use them rigorously and regularly, they grow stronger. The only way to develop muscular strength and endurance is by demanding more of them than you usually do. isokinetic: having the same force; exercise with specialized equipment that provides resistance equal to the force applied by the user throughout the entire range of motion. isometric: of the same length; exercise in which muscles increase their tension without shortening in length, such as when pushing an immovable object. isotonic: having the same tension or tone; exercise requiring the repetition of an action that creates tension, such as weightlifting or calisthenics.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

2. Students Need Exercise. Duration 12 minutes. LO 7.1, 7.2, 7.3 a. Information: Students find themselves busy with classes and other commitments and devote less time to physical activity. This pattern often continues throughout life. b. Question: Discuss college students and exercise, highlighting some of the reasons students do and do not exercise. Ask the class if they can add any reasons. Now ask the class what college students can do to overcome some of the barriers to achieving regular exercise. What are some of their beliefs about the value of exercise in their lives? i.

Answer: There will be varying answers based on the class response to these questions. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1: Fitness Technology—LO 7.2, 7.3, 7.5 A. Face-to-face class Purpose: To demonstrate the wide variety of technology-related fitness applications and websites that are available Duration: 50 minutes Introduction: Through technology, students can track their progress, create personal fitness programs, and stay motivated.

Method: 1. At the end of a class period, provide a list of smartphone apps or websites that students can use to help track their fitness goals.

2. Students are to explore one or more of these apps prior to the next class period.

3. During the next class period, the instructor or students share the apps that have been explored.

4. Have students break out into groups to discuss the pros and cons of the app of their choice.

Discussion: 1. Each group is to present the pros and cons to the class.

2. Discuss how technology can help students to achieve fitness goals.

3. Identify the pros and cons of each app/website. What would determine a student‘s likelihood of using an app? What factors would make it ―worth it‖?

4. Have the class vote on which they would be most likely to use.

B. Online class Purpose: To demonstrate the wide variety of technology-related fitness applications and websites that are available Duration: 50 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 7: Physical Activity and Fitness

Introduction: Through technology, students can track their progress, create personal fitness programs, and stay motivated.

Method: 1. Create an assignment in the LMS where students are to explore at least one fitness app.

The instructor can provide a list of smartphone apps or websites that students can use to help track their fitness goals, or students can find an app on their own to explore.

2. For this assignment, have students: a. Discuss how technology can help students to achieve fitness goals. b. Present the pros and cons of the app/website of their choice. c. Explain what would determine a student‘s likelihood of using an app.

3. In the LMS have students vote on which they would be most likely to use. [return to top]

ADDITIONAL RESOURCES The following are relevant videos from the External YouTube Playlist in the MindTap and answers to the review questions at the end of the chapter.

EXTERNAL PLAYLIST: 













What yoga does for your brain—Krishna Sudhir. Duration 6:01 minutes. https://www.youtube.com/watch?v=_8kV4FHSdNA&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=67 Healthy Heart: why you should be physically active and avoid a sedentary lifestyle. Duration 1:33 minutes. https://www.youtube.com/watch?v=-kG41p8vSOU&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=37 Physical activity can offset the health risks of prolonged sitting. CBS News. Duration 2:04 minutes. https://www.youtube.com/watch?v=REnYChl8GXQ&list=PLt3y8PG1iI957a5_ORx9U4jaj U-fUdk-e&index=38 Core Strengthening | Duke Health. Duration 2:34 minutes. https://www.youtube.com/watch?v=Lj0q_L2U7EQ&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=41 Physical Activity and Cardiorespiratory Fitness. AHA. Duration 6:13 minutes. https://www.youtube.com/watch?v=1DloJanE-OQ&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=39 Nutrition is key to sports performance | Ohio State Medical Center. Duration 2:15 minutes. https://www.youtube.com/watch?v=3XMh6f0xB7A&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=42 Heart Health Exercise Tips: Exercising in hot weather. Duration 2:07 minutes. https://www.youtube.com/watch?v=inrX6Ty90XM&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=43

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 8: Communicating and Connecting

REVIEW QUESTION ANSWER KEY: 1. a. LO 7.1 2. b. LO 7.1 3. b. LO 7.2 4. d. LO 7.3 5. c. LO 7.3 6. b. LO 7.4 7. b. LO 7.4 8. b. LO 7.5 9. b. LO 7.6 10. d. LO 7.6 11. b. LO 7.7 12. b. LO 7.7 13. a. LO 7.8 14. c. LO 7.8 15. c. LO 7.9 16. c. LO 7.9 17. a. LO 7.10 18. b. LO 7.10 19. d. LO 7.11 20. a. LO 7.11 21. c. LO 7.11 [return to top]

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 8: Communicating and Connecting

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 68 Chapter Objectives ................................................................................................................................... 68 Complete List of Chapter Activities and Assessments........................................................................... 68 Key Terms.................................................................................................................................................. 69 Chapter Outline ........................................................................................................................................ 70 Additional Discussion Questions ............................................................................................................. 71 Additional Activities and Assignments ................................................................................................... 72 Additional Resources ................................................................................................................................ 74 External Playlist: ..................................................................................................................................... 74 Review Question Answer Key:................................................................................................................. 74

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 8: Communicating and Connecting

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 8: Communicating and Connecting

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to help students recognize that social health can enrich their lives through healthy relationships. The ability to communicate, develop satisfying relationships, and live in harmony with others is an important factor contributing to social health.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9

Explain the meaning of the term social health, using examples.

Outline various ways of communicating.

Examine how relationships contribute to the social health of individuals.

Evaluate the impact of modern technology on communicating.

Identify current trends in dating among young people.

Explain the significance of love to an individual‘s well-being.

Summarize the impact of dysfunctional relationships.

Describe the trends, factors, and forms of long-term partnering in America.

Summarize the changes that have taken place in the American household over time.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class based on your objectives.

Chapter Objective 8.2 8.2 8.3 8.4 and 8.5 8.4 and 8.5 8.6 8.7 8.8 8.9 8.1–8.9 8.1–8.9 Multiple Los Multiple LOs 8.1–8.9 8.7 8.6 8.6

Activity/Assessment Polling Activity 1 Think–Pair–Share Activity 1 Think–Pair–Share Activity 2 Polling Activity 2 Knowledge Check 1 Discussion Activity 1 Knowledge Check 2 Knowledge Check 3 Knowledge Check 4 MindTap Chapter 8 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 8 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 8 Self-Survey

Source (i.e., PPT slide, if applicable) PPT Slide 8 PPT Slide 10 PPT Slide 13 PPT Slide 15 PPT Slides 17 and 18 PPT Slide 23 PPT Slides 28 and 28 PPT Slides 35 and 36 PPT Slides 39 and 40 MindTap MindTap

Duration

MindTap MindTap Text Text, page 270 Text, page 280

Varied Varied 1–5 minutes each 4 minutes 5 minutes

Text, page 281

10 minutes

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3 minutes 8 minutes 10 minutes 5 minutes 3 minutes 6 minutes 5 minutes 5 minutes 5 minutes 30 minutes 30 minutes

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 8: Communicating and Connecting

8.1–8.9 8.2 8.4 8.1

Chapter 8 Review Questions Discussion: Differences in How Men and Women Communicate Discussion: Pros and Cons of Using Social Media Importance of Healthy Relationships

Text, pages 281–283 Instructor Manual

17 minutes 10 minutes

Instructor Manual

15 minutes

Instructor Manual

20–50 minutes

[return to top]

KEY TERMS altruism: acts of helping or giving to others without thought of self-benefit. blended families: families formed when one or both of the partners bring children from a previous union to the new marriage. codependency: emotional and psychological behavioral pattern in which the spouses, partners, parents, children, and friends of individuals with addictive behaviors allow or enable their loved ones to continue their self-destructive habits. cohabitation: two people living together as a couple, without official ties such as marriage. cyberbullying: deliberate, repeated, and hostile actions that use information and communication technologies, including online web pages and text messages, with the intent of harming others by means of intimidation, control, manipulation, false accusations, or humiliation. cyberstalking: form of cyberbullying that uses online sites, Twitter, e-mail messages, and social media to harass victims and try to damage their reputation or turn others against them. dysfunctional: characterized by negative and destructive patterns of behavior between partners or between parents and children. families: groups of people united by marriage, blood, or adoption—each residing in the same household; maintaining a common culture; and interacting with one another on the basis of their roles within the group. intimacy: state of closeness between two people, characterized by the desire and ability to share one‘s innermost thoughts and feelings with each other either verbally or nonverbally. same-sex marriage: governmentally, socially, or religiously recognized marriage in which two people of the same sex live together as a family. self-disclosure: sharing personal information and experiences with others that they would not otherwise discover; self-disclosure involves risk and vulnerability. social anxiety disorder: fear and avoidance of social situations. social contagion: process by which friends, friends of friends, acquaintances, and others in our social circle influence our behavior and our health—both positively and negatively. [return to top]

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 8: Communicating and Connecting

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

II.

III.

IV.

V.

VI.

The Social Dimension of Health (LO 8.1, PPT slides 3–5) A. Social Health 1. Refers to the ability to interact effectively with other people and with the social environment, to develop satisfying interpersonal relationships, and to fulfill social roles Communicating (LO 8.2, PPT slides 6–10) A. Learning to Listen B. Being Agreeable but Assertive 1. Polling Activity 1. Strategies to Assert Yourself. Duration 3 minutes C. How Men and Women Communicate D. Nonverbal Communication 1. Think–Pair–Share Activity 1. Wearing a Mask and Communication. Duration 10 minutes Forming Relationships (LO 8.3, 8.4, 8.5, PPT slides 11–18) A. Friendship B. Loneliness C. Shyness and Social Anxiety Disorder D. Building a Healthy Community 1. Think–Pair–Share Activity 2. No Man Is an Island. Duration 8 minutes E. Doing Good Living in a Wired World A. Polling Activity 2. Why Use Social Networks. Duration 5 minutes B. Social Networking on Campus C. Self-Disclosure and Privacy in a Digital Age D. Digital Dating 1. Knowledge Check 1. First Meeting and Online Dating. Duration 3 minutes E. Problematic Smartphone and Internet Use Loving and Being Loved (LO 8.6, PPT slides 19–23) A. Intimate Relationships B. What Attracts Two People to Each Other?

C. Infatuation D. The Science of Romantic Love 1. A Psychological View 2. A Biochemical View E. Mature Love F. Discussion Activity 1. Loving Relationships. Duration 8 minutes Dysfunctional Relationships (LO 8.7, PPT slides 24–29) A. Intimate Partner Violence B. Emotional Abuse C. Codependency 1. Signs of Codependency

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 8: Communicating and Connecting

VII.

VIII.

2. Enabling D. When Love Ends E. Knowledge Check 2. Unhealthy Dynamics. Duration 5 minutes Partnering across the Life Span (LO 8.8, PPT slides 30–36) A. The New Transition to Adulthood B. Cohabitation C. Marriage 1. Preparing for Marriage 2. The Benefits of Marriage 3. Same-Sex Marriage D. Knowledge Check 3. Health-Related Benefits of Long-Lasting Relationships. Duration 5 minutes E. Issues Couples Confront F. Divorce Family Ties (LO 8.9, PPT slides 37–40) A. Diversity within Families B. Unmarried Parents C. Knowledge Check 4. Families in the United States. Duration 5 minutes

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Differences in How Men and Women Communicate. Duration 10 minutes. LO 8.2 a. Information: Differences in communication start early. By age 1, boys make less eye contact than girls and pay more attention to moving objects like cars than to human faces.

Both mothers and fathers talk less about feelings to sons than daughters, and boys‘ vocabularies include fewer ―feeling‖ words. On the playground, if not at home, boys learn to choke back tears and show no fear. Their faces—once as openly emotional as girls‘—become less expressive as they move through the elementary school years. As adults, men use fewer words and talk, at least in public, as a means of putting themselves in a one-up situation—unlike women, who talk to draw others closer. Even with friends, men mainly swap information as they talk shop, sports, cars, and computers. b. Question: Discuss the differences between the way men and women communicate. Ask students to share their experiences communicating with the opposite sex. i.

Answer: The student responses will be vary based on their own experiences.

On pages 235 and 236 there are some communication examples of men and women.

2. Discussion: Pros and Cons of Using Social Media. Duration 15 minutes. LO 8.4 a. Information: College-age young adults may be the most wired age group. More than 9 in 10 college students maintain a social networking profile, with TikTok and Instagram topping the most popular choice list. In various studies college students aged 18 to 24 spend from 32 to 46 hours a month online; those aged 25 to 34 spend 35.8 hours online.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 8: Communicating and Connecting

Traditional-age college students, the first digital natives who have grown up with technology, may be the most active users of online social networks. More than 9 in 10 maintain a profile on a social network. b. Question: Discuss Social Networking. Have students give the pros and cons of using social networks in their own lives. i.

Answer: The student responses will varybased on their own experiences.

Undergraduates say that social networking is helpful for communication and information gathering and that it positively influences their academic work.

However, students also reported that social networking had a negative impact on their social interactions, emotional health, and work completion, although younger students reported greater negative effects on work completion.

Students also reported that social networking can be addictive, distractive, and a threat to their privacy. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity: Relationships—LO 8.1 A. Face-to-face class Purpose: To assist students in identifying the importance of reflecting upon their current and past relationships.

Duration: 20 minutes Introduction: Introduce students to the importance of healthy relationships.

Method: Have students identify the five most important people over the past 5 years of their lives. Ask students to categorize their relationships as positive/healthy or negative/unhealthy.

Discussion: 1. Ask students to share examples of the positive and/or negative ways people have influenced their lives.

2. Have students reflect on their past experiences and identify ways to choose healthy relationships and/or maintain healthier relationships.

3. Relate relationships to overall health.

B. Online class Purpose: To assist students in identifying the importance of reflecting on their current and past relationships.

Duration: 50 minutes Introduction: Have students read the Social Dimension of Health section in the chapter, as an introduction to the importance of supportive relationships.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 8: Communicating and Connecting

Method: In the LMS, assign a written assignment. Students are to write about the following: 1.

2.

3.

4.

Identify the five most important people over the past 5 years of their lives.

Categorize their relationships as positive/healthy or negative/unhealthy.

Share examples of the positive and/or negative ways people have influenced their lives.

Reflect on their past experiences and identify ways to choose healthy relationships and/or maintain healthier relationships.

5. Relate relationships to overall health. [return to top]

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 9: Sexual Health

ADDITIONAL RESOURCES The following are relevant videos from the External YouTube Playlist in the MindTap and answers to the review questions at the end of the chapter.

EXTERNAL PLAYLIST: 





How‘s your social health? Let‘s test it | Dr. Shields | TEDxSaltLakeCity. Duration 12:33 minutes. https://www.youtube.com/watch?v=bfCZBXQYSlw&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=44 Social Support & Wellness | Chandra Story | TEDxOStateU. Duration 7:49 minutes. https://www.youtube.com/watch?v=PQBin3EL67M&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=45 Psychological abuse—caught in harmful relationships | Signe M. Hegestand | TEDxAarhus.

Duration 11:34 minutes. https://www.youtube.com/watch?v=9fYyVUXFZ3U&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=46

REVIEW QUESTION ANSWER KEY: 18. d. LO 8.1 19. b. LO 8.1 20. a. LO 8.2 21. b. LO 8.2 22. b. LO 8.3 23. c. LO 8.3 24. a. LO 8.4 25. d. LO 8.4 26. d. LO 8.5 27. a. LO 8.6 28. b. LO 8.6 29. b. LO 8.7 30. b. LO 8.7 31. d. LO 8.8 32. b. LO 8.8 33. d. LO 8.9 34. a. LO 8.9 [return to top]

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 9: Sexual Health

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 9: Sexual Health

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 76 Chapter Objectives ................................................................................................................................... 76 Complete List of Chapter Activities and Assessments........................................................................... 76 Chapter Outline ........................................................................................................................................ 80 Additional Discussion Questions ............................................................................................................. 82 Additional Activities and Assignments ................................................................................................... 83 Additional Resources ................................................................................................................................ 84 External Playlist: ..................................................................................................................................... 84 Review Question Answer Key:................................................................................................................. 84

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to introduce students to sexual responsibility and their need to learn about their bodies, their partners‘ bodies, their sexual development and preferences, and the health risks associated with sexual activity. This chapter introduces the sexual self and explores sexual issues in today‘s world. It provides the information and insight they need to make responsible decisions for all concerned and engage in safe behaviors.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10

Describe a person‘s sexual health, their sexual anatomy, and the role of sex hormones in the development of gender identities.

Specify the aspects of healthy sexual relationships that lead toward responsible sexuality.

Summarize the sexual practices of college students.

Discuss sexual diversity in human beings.

Outline the major types of sexual activity.

Describe the stages of sexual response.

Assess the impact of sexual victimization and violence.

Describe some approaches that can help victims of sexual assault.

Identify the risk factors and characteristics of sexually transmitted infections and diseases.

Review the signs, symptoms, and treatment of common sexually transmitted diseases.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class.

Chapter Objective 9.4 9.2 and 9.3 9.10 9.9 and 9.10 9.1–9.10 9.1–9.10 Multiple LOs Multiple LOs 9.1–9.10 9.2, 9.7, and 9.9–9.10 9.8 9.9

Activity/Assessment Discussion Activity Polling Activity 1 Polling Activity 2 Knowledge Check MindTap Chapter 9 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 9 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 9 Self-Survey

Source (i.e., PPT slide, if applicable) PPT Slide 11 PPT Slide 16 PPT Slide 32 PPT Slide 37 MindTap MindTap

Duration

MindTap MindTap Text Text, pages 273, 290, 302

Varied Varied 1–5 minutes each 10 minutes each

Text, pages 309–310

10 minutes

Text, pages 310–311

20 minutes

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7 minutes 5 minutes 5 minutes 5 minutes 30 minutes 30 minutes

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9.1–9.10 9.5 9.1 9.2, 9.3, 9.5, and 9.7 9.9 and 9.10

Chapter 9 Review Questions Discussion: Outercourse Discussion: Hormones and the Menstrual Cycle Safer Sex Communication

Text, pages 311–313 Instructor Manual Instructor Manual

30 minutes 15 minutes 20 minutes

Instructor Manual

30–50 minutes

And the Band Played On

Instructor Manual

180 minutes

[return to top] abstinence: voluntarily refraining from sexual intercourse. amenorrhea: absence or suppression of menstruation. asexual: without sexual feelings or desires. bisexuality: sexual attraction to both males and females. celibacy: abstention from sexual activity; can be partial or complete, permanent or temporary. cervix: narrow, lower end of the uterus that opens into the vagina. circumcision: surgical removal of the foreskin of the penis. cisgender: person whose sense of personal identity and gender corresponds with the individual‘s birth sex. clitoris: small erectile structure on the female, corresponding to the penis on the male.

Cowper’s glands: two small glands that discharge into the male urethra; also called bulbourethral glands. cunnilingus: sexual stimulation of a woman‘s genitals by means of oral manipulation. dysmenorrhea: painful menstruation. dyspareunia: sexual difficulty in which a woman experiences pain during sexual intercourse. ejaculation: expulsion of semen from the penis. ejaculatory ducts: canal connecting the seminal vesicles and vas deferens. endocrine system: group of ductless glands that produce hormones and secrete them directly into the blood for transport to target organs. endometrium: mucous membrane lining the uterus. epididymis: portion of the male duct system in which sperm mature. erectile dysfunction (ED): consistent inability to maintain a penile erection sufficient for adequate sexual relations. erogenous: sexually sensitive. estrogen: female sex hormone that stimulates female secondary sex characteristics.

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fallopian tubes: pair of channels that transport ova from the ovaries to the uterus; the usual site of fertilization. fellatio: sexual stimulation of a man‘s genitals by means of oral manipulation. gender: maleness or femaleness, as determined by a combination of anatomical and physiological factors, psychological factors, and learned behaviors. gender congruence: feeling of harmony within one‘s gender though appearance, sense of identity, and social recognition. gender identity: individual‘s perception of having a particular gender, which may or may not correspond with the person‘s birth sex. gonadotropins: gonad-stimulating hormones produced by the pituitary gland. heterosexual: primary sexual orientation toward members of the other sex. homosexual: those with primary sexual orientation toward members of the same sex. hooking up: experience in which partners engage in intimate behaviors without explicit expectation of future romantic commitment. hormones: substances released in the blood that regulate specific bodily functions. intercourse: sexual stimulation by means of entry of the penis into the vagina; coitus. intersex: any variation where a person is born with reproductive anatomy that does not clearly and exclusively fit the box of ―male‖ or ―female.‖ intimacy: state of closeness between two people, characterized by the desire and ability to share one‘s innermost thoughts and feelings with each other either verbally or nonverbally. labia majora: fleshy outer folds that border the female genital area. labia minora: fleshy inner folds that border the female genital area. luteum: yellowish mass of tissue that is formed, immediately after ovulation, from the remaining cells of the follicle; it secretes estrogen and progesterone for the remainder of the menstrual cycle. masturbation: manual (or nonmanual) self-stimulation of the genitals, often resulting in orgasm. menarche: onset of menstruation at puberty. menstruation: discharge of blood from the vagina as a result of the shedding of the uterine lining at the end of the menstrual cycle. mons pubis: rounded, fleshy area over the junction of the female pubic bones. orgasm: series of contractions of the pelvic muscles occurring at the peak of sexual arousal. ovulation: release of a mature ovum from an ovary approximately 14 days prior to the onset of menstruation. ovum (plural, ova): female gamete (egg cell).

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pansexual: those who experience emotional, physical, sexual, and/or romantic attraction for members of all gender identities/expressions. penis: male organ of sex and urination. perineum: area between the anus and vagina in the female and between the anus and scrotum in the male. premature ejaculation: sexual difficulty in which a man ejaculates so rapidly that his partner‘s satisfaction is impaired. premenstrual syndrome (PMS): disorder that causes physical discomfort and psychological distress prior to a woman‘s menstrual period. progesterone: female sex hormone that stimulates the uterus, preparing it for the arrival of a fertilized egg. prostate gland: structure surrounding the male urethra that produces a secretion that helps liquefy the semen from the testes. refractory period: period of time following orgasm during which a male cannot experience another orgasm. scrotum: external sac or pouch that holds the testes. secondary sex characteristics: physical changes associated with maleness or femaleness, induced by the sex hormones. semen: viscous whitish fluid that is the complete male ejaculate; a combination of sperm and secretions from the prostate gland, seminal vesicles, and other glands. seminal vesicles: glands in the male reproductive system that produce the major portion of the fluid of semen. sex: maleness or femaleness, resulting from genetic, structural, and functional factors. sexual dysfunction: inability to react emotionally and/or physically to sexual stimulation in a way expected of the average healthy person or according to one‘s own standards. sexual health: integration of the physical, emotional, intellectual, social, and spiritual aspects of sexual being in ways that are positively enriching and that enhance personality, communication, and love. sexuality: behaviors, instincts, and attitudes associated with being sexual. sexual orientation: direction of an individual‘s sexual interest, either to members of the opposite sex or to members of the same sex. sperm: male gamete produced by the testes and transported outside the body through ejaculation. testes (singular, testis): male sex organs that produce sperm and testosterone. testosterone: male sex hormone that stimulates male secondary sex characteristics. toxic shock syndrome (TSS): disease characterized by fever, vomiting, diarrhea, and often shock, caused by a bacterium that releases toxic waste products into the bloodstream. transgender: having a gender identity opposite one‘s biological sex.

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urethra: canal through which urine from the bladder leaves the body; in the male, also serves as the channel for seminal fluid. urethral opening: outer opening of the thin tube that carries urine from the bladder. uterus: female organ that houses the developing fetus until birth. vagina: canal leading from the exterior opening in the female genital area to the uterus. vaginismus: sexual difficulty in which a woman experiences painful spasms of the vagina during sexual intercourse. vas deferens: two tubes that carry sperm from the epididymis into the urethra. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

II.

III. IV. V.

VI.

Sexual Health (LO 9.1, PPT slides 3–4) A. Sexuality and the Dimensions of Health 1. Physical 2. Emotional 3. Social 4. Intellectual 5. Spiritual 6. Environmental Women‘s Sexual Health (LO 9.1, PPT slides 5–7) A. Female Sexual Anatomy B. The Menstrual Cycle 1. Premenstrual Syndrome 2. Menstrual Cramps 3. Amenorrhea 4. Toxic Shock Syndrome Men‘s Sexual Health (LO 9.1, PPT slides 8–9) A. Male Sexual Anatomy The Gender Spectrum. (LO 9.4, PPT slides 10–12) A. Discussion Activity. Gender Role Development. Duration 7 minutes Responsible Sexual Behavior (LO 9.2, PPT slides13–14) A. Creating a Sexually Healthy Relationship B. Making Sexual Decisions C. Saying No to Sex Sexual Behavior (LO 9.2, 9.3, and 9.4, PPT slides 15–16) A. Sexual Initiation: ―Having Sex‖ for the First Time B. Sex on Campus C. Hooking Up

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VII. VIII.

IX.

X.

XI.

XII.

XIII. XIV.

D. Friends with Benefits E. Choosing Sexual Partners F. Romantic Relationships G. Polling Activity 1. Safety in the Hookup Era. Duration 5 minutes Sex in America (LO 9.3, PPT slides 17–18) Sexual Diversity (LO 9.4, PPT slides 17–18) A. Heterosexuality B. Homosexuality 1. Coming Out C. Bisexuality and Pansexuality D. Asexuality Sexual Activity (LO 9.5 and 9.6, PPT slides 19–22) A. Celibacy B. Abstinence C. Fantasy D. Pornography E. Masturbation F. Nonpenetrative Sexual Activity (Outercourse) G. Intercourse H. Oral Sex I. Anal Stimulation and Intercourse J. Sexual Response 1. Excitement 2. Plateau 3. Orgasm 4. Resolution 5. Other Models of Sexual Response K. Sexual Concerns Sexual Violence (LO 9.7 and 9.8, PPT slides 23–24) A. Sexual Harassment B. Intimate Partner (Dating) Violence C. Sexual Assault D. What to Do in Case of Sexual Assault E. Helping the Victims of Sexual Violence Sexually Transmitted Infections and Diseases (LO 9.9 and 9.10, PPT slides 25–28) A. Risk Factors for Sexually Transmitted Infections B. Screening for Sexually Transmitted Infections The ABCs of Safer Sex (LO 9.10, PPT slides 29–32) A. A Is for Abstain B. B Is for Be Faithful C. C Is for Condoms D. Sex Differences and STIs STIs on Campus (LO 9.9–9.10, PPT slides 31–32) A. What College Students Don‘t Know about STIs Common STIs and STDs (LO 9.10, PPT slides 33–34) A. Human Papillomavirus 1. Polling Activity 2. Hepatitis B and HPV Vaccinations. Duration 5 minutes

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XV.

B. Genital Herpes C. Chlamydia D. Pelvic Inflammatory Disease E. Gonorrhea F. Syphilis G. Pubic Lice and Scabies H. Trichomoniasis I. Bacterial Vaginosis HIV and AIDS (LO 9.10, PPT slides 35–38) A. Who Is at Risk?

B. Sexual Transmission C. Nonsexual Transmission D. Preventing HIV Infection E. Recognizing and Treating HIV/AIDS F. Knowledge Check. HIV. Duration 5 minutes

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Outercourse. Duration 15 minutes. LO 9.5 a. Information: Various pleasurable behaviors can lead to orgasm with little risk of pregnancy or STI. b. Question: Ask students what the term outercourse refers to. Discuss forms of outercourse and how they can (or can‘t) be used: to prevent pregnancy, to protect against STIs, and/or for moral or religious reasons. Does it effectively guard against STIs? i. Answer: The options for ―outercourse‖ include kissing, hugging, and touching but do not involve mouth-to-genital or penetrative sexual contact. Hence, there is no risk of STIs or pregnancy.

2. Discussion: Hormones and the Menstrual Cycle. Duration 20 minutes. LO 9.1 a. Information: Women with premenstrual syndrome (PMS) experience bodily discomfort and emotional distress for up to 2 weeks, from ovulation until the onset of menstruation.

As many as 95 percent of menstruating women report one or more premenstrual symptoms; fewer than 10 percent experience disabling, incapacitating symptoms. Among the factors linked with premenstrual symptoms in college students are stress, sleep quality, and higher rates of psychological disorders. b. Question: Have students briefly discuss the interaction of hormones and their effect on the menstrual cycle. Discuss why some people attribute certain behaviors to menstruation—for example, moodiness and irritability. Is this possible? Why or why not?

How do men‘s and women‘s attitudes about menstruation differ? i. Answer: Once dismissed as a psychological problem, PMS has been recognized as a very real physiological disorder that may be caused by various factors. These factors are identified on pages 267–269. There will be various

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answers regarding the differences between men‘s and women‘s attitudes about menstruation. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1: Safer Sex Communication—LO 9.2, 9.3, 9.5 and 9.7 Face-to-face and online classes Purpose: To help students learn to communicate with potential partners about safer sex practices Duration: 20–50 minutes Method: 1. Students are to select an issue that may relate to their having safer sex via communication. Students can respond to the following: a. You are a heterosexual female in a new relationship, and you need to tell your male partner that you will not have sex without a condom. b. You are a homosexual male in a new relationship, and you need to tell your male partner that you will not have sex without a condom. c. You are bisexual, and you want to discuss birth control options with your partner.

2. The student will respond either verbally in class or in the discussion forum to one of the above. They are to pretend that the person with whom they are talking is their partner and they are to discuss their concerns about having unprotected sex. Ask students to dream up a challenging situation that could be ―real‖ to some.

Discussion: 1. Either in class or in the discussion forum, they are to identify what approaches appear to be most successful and which appear to be least successful.

2. What responses did they expect to hear, and what surprised them?

3. What communication methods to them appeared to improve the likelihood that the partners will understand each other and be open to discussing safer sex practices?

Activity 2: And the Band Played On—LO 9.9 and 9.10 Face-to-face and online classes Purpose: To understand the history of HIV/AIDS and the application of epidemiology Duration: 3 hours Introduction: Introduce the concepts and content of the activity.

Method: View the movie And the Band Played On.

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Discussion Questions: For a face-to-face class, have an in-class discussion or make this an online assignment in the LMS. 1. How are infections such as HIV studied?

2. What role has the government played in the study of HIV/AIDS? Did it do everything it could have done? Why or why not?

3. What role did the media play in treating HIV in the early stages? Was this role positive or negative?

4. Why do you think our society is currently experiencing an increase in HIV infection?

5. Who do you think is most at risk of contracting HIV/AIDS? [return to top]

ADDITIONAL RESOURCES The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

EXTERNAL PLAYLIST: 













Let‘s Talk About Sexual Health, CDC. Duration 5:08 minutes. https://www.youtube.com/watch?v=dvmb9eUu0p4&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=47 How sexual assault changes your dating and sex life. Duration 3:10 minutes. https://www.youtube.com/watch?v=63dhNHC_n6M&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=48 Is Sex the Glue in Our Relationships? Duration 9:36 minutes. https://www.youtube.com/watch?v=qLkG8fFMpF0&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=49 Now This: Men to the #MeToo Frontline. Duration 12:41 minutes. https://www.youtube.com/watch?v=kXbLaj-TLm0&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=50 What is an STI? Duration 3:20 minutes. https://www.youtube.com/watch?v=vYtV_Hf29RE&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=54 Lowering Your Risk for Sexually Transmitted Infections (STIs). Duration 3:41 minutes. https://www.youtube.com/watch?v=xOKdUgWKig&list=PLt3y8PG1iI957a5_ORx9U4jajU-fUdk-e&index=55 The most common STI in the world. Duration: 4:28 minutes. https://www.youtube.com/watch?v=KOzbNhEHhQ&list=PLt3y8PG1iI957a5_ORx9U4jajU-fUdk-e&index=56

REVIEW QUESTION ANSWER KEY: 1. a. LO 9.1 2. d. LO 9.1 3. a. LO 9.1

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4. b. LO 9.1 5. d. LO 9.1 6. d. LO 9.2 7. d. LO 9.2 8. d. LO 9.3 9. b. LO 9.3 10. d. LO 9.4 11. c. LO 9.4 12. b. LO 9.4 13. b. LO 9.5 14. a. LO 9.5 15. a. LO 9.6 16. c. LO 9.6 17. b. LO 9.6 18. c. LO 9.7 19. b. LO 9.8 20. c. LO 9.9 21. c. LO 9.9 22. c. LO 9.9 23. b. LO 9.9 24. a. LO 9.9 25. d. LO 9.9 26. b. LO 9.9 27. a. LO 9.10 28. c. LO 9.10 [return to top]

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 10: Safer Sex and Reproductive Options

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 87 Chapter Objectives ................................................................................................................................... 87 Complete List of Chapter Activities and Assessments........................................................................... 88 Key Terms.................................................................................................................................................. 88 Chapter Outline ........................................................................................................................................ 91 Additional Discussion Questions ............................................................................................................. 92 Additional Activities and Assignments ................................................................................................... 93 Additional Resources ................................................................................................................................ 94 External Playlist: ..................................................................................................................................... 94

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Review Question Answer Key:................................................................................................................. 94

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to provide information on conception, birth control, abortion, infertility, adoption, and safer sex options.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14

Describe the process of conception, from spermatogenesis to implantation.

Review the reasons for practicing abstinence and nonpenetrative sexual activity.

Summarize the methods, benefits, risks, and use of contraception on campuses.

Explain the advantages and disadvantages of the major types of barrier contraceptives.

Review the types of hormonal contraceptives, their advantages, and their disadvantages.

Describe the fertility awareness methods, as well as their advantages and disadvantages.

Discuss the incidence and use of emergency contraception.

Explain male and female sterilization.

Outline several reasons some individuals and couples choose not to have children.

Discuss the options available when women are faced with an unintended pregnancy.

Compare medical and surgical abortion.

Summarize preconception care, home pregnancy tests, prenatal care, and complications of pregnancy.

Identify the stages of childbirth.

Discuss the causes of infertility and the options available to infertile couples.

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COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class.

Chapter Objective 10.1 10.2 10.3 10.10 10.1–10.14 10.1–10.14 Multiple LOs Multiple LOs 10.1–10.14 10.1–10.7 10.1–10.7 10.1–10.7 10.1–10.14 10.1–10.3

10.2 10.1, 10.9, 10.10

Activity/Assessment Knowledge Check 1 Polling Activity 1 Polling Activity 2 Discussion Activity MindTap Chapter 10 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 10 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 10 Self-Survey Chapter 10 Review Questions Discussion: Communicating about Birth Control with Your Partner Discussion: Outercourse Decision to Have a Baby

Source (i.e., PPT slide, if applicable) PPT Slide 7 PPT Slide 10 PPT Slide 19 PPT Slide 26 MindTap MindTap

Duration

MindTap MindTap Text Text, page 333 Text, page 362

Varied Varied 1–5 minutes each 10 minutes 12 minutes

Text, pages 362–363 Text, pages 363–364 Instructor Manual

10 minutes 17 minutes 15 minutes

Instructor Manual Instructor Manual

15 minutes 50 minutes

8 minutes 6 minutes 3 minutes 8 minutes 30 minutes 30 minutes

[return to top]

KEY TERMS adoption: legal process for becoming the parent to a child of other biological parents. amnion: innermost membrane of the sac enclosing the embryo or fetus. artificial insemination: introduction of viable sperm into the vagina by artificial means for the purpose of inducing conception. barrier contraceptives: birth control devices that block the meeting of egg and sperm, either by physical barriers, such as condoms, diaphragms, or cervical caps, or by chemical barriers, such as spermicide, or both. blastocyst: in embryonic development, a ball of cells with a surface layer and an inner cell mass.

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cervical cap: thimble-size rubber or plastic cap that is inserted into the vagina to fit over the cervix and prevent the passage of sperm into the uterus during sexual intercourse; used with a spermicidal foam or jelly, it serves as both a chemical and a physical barrier to sperm. cesarean delivery: surgical procedure in which an infant is delivered through an incision made in the abdominal wall and uterus. coitus interruptus: removal of the penis from the vagina before ejaculation. combination oral contraceptives (COS): birth control pills that consist of two hormones, synthetic estrogen and progestin, which play important roles in controlling ovulation and the menstrual cycle. conception: merging of a sperm and an ovum. condoms: latex or polyurethane sheaths worn over the penis during sexual acts to prevent conception and/or the transmission of disease; the female condom lines the walls of the vagina. contraception: prevention of conception; birth control. diaphragm: bowl-like rubber cup with a flexible rim that is inserted into the vagina to cover the cervix and prevent the passage of sperm into the uterus during sexual intercourse; used with a spermicidal foam or jelly, it serves as both a chemical and a physical barrier to sperm. ectopic pregnancy: pregnancy in which the fertilized egg has implanted itself outside the uterine cavity, usually in the fallopian tube. embryo: organism in its early stage of development; in humans, the embryonic period lasts from the second to the eighth week of pregnancy. emergency contraception (EC): types of oral contraceptive pills, usually taken after unprotected intercourse or failed birth control, that can prevent pregnancy. fertilization: fusion of sperm and egg nucleus. fetus: human organism developing in the uterus from the ninth week until birth. implantation: embedding of the fertilized ovum in the uterine lining. infertility: inability to conceive a child. intrauterine device (IUD): device inserted into the uterus through the cervix to prevent pregnancy by interfering with implantation. labor: process leading up to birth effacement and dilation of the cervix; the movement of the baby into and through the birth canal, accompanied by strong contractions; and contraction of the uterus and expulsion of the placenta after the birth. laparoscopy: surgical sterilization procedure in which the fallopian tubes are observed with a laparoscope inserted through a small incision, and then cut or blocked. long-acting reversible contraceptives (LARCs): contraceptive devices that provide protection from pregnancy for an extended period without any action by users. Examples include intrauterine devices, injections, and implants.

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medical abortion: method of ending a pregnancy within nine weeks of conception using hormonal medications that cause expulsion of the fertilized egg. minipill: oral contraceptives containing a small amount of progestin and no estrogen, which prevent contraception by making the mucus in the cervix so thick that sperm cannot enter the uterus. miscarriage: pregnancy that terminates before the 20th week of gestation; also called spontaneous abortion. oral contraceptives: preparations of synthetic hormones that inhibit ovulation; also referred to as birth control pills or simply the pill. placenta: organ that develops after implantation and to which the embryo attaches, via the umbilical cord, for nourishment and waste removal. preterm labor: labor that occurs after the 20th week but before the 37th week of pregnancy. progestin-only pill: oral contraceptives containing a small amount of progestin and no estrogen, which prevent contraception by making the mucus in the cervix so thick that sperm cannot enter the uterus. rhythm method: birth control method in which sexual intercourse is avoided during those days of the menstrual cycle in which fertilization is most likely to occur. rubella: infectious disease that may cause birth defects if contracted by a pregnant woman; also called German measles. spermatogenesis: process by which sperm cells are produced. sterilization: surgical procedure to end a person‘s reproductive capability. suction curettage: procedure in which the contents of the uterus are removed by means of suction and scraping. tubal ligation: suturing or tying shut of the fallopian tubes to prevent pregnancy. tubal occlusion: blocking of the fallopian tubes to prevent pregnancy. vaginal contraceptive film (VCF): small dissolvable sheet saturated with spermicide that can be inserted into the vagina and placed over the cervix. vaginal spermicide: substance that kills or neutralizes sperm, inserted into the vagina in the form of a foam, cream, jelly, suppository, or film. vasectomy: surgical sterilization procedure in which each vas deferens is cut and tied shut to stop the passage of sperm to the urethra for ejaculation. zygote: fertilized egg. [return to top]

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CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

II. III.

IV.

V.

VI. VII.

VIII.

Reproductive Responsibility (LO 10.1, 10.2, PPT slides 4–5) A. Anyone who engages in vaginal intercourse must be willing to accept the consequences of this activity.

Consent Conception (LO 10.1, PPT slides 6–8) A. Spermatogenesis B. Fertilization C. Zygote D. Blastocyst E. Implantation Abstinence and Nonpenetrative Sexual Activity (LO 10.2, PPT slides 9–10) A. Abstinence and Its Success Rate for Contraception and Disease Prevention a. Polling Activity 1. Abstinence. Duration 5 minutes B. Outercourse Contraception (LO 10.3, PPT slides 7 and 12–14) A. Knowledge Check 1. Withdrawal Method. Duration 7 minutes B. The Benefits and Risks of Contraceptives C. Reproductive Coercion Contraception Choices (LO 10.3, PPT slide 15) A. Birth Control on Campus Hormonal Contraceptives (LO 10.5, PPT slides 16–20) A. Oral Contraceptives B. Long-Acting Oral Contraceptives C. Polling Activity 1. Birth Control Pills. Duration 5 minutes D. Contraceptive Patch E. Contraceptive Vaginal Ring F. Long-Acting Reversible Contraceptives G. Intrauterine Device H. Contraceptive Injection I. Contraceptive Implant Barrier Contraceptives (LO 10.4, 10.6, 10.7, and 10.8, PPT slides 21–26) A. Condoms B. Contraceptive Sponge C. Vaginal Spermicides and Film D. Diaphragm E. Cervical Cap F. FemCap G. Fertility Awareness H. Digital Birth Control I. Emergency Contraception J. Sterilization

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IX.

X.

XI.

XII.

K. Discussion Activity. Who Is Responsible for Birth Control. Duration 7 minutes When Pregnancy Occurs (LO 10.9 and 10.10, PPT slides 27–31) A. Unintended Pregnancy B. Abortion 1. The Psychological Impact of Abortion 2. The Politics of Abortion Pregnancy (LO 10.12 and 10.13, PPT slides 32–36) A. Preconception Care B. Home Pregnancy Tests C. Prenatal Care 1. A Healthy Diet 2. Exercise 3. Avoid Smoking and Smoke 4. Don‘t Use Alcohol or Drugs D. A Woman‘s Bodily Changes During Pregnancy E. Neonatal Development F. Complications of Pregnancy 1. Ectopic Pregnancy 2. Miscarriage 3. Infections 4. Genetic Disorders 5. Preterm Labor G. Childbirth Infertility (LO 10.14, PPT slides 37–38) A. Options for Infertile Couples 1. Artificial Insemination 2. Assisted Reproductive Technology B. Transgender Individuals Adoption (LO 10.14, PPT slides 37–38)

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware – they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Communicating about Birth Control with Your Partner. Duration: 15 minutes. LO 10.1–10.3 a. Information: Since it takes two people to conceive a child, two people should be involved in deciding not to conceive a baby. In that process, they can also enhance their skills in communication, critical thinking, and negotiating. b. Question: Do you feel comfortable speaking to your partner about birth control? If so, why? If not, should you? i.

Answer: There will be varying answers to this question based on student experiences and opinions. Nonetheless, it is important to talk to your partner

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about birth control since lack of birth control can lead to an unwanted pregnancy and the potential of the transfer of STIs. 2. Discussion: Outercourse. Duration: 15 minutes. LO 10.2. a. Information: Outercourse does not include penile penetration. b. Question: Ask students what the term outercourse refers to. Discuss forms of outercourse and how they can (or can‘t) be used in the following: to prevent pregnancy and STIs and/or for moral or religious reasons. Does it protect against STIs? i.

Answer: Outercourse includes many sexual activities—kissing, hugging, touching, mutual masturbation, massage, and oral–genital sex—without risking pregnancy. Outercourse may lower the risk of contracting STIs but does not eliminate the danger of transmission via a parasite or skin-to-skin contact. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1: Decision to Have a Baby—LO 10.1, 10.9, 10.10 A. Face-to-face class Purpose: To demonstrate the responsibilities of being a parent, the time commitments of having a child and the decision to have a baby Duration: One class period or less, depending on the amount of discussion Introduction: Briefly introduce the responsibilities of being a parent and identify the resources necessary should an individual/couple have a child.

Method: 1. Have students list: a. Factors that go into the decision to have a baby. b. The role economics, family, society, education, the status of relationships, and differences in ethnicity or religion play in the decision. c. How do people know when they are ready to have a child?

Discussion: 1. Ask students what factors they listed that go into the decision to have a baby. These should be placed so all students can see the list the class has created.

2. Ask students how many of them believe they are ready or when they feel they‘ll be ready to have a child and why.

3. What factors most affect their decision at this time?

B. Online class Purpose: To demonstrate the responsibilities of being a parent, the time commitments of having a child, and the decision to have a baby.

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Duration: 50 minutes Introduction: Briefly introduce the responsibilities of being a parent and identify the resources necessary should an individual/couple have a child.

Method: 1. Create a Discussion Assignment in the LMS. 2. Have students list in a posting: a. Factors that go into the decision to have a baby. b. The role economics, family, society, education, the status of relationships, and differences in ethnicity or religion play in the decision. c. How do they feel people know when they are ready to have a child? d. Ask students how many of them believe they are ready to have a child or when they feel they‘ll be ready to have a child and why. e. What factors most affect their decision currently?

3. Once students have posted their assignment in #2 above, open up the option for them to view other students posting. Have students post at least one response to a classmate‘s posting. [return to top]

ADDITIONAL RESOURCES The following are relevant videos from the External YouTube Playlist in the MindTap and answers to the review questions at the end of the chapter.

EXTERNAL PLAYLIST: 





Pregnancy 101/National Geographic. Duration 3.53 minutes. https://www.youtube.com/watch?v=XEfnq4Q4bfk&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=51 How do contraceptives work? Duration 4:20 minutes. https://www.youtube.com/watch?v=Zx8zbTMTncs&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=52 Female Birth Control Options. Duration 6:48 minutes. https://www.youtube.com/watch?v=EcQSwtMR55E&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=53

REVIEW QUESTION ANSWER KEY: 35. b. LO 10.1 36. a. LO 10.1 37. d. LO 10.2 38. b. LO 10.3 39. d. LO 10.4 40. d. LO 10.5 41. c. LO 10.5

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42. d. LO 10.6 43. a. LO 10.7 44. b. LO 10.8 45. c. LO 10.10 46. d. LO 10.11 47. b. LO 10.12 48. b. LO 10.12 [return to top]

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 11: Diseases and Disorders

TABLE OF CONTENTS Purpose and Perspective of the Chapter ................................................................................................. 96 Chapter Objectives ................................................................................................................................... 96 Complete List of Chapter Activities and Assessments........................................................................... 96 Key Terms.................................................................................................................................................. 97 Chapter Outline ........................................................................................................................................ 99 Additional Discussion Questions ........................................................................................................... 101 Additional Activities and Assignments ................................................................................................. 102 Additional Resources .............................................................................................................................. 105 External Playlist: ................................................................................................................................... 105 Review Question Answer Key:............................................................................................................... 105

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to inform students about self-defense against disease and disorders. The information it provides can help students boost their defenses, recognize, and avoid danger; shield themselves from avoidable diseases and infections; and determine when to seek help.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8

List the risk factors for cardiovascular diseases.

Discuss the risk factors and management of hypertension and high blood cholesterol.

Explain the patterns and consequences of cardiovascular diseases.

Identify the risk factors and common causes of stroke.

Summarize the risks and signs of metabolic syndrome and diabetes.

Outline the risk factors for cancer.

Review the signs, causes, and treatments of common types of cancer.

Describe the agents of infection and their effects on human health.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class.

Chapter Objective 11.2 11.4 11.5 11.8 11.1–11.8 11.1–11.8 Multiple LOs Multiple LOs 11.1–11.8 11.8 11.8 11.1–11.8 11.1–11.3 11.4 11.8 11.1 and 11.2

Activity/Assessment Knowledge Check Discussion Activity 1 Discussion Activity 2 Polling Activity MindTap Chapter 11 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 11 Check-ins Taking Charge of Your Health, Self-Evaluation Chapter 11 Self-Survey Chapter 11 Review Questions Discussion: Coronary Heart Disease Discussion: Stroke Discussion: Antibiotics and Their Effect on Viruses What‘s My Cardiovascular Disease

Source (i.e., PPT slide, if applicable) PPT Slides 9 and 10 PPT Slide 17 PPT Slide 21 PPT Slide 34 MindTap MindTap

Duration

MindTap MindTap Text Text, page 436

Varied Varied 1–5 minutes each 10 minutes

Text, page 419 Text, page 420 - 421 Instructor Manual

6 minutes 30 minutes 15 minutes

Instructor Manual Instructor Manual

15 minutes 20 minutes

Instructor Manual

50 minutes

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5 minutes 4 minutes 6 minutes 6 minutes 30 minutes 30 minutes

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11.8

Risk?

Controlling the Spread of Disease

Instructor Manual

30 minutes

[return to top]

KEY TERMS allergic rhinitis: inflammatory response of the nasal mucous membranes after exposure to inhaled allergens. allergies: hypersensitivities to particular substances in one‘s environment or diet. angina: chest pain. aorta: main artery of the body, arising from the left ventricle of the heart. arteriosclerosis: any of a number of chronic diseases characterized by degeneration of the arteries and hardening and thickening of arterial walls. asthma: disease or allergic response characterized by bronchial spasms and difficulty breathing. atherosclerosis: form of arteriosclerosis in which fatty substances (plaque) are deposited on the inner walls of arteries. atrium: either of the two upper chambers of the heart, which receive blood from the veins. autoimmune disorders: diseases caused by an attack on body tissue by an immune system that fails to recognize the tissue as self. candidiasis: infection of the yeast Candida albicans, commonly occurring in the vagina, vulva, penis, and mouth and causing burning, itching, and a whitish discharge. capillaries: minute blood vessels that connect arteries to veins. cardiometabolic: referring to the heart and to the biochemical processes involved in the body‘s functioning. cardiopulmonary resuscitation (CPR): emergency treatment to maintain circulation in a person whose heart has stopped or who is no longer breathing. cholesterol: organic substance found in animal fats; it is linked to cardiovascular disease, particularly atherosclerosis. cystitis: infection of the urinary bladder. diabetes mellitus: disease in which the inadequate production of insulin leads to failure of the body tissues to break down carbohydrates at a normal rate. diastole: period between contractions in the cardiac cycle, during which the heart relaxes and dilates as it fills with blood. diastolic blood pressure: lowest blood pressure, which occurs between contractions of the heart.

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epilepsy: variety of neurological disorders characterized by sudden attacks (seizures) of violent muscle contractions and unconsciousness. hypertension: high blood pressure that occurs when the blood exerts excessive pressure against the arterial walls. infiltration: gradual penetration or invasion. insulin resistance: condition in which the body produces insulin but does not use it properly. lipoproteins: compounds in blood that are made up of proteins and fat; high-density lipoproteins (HDL) pick up excess cholesterol in the blood; low-density lipoproteins (LDL) carry more cholesterol and deposit it on the walls of arteries. mastectomy: surgical removal of an entire breast. metabolic syndrome: cluster of disorders of the body‘s metabolism that make diabetes, heart disease, or stroke more likely. metastasize: to spread to other parts of the body via the bloodstream or lymphatic system. myocardial infarction (MI): condition characterized by the dying of tissue areas in the myocardium, caused by interruption of the blood supply to those areas; the medical name for a heart attack. mononucleosis: infectious viral disease characterized by an excess of white blood cells in the blood, fever, bodily discomfort, a sore throat, and kidney and liver complications. myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS): cluster of symptoms whose cause is not yet known; a primary symptom is debilitating fatigue. plaque: sludge-like substance that builds up on the inner walls of arteries. prediabetes: condition in which blood glucose levels are higher than normal but not high enough for a diagnosis of diabetes. pyelonephritis: urinary tract infection that extends to the kidneys. stroke: cerebrovascular event in which the blood supply to a portion of the brain is blocked. systole: contraction phase of the cardiac cycle. systolic blood pressure: highest blood pressure, which occurs when the heart contracts. transient ischemic attacks (TIAS): cerebrovascular events in which the blood supply to a portion of the brain is blocked temporarily; repeated attacks are predictors of more severe strokes. trichomoniasis: infection of the protozoan Trichomonas vaginalis; females experience vaginal burning, itching, and discharge, but male carriers may be asymptomatic. triglycerides: fats that flow through the blood after meals and are linked to increased risk of coronary artery disease. tuberculosis (TB): highly infectious bacterial disease that primarily affects the lungs and is often fatal. ulcers: lesions in, or erosion of, the mucous membrane of an organ.

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urethritis: infection of the urethra. ventricles: two lower chambers of the heart, which pump blood out of the heart and into the arteries. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

II.

III.

IV.

Your Cardiometabolic Health (LO 11.1, PPT slides 3–5) A. Cardiometabolic Risk Factors B. Risk Factors You Can Control 1. Overweight/Obesity 2. Body Fat 3. Waist Circumference 4. Physical Inactivity 5. Too Much Sitting, Not Enough Sleep 6. Healthy Diet 7. High Blood Glucose 8. High Blood Pressure (Hypertension) 9. Lipoprotein Levels C. Risk Factors You Can‘t Control 1. Family History 2. Race and Ethnicity 3. Age Metabolic Syndrome (LO 11.5, PPT slides 3–5) A. Who Is at Risk?

B. What Are the Signs?

Hypertension (LO 11.2, PPT slides 6–10) A. Hypertension in the Young B. Who Is at Risk?

C. What Your Blood Pressure Reading Means 1. Knowledge Check. What a Blood Pressure is High Blood Pressure. Duration 5 minutes D. Lowering High Blood Pressure 1. Reducing Sodium 2. The DASH Eating Pattern 3. Exercise 4. Medications Your Lipoprotein Profile (LO 11.2, PPT slide 11) A. What Is a Healthy Cholesterol Reading?

B. Lowering Cholesterol C. Lifestyle Changes 1. Dietary Changes 2. Weight Management

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V.

VI.

VII.

VIII.

IX.

X.

3. Physical Activity D. Medications Cardiovascular (Heart) Disease (LO 11.3, PPT slides 12–15) A. How the Heart Works B. Heart Risks on Campus C. Psychosocial Risk Factors 1. Stress 2. Depression 3. Anger and Hostility 4. The Power of Positive Emotions D. The Heart of a Woman E. Coronary Artery Disease F. Atherosclerosis G. Heart Attack (Myocardial Infarction) 1. Is It a Heart Attack?

2. Cardiac Arrest Stroke (LO 11.4, PPT slides 16–17) A. Who Is at Risk?

B. Types of Stroke C. Discussion Activity 1. Stroke. Duration 4 minutes Diabetes (LO 11.5, PPT slides 18–21) A. Insulin Resistance B. Prediabetes C. Diabetes Mellitus D. Types of Diabetes E. Who Is at Risk?

1. Discussion Activity 2. What Can You Change to Avoid Odds of Getting Diabetes? Duration 6 minutes F. Diabetes Management Cancer (LO 11.6–11.7, PPT slides 22–25) A. Understanding Cancer B. Who Is at Risk?

C. Common Types of Cancer 1. Skin Cancer 2. Breast Cancer 3. Cervical Cancer 4. Ovarian Cancer 5. Testicular Cancer 6. Colon and Rectal Cancer 7. Prostate Cancer Infectious Diseases (LO 11.8, PPT slides 26–29) A. Agents of Infection B. How Infections Spread C. The Threat of a Pandemic D. The Process of Infection E. Who Develops Infections?

How Your Body Protects Itself (LO 11.8, PPT slides 30–36)

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XI.

XII.

XIII.

XIV.

A. Immune Response B. Immunity and Stress C. Immunization D. Childhood Vaccinations E. Adult Vaccinations F. COVID-19 Vaccinations G. Polling Activity. Strategies to Protect from Infection. Duration 6 minutes Upper Respiratory Infections (LO 11.8, PPT slide 38) A. Common Cold 1. Preventing Colds 2. Antibiotics B. Influenza C. Coronaviruses D. SARS E. COVID-19 Meningitis (LO 11.8, PPT slide 39) A. Preventing Meningitis B. Recognizing Meningitis C. When to Seek Medical Care Hepatitis (LO 11.8, PPT slide 40) A. Hepatitis A B. Hepatitis B C. Hepatitis C D. Infectious Mononucleosis Insect- and Animal-Borne Infections (LO 11.8, PPT slide 41) A. Lyme Disease B. West Nile Virus C. Avian Influenza

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Coronary Heart Disease. Duration 15 minutes. LO 11.1–11.3 a. Information: Psychosocial factors, inflammation/C-Reactive Protein, Illegal drugs, bacterial infections, sex, race, age, obesity, hypertension, high red blood cell count, heart disease, blood fats, diabetes mellitus, estrogen in postmenopausal women, as well as a diet high in fat and sodium are among the risk factors for heart disease. b. Questions: Discuss factors we can control to reduce our risk of coronary heart disease, and then review factors that cannot be controlled: heredity, race and ethnicity, age, and sex. Discuss how ―blaming the victim‖ can be counterproductive in preventing heart (or any other type) of disease.

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i.

Answer: Since some of the risk factors along with lack of education about the risks can contribute to heart disease, blaming the victim is not productive.

2. Discussion: Stroke. Duration 15 minutes. LO 11.4 a. Information: Many of the risk factors for heart disease are the same for stroke. b. Questions: With stroke being one of the leading causes of death among Americans each year, it is important that students be able to recognize its causes, symptoms, prevention, and treatments. What can they do to take preventative measures now? i.

Answer: Lifestyle changes should be discussed, as well as treating hypertension, not smoking, managing diabetes, lowering cholesterol, and regular exercise. Other modifications can be identified as well in the discussion.

3. Discussion: Antibiotics and Their Effect on Viruses. Duration 20. LO 11.8 a. Information: Many people go to the doctor to get antibiotics when they have what appears to be a cold. Antibiotics are effective only against bacterial infections. b. Question: Ask students why, when we go to the doctor, many of us insist on being treated for a virus. How are antibiotics being misused in our society? Have them explain the advantages, disadvantages, and dangers of the overuse of antibiotics. i.

Answer: Although colds and their associated symptoms are caused by viruses, many people seek treatment with antibiotics, which are effective only against bacteria. Unless you‘re experiencing signs of a secondary bacterial infection, antibiotics won‘t help. They also may make your body more resistant to such medications when you develop a bacterial infection in the future. Antibiotics foster the growth of one or more strains of antibiotic-resistant bacteria for at least 2 to 6 months inside the person taking the pills. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1: What’s My Cardiovascular Disease Risk?—LO 11.1 and 11.2 A. Face-to-face class Purpose: To learn the importance of understanding students‘ risks for cardiovascular disease Duration: This activity will take approximately 15 minutes to explain, and then students will need additional time outside of class to identify their family history of cardiovascular disease.

You might wish to spend an additional 10 to 15 minutes after students have completed their family history to discuss what they found.

Introduction: Introduce the importance of understanding students‘ family histories of disease so that they can identify their personal risk for disease.

Method: 1. Brainstorm with students the risk factors associated with heart disease and identify which factors are controllable and which are uncontrollable.

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2. Demonstrate an example of how family history might influence students‘ risk of cardiovascular disease.

3. Ask students to research their own personal family history for diseases, and then have them outline their family history as in a genealogy outline. You might want to find an alternative activity for students who were adopted.

Discussion: 1. How does it make students feel to know about additional risks?

2. Were students able to identify possible factors related to their family members‘ disease, such as smoking, lack of physical activity, and poor diet?

3. If they had a choice to know more about their individual life span—which diseases they‘d get or when they would die—would students want to know?

4. If some students are at a greater risk for cardiovascular disease, what might they do to overcome these odds?

B. Online class Purpose: To learn the importance of understanding students‘ risks for cardiovascular disease Duration: This activity will take approximately 50 minutes.

Method: 1. Prepare an assignment in the LMS. 2. Introduce the importance of understanding students‘ family histories of cancer so that they can identify their personal risk for disease.

3. In the assignment, ask students to identify the risk factors associated with heart disease and identify which factors are controllable and which are uncontrollable.

4. Ask students to research their own personal family history for diseases, and then have them outline their family history as in a genealogy outline. For students that were adopted, ask them to use their parent and grandparents‘ family histories for this assignment, or give them an appropriate alternative exploration of heart disease.

5. If a student finds that they have heart disease in their family, have them identify possible factors related to their family members‘ disease, such as smoking, lack of physical activity, and poor diet.

6. If some students are at a greater risk for cardiovascular disease, what might they do to overcome these odds?

Activity 2: Controlling the Spread of Disease—LO 11.8 A. Face-to-face class Duration: 30 minutes Introduction: Introduce students‘ vulnerability to the spread of infectious disease.

Method: 1. Students should list every type of infectious disease they might be exposed to as a college student.

2. Students should then list the preventative measures they should, or are, taking to avoid each type of disease or infection.

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Discussion: 1. Students should share their responses because there might be many illnesses of which some students are unaware but could possibly be at risk for contracting.

2. What steps do they plan to take to avoid disease?

3. Does living in a dorm put students at an increased risk of contracting an infectious disease?

B. Online class Duration: 30 minutes Introduction: Introduce students‘ vulnerability to the spread of infectious disease.

Method: 1. Create an assignment in the LMS. 2. Have students list every type of infectious disease they might be exposed to as college students.

3. Have students list the preventative measures they should take, or are taking, to avoid each type of disease or infection.

4. If students live in a dorm, does this put them at an increased risk of contracting an infectious disease? [return to top]

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ADDITIONAL RESOURCES The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

EXTERNAL PLAYLIST:  



  





Exercise and Diabetes. Duration 3:43 minutes. https://www.youtube.com/watch?v=WI-q5HutBg&list=PLt3y8PG1iI957a5_ORx9U4jajU-fUdk-e&index=57 How There Could Finally Be A Cure For Diabetes. Duration 20.01 minutes. https://www.youtube.com/watch?v=E5bacxqobwY&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=58 Pulmonary Hypertension | Tara‘s Story. Duration 4:35 minutes. https://www.youtube.com/watch?v=bqkquNb5Z8A&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=59 Cholesterol Overview. Duration 7:49 minutes. https://www.youtube.com/watch?v=WhADd1GKtA&list=PLt3y8PG1iI957a5_ORx9U4jajU-fUdk-e&index=60 What is a stroke? Duration 1:45 minutes. https://www.youtube.com/watch?v=2tTw467ilI&list=PLt3y8PG1iI957a5_ORx9U4jajU-fUdk-e&index=61 How does your immune system work. Duration 5:22 minutes. https://www.youtube.com/watch?v=PSRJfaAYkW4&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=62 What is Hepatitis C and Why should you care? Duration 2:28 minutes. https://www.youtube.com/watch?v=IxCelFhuhQo&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=63 The FYI on UTIs: All you need to know to treat and prevent urinary tract infections. Duration 6:41 minutes. https://www.youtube.com/watch?v=NOqxTNqUV6k&list=PLt3y8PG1iI957a5_ORx9U4jaj U-fUdk-e&index=64

REVIEW QUESTION ANSWER KEY: 1. a. LO 11.1 2. b. LO 11.1 3. b. LO 11.2 4. c. LO 11.3 5. a. LO 11.3 6. d. LO 11.3 7. c. LO 11.3 8. d. LO 11.3 9. a. LO 11.3 10. b. LO 11.5 11. c. LO 11.5 12. d. LO 11.5 13. a. LO 11.6

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14. a. LO 11.6 15. d. LO 11.6 16. d. LO 11.7 17. c. LO 11.7 18. b. LO 11.8 19. a. LO 11.8 20. c. LO 11.8 21. d. LO 11.8 22. d. LO 11.8 23. c. LO 11.8 24. b. LO 11.8 25. b. LO 11.8 26. a. LO 11.8 27. a. LO 11.8 28. a. LO 11.8 29. b. LO 11.8 [return to top]

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 12: Addictive Behaviors and Drugs

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 107 Chapter Objectives ................................................................................................................................. 107 Complete List of Chapter Activities and Assessments......................................................................... 107 Key Terms................................................................................................................................................ 108 Chapter Outline ...................................................................................................................................... 110 Additional Discussion Questions ........................................................................................................... 112 Additional Activities and Assignments ................................................................................................. 113 Additional Resources .............................................................................................................................. 114 External Playlist: ................................................................................................................................... 114 Review Question Answer Key:............................................................................................................... 114

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to provide information about and insights into how addictions start; why students use and abuse drugs; the nature and effect of drugs; and the most commonly used, misused, and abused drugs. It also offers practical strategies for preventing, recognizing the signs of, and seeking help for addiction.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9

Explain how substance abuse and other self-destructive behaviors can affect health.

Discuss the ill effects of problem gambling and gambling disorder.

Outline the key indicators and effects of substance abuse on college campuses.

Summarize the effects that drugs have on the brain, body, and behavior.

Discuss the origins and impact of the opioid crisis.

Identify the benefits and the adverse effects of caffeine.

Describe the harmful effects of inappropriate use of over-the-counter drugs and prescription drugs.

Classify the characteristics and harmful effects of common drugs of abuse.

Explain how substance dependence and abuse can be treated.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class.

Chapter Objective 12.1 and 12.9 12.4 12.4 and 12.8 12.8 12.1–12.9 12.1–12.9 Multiple LOs Multiple LOs 12.1–12.9 12.9 12.7 12.1–12.9 12.7 12.8

Activity/Assessment Think–Pair–Share Activity Knowledge Check 1 Discussion Activity 1 Discussion Activity 2 MindTap Chapter 12 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 12 Check-ins Taking Charge of Your Health, Self-Evaluation Chapter 12 Self-Survey Chapter 12 Review Questions Discussion: Drug Use Versus Misuse Discussion: Which Drug Is Most

Source (i.e., PPT slide, if applicable) PPT Slide 9 PPT Slide 16 and 17 PPT Slide 28 PPT Slide 36 MindTap MindTap

Duration

MindTap MindTap Text Text, page 513

Varied Varied 1–5 minutes each 5 minutes

Text, page 513 Text, pages 514–515 Instructor Manual

5 minutes 17 minutes 15 minutes

Instructor Manual

15 minutes

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8 minutes 3 minutes 6 minutes 10 minutes 30 minutes 30 minutes

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12.1–12.9 12.4

Dangerous?

Discussion: Drug Prevention Programs That Work Drug Effects on the Nervous System

Instructor Manual

12 minutes

Instructor Manual

50 minutes

[return to top]

KEY TERMS addiction: behavioral pattern characterized by compulsion, loss of control, and continued repetition of a behavior or an activity in spite of adverse consequences. additive: characterized by a combined effect that is equal to the sum of the individual effects. amphetamines: any of a class of stimulants that trigger the release of epinephrine, which stimulates the central nervous system; users experience a state of hyperalertness and energy, followed by a crash as the drug wears off. antagonistic: opposing or counteracting. barbiturates: antianxiety drugs that depress the central nervous system, reduce activity, and induce relaxation, drowsiness, or sleep; often prescribed to relieve tension and treat epileptic seizures or as a general anesthetic. benzodiazepine: antianxiety drug that depresses the central nervous system, reduces activity, and induces relaxation, drowsiness, or sleep; often prescribed to relieve tension, muscular strain, sleep problems, anxiety, and panic attacks; also used as an anesthetic and in the treatment of alcohol withdrawal. cannabinoids: group of closely related compounds that include cannabinol and the active constituents of cannabis (marijuana). cathinone: amphetamine-like stimulant derived from the khat plant. club drugs: variety of drugs including MDMA, GHB, GBL, ketamine, fentanyl, Rohypnol, and nitrites that first became popular at nightclubs, bars, and raves. cocaine: white crystalline powder extracted from the leaves of the coca plant that stimulates the central nervous system and produces a brief period of euphoria followed by a depression. designer drugs: illegally manufactured psychoactive drugs that have dangerous physical and psychological effects. dopamine: brain chemical associated with feelings of satisfaction and euphoria. drug: any substance, other than food, that affects bodily functions and structures when taken into the body. drug abuse: excessive use of a drug in a manner inconsistent with accepted medical practice. drug dependence: continued substance use even when its use causes cognitive, behavioral, and physical symptoms.

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drug diversion: transfer of a drug from the person for whom it was prescribed to another individual. drug misuse: use of a drug for a purpose (or person) other than that for which it was medically intended. gambling disorder: persistent and recurrent problematic gambling that leads to significant impairment or distress. gamma butyrolactone (GBL): main ingredient in gamma hydroxybutyrate (GHB); once ingested, GBL converts to GHB and can cause the ingestor to lose consciousness. gamma hydroxybutyrate (GHB): brain messenger chemical that stimulates the release of human growth hormone; commonly abused for its high and its alleged ability to trim fat and build muscles. Also known as ―blue nitro‖ or the ―date rape drug.‖ generic: consumer product with no brand name or registered trademark. hallucinogens: drugs that cause hallucinations. hashish: concentrated form of a drug derived from the cannabis plant that contains the psychoactive ingredient THC, which causes a sense of euphoria when inhaled or eaten. inhalants: substances that produce vapors having psychoactive effects when sniffed. intoxication: maladaptive behavioral, psychological, and physiologic changes that occur as a result of substance abuse. intramuscular: into or within a muscle. intravenous: into a vein.

LSD (lysergic acid diethylamide): synthetic psychoactive substance originally developed to explore mental illness. marijuana: drug derived from the cannabis plant, containing the psychoactive ingredient THC, which causes a mild sense of euphoria when inhaled or eaten.

MDMA\Ecstasy: synthetic compound, also known as methylenedioxymethamphetamine, that is similar in structure to methamphetamine and has both stimulant and hallucinogenic effects. opioids: drugs that have sleep-inducing and pain-relieving properties, including opium and its derivatives and nonopioid, synthetic drugs. over-the-counter (OTC): medications that can be obtained legally without a prescription from a medical professional. phencyclidine (PCP): synthetic psychoactive substance that produces effects similar to those of other psychoactive drugs when swallowed, smoked, sniffed, or injected and also may trigger unpredictable behavioral changes. physical dependence: physiological attachment to, and need for, a drug. polyabuse: misuse or abuse of more than one drug. potentiating: making more effective or powerful. psychoactive: mind-affecting.

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psychological dependence: strong craving for a drug because it produces pleasurable feelings or relieves stress and anxiety. stimulants: agents, such as drugs, that temporarily relieve drowsiness, help in the performance of repetitive tasks, and improve capacity for work. subcutaneous: under the skin. synergistic: characterized by a combined effect that is greater than the sum of the individual effects. toxicity: poisonousness; the dosage level at which a drug becomes poisonous to the body, causing either temporary or permanent damage. withdrawal: development of symptoms that cause significant psychological and physical distress when an individual reduces or stops drug use.

12 step programs: self-help group program based on the principles of Alcoholics Anonymous. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

II.

III.

IV.

Understanding Addiction (LO 12.1, PPT slides 3–5) A. Addiction and the Dimensions of Health 1. Physical Health 2. Psychological Health 3. Spiritual Health 4. Social Health 5. Intellectual Health 6. Environmental Health B. Preventing Addictions Behavioral Addictions (LO 12.2, PPT slides 6–9) A. Problem Gambling B. Gambling Disorder C. Gambling on Campus D. Think–Pair–Share Activity. Pursuing Healthy Options. Duration 8 minutes Drug Use on Campus (LO 12.3, PPT slides 10–11) A. Why Students Don‘t Use Drugs B. Why Students Use Drugs Understanding Drugs and Their Effects (LO 12.4, PPT slides 12–17) A. Routes of Administration B. Dosage and Toxicity C. Individual Differences D. Sex Differences in Drug Use E. Types of Action F. Interactions with Other Drugs or Alcohol

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V. VI.

VII.

VIII.

IX.

X.

1. Additive Action 2. Synergistic Action 3. Potentiating 4. Antagonistic G. Knowledge Check. Drug Interactions. Duration 3 minutes Caffeine and Its Effects (LO 12.6, PPT slides 18–20) A. Caffeine-Containing Energy Drinks Medications (LO 12.7 and 12.8, PPT slides 21–23) A. Over-the-Counter Drugs B. Prescription Drugs 1. Physical Side Effects 2. Psychological Side Effects 3. Drug Interactions 4. Drugs and Alcohol 5. Generic Drugs 6. Buying Drugs Online Substance Use Disorders (LO 12.8, PPT slides 24–28) A. Dependence B. Misuse C. Intoxication and Withdrawal D. Polyabuse E. Coexisting Conditions F. Discussion Activity 1. Drug Use Versus Drug Use Misuse. Duration 6 minutes The Opioid Epidemic (LO 12.5, PPT slides 29–30) A. How the Epidemic Started B. Impact of the Epidemic C. Who Is at Risk?

D. Recovery Prescription Drug Abuse (LO 12.8, PPT slide 31) A. Prescription Drugs on Campus B. Prescription Stimulants C. Prescription Painkillers Commonly Abused Drugs (LO 12.8, PPT slides 32–35) A. Cannabinoids 1. Risks and Potential Health Consequences B. CBD C. Synthetic Designer Drugs 1. Synthetic Marijuana D. Club Drugs 1. Ecstasy 2. GHB and GBL 3. Nitrites E. Stimulants 1. Amphetamine 2. Methamphetamine 3. Cocaine F. Depressants

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XI.

1. Benzodiazepines and Barbiturates 2. Opioids 3. Fentanyl G. Hallucinogens 1. LSD H. Dissociative Drugs 1. Ketamine I. Inhalants J. Discussion Activity 2. Addictive Behaviors and Problems with Addiction. Duration 10 minutes Treatment of Substance Dependence and Misuse (LO 12.9, PPT slides 36–37) A. Principles of Drug Addiction Treatment B. 12 Step Programs C. Relapse Prevention

[return to top]

ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Drug Use Versus Misuse. Duration 15 minutes. LO 12.7 a. Information: A concerning percentage of college students report that they misused prescription drugs in the last year. Substance abuse remains a serious health risk for the minority of undergraduates who do use drugs. Drugs can threaten students‘ physical and psychological health as well as their academic futures. Recreational drug use is strongly linked with discontinuous enrollment in classes, lower academic performance, and dropping out of school altogether. b. Question: Ask students to differentiate between drug use and drug misuse. What are indicators that might signal a person has crossed the line between these two concepts?

Ask students for examples of drug misuse. i.

Answer: Drug use is when a patient takes a medication the correct or prescribed way. Misuse could include taking more or less of a medication, sharing the medication with others, mixing the medication with another substance, or taking the medication for recreational purposes.

2. Discussion: Which Drug Is Most Dangerous? Duration 15 minutes. LO 12.8 a. Information: With some illicit drugs, any form of use can be dangerous. Death rates related to drug overdose have risen steadily since 1999. b. Question: Ask students which drug they think is the most dangerous. Why? Are some drugs more dangerous for certain populations? i.

Answer: Answers will vary. Students may identify the most dangerous drugs by death rate or by cost to persons and society. It is useful to help them navigate this discussion by reminding them of all the different ways that a substance can be harmful.

3. Discussion: Drug Prevention Programs That Work. Duration 12 minutes. LO 12.1–12.9

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a. Information: It‘s clear if someone never takes addictive drugs and if one is prescribed by a physician, and if the patient follows the doctor‘s orders, there would be less drug abuse and many fewer addicted people. b. Question: Ask students what types of drug prevention programs did and did not have an impact on their behavior. What should/could educators do to improve drug prevention programs? At what age should drug prevention programs begin? i.

Answer: Answers will vary based on student experience. Discussion should include various school-based programs such as Just Say No and Scared Straight. Early drug education and intervention have been shown to be highly effective in preventing future drug addiction. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1: Drug Effects on the Nervous System—LO 12.4 A. Face-to-face class Purpose: To make students aware of the effects of drug use on the brain Duration: 50 minutes Introduction: Introduce the various drug categories to the class and the major functions of the different areas of the brain.

Method: 1. Divide the class into groups according to the different drug categories (narcotics, stimulants, depressants, hallucinogens, marijuana, and designer drugs).

2. After students have been assigned a category of the drug, have them outline the effects of their assigned drug.

3. After the effects of their drug have been identified, have them map out on the brain where these effects occur.

Discussion: 1. How does it make you feel about drugs to see how they affect the various parts of the brain?

2. Knowing that drugs do affect the brain, why do you think people continue to use drugs?

3. How do drugs affect brain chemistry?

4. Do you know people who have extensive damage to these areas because of drug use?

B. Online class. LO 12.4 Purpose: To make students aware of the effects of drug use on the brain Duration: 50 minutes

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Method: 1. Create a written assignment in the LMS. 2. Post a brief introduction of the various drug categories to the class and the major functions of the different areas of the brain.

3. In their submission have them: a. Select a drug category (narcotics, stimulants, depressants, hallucinogens, marijuana, and designer drugs) to use in their exploration of drug effects on the nervous system. b. Outline the effects of their assigned/selected drug. c. After the effects of their drug have been identified, have them map out on the brain where these effects occur. d. Address how they feel about drugs now that they understand the impact on various parts of the brain. e. Why do they think that people continue to use drugs, even when knowing that they affect the brain? f. How do drugs affect brain chemistry? g. Do they know people who may have damage to these areas because of drug use? [return to top]

ADDITIONAL RESOURCES The following are relevant videos from the External YouTube Playlist in the MindTap and answers to the review questions at the end of the chapter.

EXTERNAL PLAYLIST: 





Everything you think you know about addiction is wrong | TED. Duration 14:42 minutes. https://www.youtube.com/watch?v=PY9DcIMGxMs&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=68 This Is What Happens to Your Brain on Opioids. Duration 4:37 minutes. https://www.youtube.com/watch?v=NDVV_M__CSI&list=PLt3y8PG1iI957a5_ORx9U4jaj U-fUdk-e&index=69 Overview of psychoactive drugs. Duration 7.07 minutes. https://www.youtube.com/watch?v=icD3l5bhhKYHow trauma impacts the brain: reducing stigma around addiction and substance use. Duration 4:35 minutes. https://www.youtube.com/watch?v=LNVShudqsTI&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=71

REVIEW QUESTION ANSWER KEY: 1.

2.

3.

4.

c. LO 12.1 b. LO 12.1 b. LO 12.2 d. LO 12.2

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5. a. LO 12.3 6. d. LO 12.3 7. c. LO 12.4 8. c. LO 12.5 9. c. LO 12.6 10. d. LO 12.6 11. c. LO 12.7 12. c. LO 12.7 13. a. LO 12.7 14. d. LO 12.8 15. d. LO 12.8 16. b. LO 12.9 17. d. LO 12.9 [return to top]

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 13: Alcohol and Tobacco

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 116 Chapter Objectives ................................................................................................................................. 116 Complete List of Chapter Activities and Assessments......................................................................... 116 Key Terms................................................................................................................................................ 118 Chapter Outline ...................................................................................................................................... 119 Additional Discussion Questions ........................................................................................................... 123 Additional Activities and Assignments ................................................................................................. 124 Additional Resources .............................................................................................................................. 125 External Playlist: ................................................................................................................................... 126 Review Question Answer Key:............................................................................................................... 126

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PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to provide information that can help students understand, avoid, and change behaviors with alcohol that can potentially have harmful effects on their health, happiness, and life.

Smoking around the world, in the United States, and on campuses is presented, as well as the effects of tobacco on the body, tobacco dependence, quitting smoking, smokeless tobacco, and environmental tobacco smoke. This information might help students to breathe easier today and ensure cleaner air for others to breathe tomorrow.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 13.9 13.10 13.11 13.12 13.13 13.14 13.15

Outline the patterns of alcohol consumption among different populations in America.

Discuss the patterns, reasons, and perils of drinking on campus.

Outline the best practices for road safety.

Describe the characteristics of alcohol and its effects on human health.

Explain how alcohol is associated with serious health risks and disorders.

Review racial-ethnic and sex differences in alcohol-related risks.

Examine the health consequences of alcohol-related disorders.

Compare the patterns of tobacco consumption among the populations in America.

Outline the patterns of tobacco consumption among different groups of students.

Discuss racial-ethnic and sex differences in tobacco consumption.

Identify the immediate effects of tobacco consumption on body and brain functions.

Evaluate the serious health risks and dangers associated with cigarette smoking.

Review the health risks posed by different forms of tobacco.

Compare the different ways of stopping nicotine use and show advantages and disadvantages of each.

Analyze the harmful effects of secondhand and environmental smoke on health.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class.

Chapter Objective 13.2 and 13.3 13.4 and 13.5 13.4 and 13.5 13.1–13.15 13.1–13.15 Multiple LOs Multiple LOs 13.1–13.15

Activity/Assessment Polling Activity Knowledge Check 1 Knowledge Check 2 MindTap Chapter 13 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 13 Check-ins

Source (i.e., PPT slide, if applicable) PPT Slide 13 PPT Slides 17 and 18 PPT Slides 34 and 35 MindTap MindTap

Duration

MindTap MindTap Text

Varied Varied 1–5 minutes each

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5 minutes 4 minutes 5 minutes 30 minutes 30 minutes

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13.14 13.8 13.9 13.1–13.15 13.4, 13.5, 13.7 13.13 13.3–13.8 13.12–13.14 13.1, 13.2, 13.6, and 13.7

Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 13 Self-Survey Chapter 13 Review Questions Discussion: Dangers of Alcoholism.

Discussion: Second hand smoke Discussion: Hire smokers?

Long Term Effects of Smoking Personal Alcohol Use

Text, page 511 Text, page 518

6 minutes 10 minutes

Text, pages 550–551 Text, pages 520–522 Instructor Manual

15 minutes 13 minutes 15 minutes

Instructor Manual Instructor Manual Instructor Manual Instructor Manual

20 minutes 20 minutes 50 minutes 30 minutes

[return to top]

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KEY TERMS absorption: passage of substances into or across membranes or tissues. alcoholism: chronic, progressive, potentially fatal disease characterized by impaired control of drinking; a preoccupation with alcohol; continued use of alcohol despite adverse consequences; and distorted thinking, most notably denial. alcohol use disorder: problematic pattern of alcohol use leading to significant impairment or distress.

AmED (alcohol mixed with energy drinks): any combination of alcohol with caffeine and other stimulants. binge: for a man, having five or more alcoholic drinks at a single sitting; for a woman, having four or more drinks at a single sitting. blood-alcohol concentration (BAC): amount of alcohol in the blood, expressed as a percentage. carbon monoxide: colorless, odorless gas produced by the burning of gasoline or tobacco; it displaces oxygen in the hemoglobin molecules of red blood cells. delirium tremens (DTs): delusions, hallucinations, and agitated behavior following withdrawal from long-term chronic alcohol abuse. detoxification: supervised removal of a poisonous or harmful substance (such as a drug) from the body; a therapy for alcoholics in which they are denied alcohol in a controlled environment. environmental tobacco smoke: secondhand cigarette smoke; the third-leading preventable cause of death. ethyl alcohol: intoxicating agent in alcoholic beverages; also called ethanol. fetal alcohol effects (FAE): milder forms of FAS, including low birth weight, irritability as newborns, and permanent mental impairment as a result of the mother‘s alcohol consumption during pregnancy. fetal alcohol syndrome disorders (FASD): cluster of serious physical and mental defects linked with alcohol consumption during pregnancy. mainstream smoke: smoke inhaled directly by smoking a cigarette. nicotine: addictive substance in tobacco; one of the most toxic of all poisons. predrinking: consuming alcoholic beverages, usually with friends, before going out to bars or parties; also called pregaming, preloading, or front-loading. proof: alcoholic strength of a distilled spirit, expressed as twice the percentage of alcohol present. relapse prevention: alcohol recovery treatment method that focuses on social skills training to develop ways of preventing a relapse. sidestream smoke: smoke emitted by a burning cigarette and breathed by everyone in a closed room, including the smoker; contains more tar and nicotine than mainstream smoke.

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tar: thick, sticky dark fluid produced by the burning of tobacco, made up of several hundred different chemicals, many of them poisonous, some of them carcinogenic. tobacco use disorder: problematic pattern of tobacco use leading to clinically significant impairment or distress. tolerance: need for markedly increased amounts of alcohol or a drug to achieve the desired effect or a markedly diminished effect with continued use of a substance. withdrawal: development of symptoms, such as sweating, rapid pulse, tremor, nausea, vomiting, temporary hallucinations, physical agitation, anxiety, or seizures, when substance use is stopped. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I.

II.

Drinking in America. LO 13.1 A. Why People Don‘t Drink B. Why People Drink 1. Social Ease 2. Happiness 3. Role Models 4. Advertising 5. Relationship Issues 6. Early Exposure to Alcohol 7. Childhood Traumas 8. Unemployment Drinking on Campus. LO 13.2.

A. Why Students Don‘t Drink B. Why Students Drink 1. Social Norms 2. Coping 3. Social Anxiety 4. Party Schools 5. Living Arrangements 6. Weekends and Special Occasions 7. Spring Break 8. Participation in Sports 9. Parental Attitudes 10. First-Year Transition 11. Sexual Victimization C. High-Risk Drinking on Campus 1. Binge Drinking 2. Who Binge-Drinks in College?

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III.

IV.

V.

3. Why Students Binge-Drink a. Low Price for Alcohol b. Easy Access to Alcohol c. Proximity to Other Binge Drinkers d. Peer Pressure e. Family Attitudes f. Early Access to Alcohol g. Campus Environment h. Drinking Games 4. Binge Drinking and Disordered Eating 5. Predrinking/Pregaming 6. Why Is Predrinking Popular?

7. The Perils of Predrinking 8. Underage Drinking on Campus 9. Alcohol Mixed with Energy Drinks D. Why Students Stop Drinking E. Alcohol-Related Problems on Campus 1. Consequences of Drinking a. Atypical Behavior b. Academic Problems c. Risky Sexual Behavior d. Sexual Assault e. Intimate Partner Violence f. Unintentional Injury g. Consequences Beyond College h. Illness and Death F. Driving Under the Influence and Road Safety 1. Polling Activity. How to Sober Up. Duration 5 minutes Safety on the Road. LO 13.3 A. Avoid Distracted Driving B. Don‘t Text or Talk C. Stay Alert Understanding Alcohol. LO 13.4 A. Blood Alcohol Concentration 1. How Much and How Quickly You Drink 2. Mixers 3. Your Size 4. Your Sex 5. Your Age 6. Other Drugs 7. Eating B. Moderate Alcohol Use C. Alcohol Intoxication D. Alcohol Poisoning The Impact of Alcohol on the Body. LO 13.5 A. Digestive System B. Weight and Waists

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VI.

VII.

VIII. IX.

C. Cardiorespiratory System D. Cancer E. Brain and Behavior 1. Impaired Perceptions 2. Dulled Sense of Smell and Taste 3. Diminished Sensation 4. Altered Sense of Space 5. Impaired Motor Skills 6. Sleep Problems 7. Impaired Sexual Performance F. Interaction with Other Drugs G. Immune System H. Health Problems Later in Life I. Increased Risk of Dying J. Knowledge Check 1. Impact of Alcohol on the Body. Duration 4 minutes Alcohol, Sex, and Race. LO 13.6 A. Sex B. Race 1. Black Community 2. Latinx Community 3. Native American Community 4. Asian American Community Alcohol-Related Disorders. LO 13.7 A. Alcohol Use Disorder B. Causes C. Medical Complications 1. Liver Disease 2. Cardiorespiratory Disease 3. Cancer 4. Brain Damage 5. Vitamin Deficiencies 6. Digestive Problems D. Treatment for Alcoholism E. Detoxification 1. Alternatives to AA 2. Recovery Tobacco and Nicotine Use. LO 13.8 Tobacco Use in America. LO 13.8 A. Why People Smoke 1. Limited Education 2. Underestimation of Risks 3. Adolescent Experimentation and Rebellion 4. Stress 5. Parent Role Models 6. Addiction 7. Genetics 8. Weight Control

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X. XI.

XII. XIII.

XIV.

XV. XVI.

XVII.

XVIII.

9. Mental Health 10. Substance Abuse Tobacco Use Disorder. LO 13.8 Tobacco Use on Campus. LO 13.9 A. Social Smoking B. College Tobacco-Control Policies Smoking, Sex, and Race. LO 13.10 Tobacco‘s Immediate Effects. LO 13.11 A. How Nicotine Works B. Tar and Carbon Monoxide Health Effects of Cigarette Smoking. LO 13.11 and LO 13.12 A. Health Effects on Students B. Premature Death C. Heart Disease and Stroke D. Cancer E. Respiratory Diseases F. Other Smoking-Related Problems G. Knowledge Check 2. Leading Cause of Death for Smokers. Duration 5 minutes E-Cigarettes and Vaping. LO 13.13 Other Forms of Tobacco LO 13.13 A. Water Pipes (Hookahs) B. Cigars C. Bidis D. Clove Cigarettes (Kreteks) E. Smokeless Tobacco Quitting Tobacco Use. LO 13.14 A. Physical Benefits of Quitting B. Psychological Benefits of Quitting C. Quitting on Your Own D. Virtual Support E. Stop-Smoking Groups F. Nicotine Replacement Therapy (NRT) G. Nicotine Gum H. Nicotine Patches I. Nicotine Inhaler J. Medications and Other Treatments K. Combined Treatments L. Quitting and the Risks Associated with Smoking Environmental Tobacco Smoke. LO 13.14 A. Health Effects of Secondhand Smoke B. Thirdhand Smoke

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ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Dangers of Alcoholism. Duration 15 minutes. LO 13.4, 13.5, 13.7 a. Information: Alcoholism, as defined by the National Council on Alcoholism and Drug Dependence and the American Society of Addiction Medicine, is a primary, chronic disease whose development and manifestations are influenced by genetic, psychosocial, and environmental factors. The disease is often progressive and fatal. Its characteristics include an inability to control drinking, a preoccupation with alcohol, continued use of alcohol despite adverse consequences, and distorted thinking—most notably denial. Like other diseases, alcoholism is not a matter of insufficient willpower but a complex problem that can have serious consequences yet can be improved with treatment. b. Question: Discuss the dangers of alcoholism. Are these ―dangers‖ any less than for someone who is addicted to cocaine or another illegal drug? Why or why not? i.

Answer: The dangers of alcoholism include physical consequences such as liver damage, heart damage, and accelerated aging of all organ systems.

Additionally, there are psychological and social consequences of alcoholism.

Addiction, regardless of whether it is to alcohol or another illicit substance, is always dangerous and carries significant consequences.

2. Discussion: Secondhand Smoke. Duration 20 minutes. LO 13.15 a. Information: Many non-smokers go to public spaces. If they are to be contaminated by smokers, they will incur the effects of secondhand smoke. Children have no ability to exit the effects of smoke in their environment, which can ultimately affect their health. b. Question: Discuss whether smoking should be banned from all public facilities. Why or why not? What about in an individual‘s home, among children? i.

Answer: Answers will vary. Students should consider what a ―public facility‖ is and what rights to clean air the population should be guaranteed. Discussion should include consideration of the health and safety of minors and those with chronic or underlying illnesses.

3. Discussion: Hire Smokers? Duration 20 minutes. LO 13.3–13.8 a. Information: Companies that hire smokers need to deal with their smoking on their breaks, their increasing health care costs for benefits and their providing secondhand smoke to others in the environment. b. Question: Should companies be allowed to refuse to hire smokers? Or to fire smokers?

Do laws that ban smoking discriminate against smokers? i.

Answer: Answers will vary. This conversation will be state specific based on hiring and firing laws. Students should be encouraged to research discrimination practices in hiring and firing in their state. [return to top]

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ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

1. Personal Alcohol Use. LO 13.1, 13.2, 13.6, and 13.7 A. Face-to-face class Purpose: To provide students an opportunity to examine their own alcohol use Time: One class period Method: 1. Students should write down their alcohol consumption for the previous 2 weeks, including the number and types of drinks consumed.

2. Students should also record the names of their drinking companions.

Discussion: 1. Do students‘ drinking habits go beyond the recommended alcohol consumption guidelines for adults?

2. Is their drinking behavior influenced by friends, or do they drink alone?

3. Do they feel that they are at risk of becoming addicted to alcohol?

4. Have they ever behaved in a way that was inappropriate or illegal, such as driving while drinking?

5. Do they feel that their health is affected by their drinking behaviors?

B. Online class Purpose: To provide students an opportunity to examine their own alcohol use Time: 30 minutes Method: 1. Create an assignment in the LMS. 2. In the student‘s submission they should: a. Write down their alcohol consumption for the previous 2 weeks, including the number and types of drinks consumed. b. Record the names or friendships of their drinking companions. c. Assess if their drinking habits go beyond the recommended alcohol consumption guidelines for adults. d. Identify if their drinking behavior is influenced by friends, or do they drink alone. e. Indicate if they feel that they are at risk of becoming addicted to alcohol. f. Identify if they have behaved in a way that was inappropriate or illegal, such as driving while drinking. g. Explore if their health is affected by their drinking behaviors.

2. Long-Term Effects of Smoking. LO 13.12–13.14 A. Face-to-face class

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Purpose: To have students identify the long-term health risks of being exposed to tobacco smoke.

Duration: 50 minutes Introduction: Introduce the dangers of smoking.

Method: 1. Have students write down their daily exposure to tobacco smoke. It might be incidental exposure, secondhand, or their own smoking.

2. Students should record how that exposure affects their health.

Discussion: 1. Discuss the physical health consequences you have experienced because of your exposure to tobacco smoke.

2. If you are not a smoker, what changes can you make to reduce your exposure to tobacco smoke?

3. If you do smoke, do you plan to quit because of negative health consequences?

4. Do you know resources available to help you quit smoking?

B. Online class Purpose: To have students identify the long-term health risks of being exposed to tobacco smoke Duration: 50 minutes Method: 1. Create an assignment in the LMS. 2. Introduce the dangers of smoking as an opening.

3. Have students write down their daily exposure to tobacco smoke. It might be incidental exposure, secondhand, or their own smoking.

4. Students should record how that exposure affects their health.

5. Students should indicate the physical health consequences they have experienced because of their exposure to tobacco smoke.

6. If they are not a smoker, they should indicate what changes they can make to reduce their exposure to tobacco smoke.

7. If they smoke, do you plan to quit because of negative health consequences? If so, do they know the resources available to help them quit smoking? [return to top]

ADDITIONAL RESOURCES The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

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EXTERNAL PLAYLIST: 













Binge Drinking. Duration 4:22 minutes. https://www.youtube.com/watch?v=I9hdkDTaQWU&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=72 CBS Reports takes a deeper look at issues surrounding binge drinking culture. Duration 6:28 minutes https://www.youtube.com/watch?v=Q_nq2tU9oYc&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=73 How does alcohol make you drunk? Duration 5:25 minutes. https://www.youtube.com/watch?v=gCrmFbgT37I&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=74 How I overcame alcoholism/TED. Duration 14:43 minutes. https://www.youtube.com/watch?v=gCrmFbgT37I&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=74 CDC: Tips From Former Smokers. Duration 2:07 minutes. https://www.youtube.com/watch?v=dQIbIpjWEmc&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=76 How do cigarettes affect the body? | TED. Duration 5:20 minutes. https://www.youtube.com/watch?v=Y18Vz51Nkos&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=77 What the science says about the safety of e-cigarettes. Duration 5:42 minutes. https://www.youtube.com/watch?v=1OPvAsYUrYwIs smoking hookah bad for your health? Duration 1:22 minutes. https://www.youtube.com/watch?v=9k8apVQG8C8

REVIEW QUESTION ANSWER KEY: 1. d. LO 1 2. b. LO 1 3. b. LO 2 4. b. LO 2 5. a. LO 3 6. b. LO 4 7. a. LO 4 8. d. LO 5 9. d. LO 5 10. c. LO 6 11. d. LO 6 12. a. LO 7 13. c. LO 7 14. d. LO 7 15. b. LO 8 16. c. LO 9 17. b. LO 9 18. a. LO 10 19. c. LO 11 20. b. LO 11

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21. b. LO 12 22. a. LO 13 23. c. LO 13 24. c. LO 13 25. c. LO 14 26. d. LO 14 27. b. LO 15 28. a. LO 15 [return to top]

Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 14: The Environment and Your Health

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 128 Chapter Objectives ................................................................................................................................. 128 Complete List of Chapter Activities and Assessments......................................................................... 128 Key Terms................................................................................................................................................ 129 Chapter Outline ...................................................................................................................................... 129 Additional Discussion Questions ........................................................................................................... 130 Additional Activities and Assignments ................................................................................................. 131 Additional Resources .............................................................................................................................. 132 External Playlist: ................................................................................................................................... 132 Review Question Answer Key:............................................................................................................... 132

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 14: The Environment and Your Health

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to have students explore the complex interrelationships between the world and people‘s well-being. It discusses major threats to the environment, including climate change; atmospheric changes; air, water, and noise pollution; chemical risks; and radiation. Factors that lead to hearing loss are also explored.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 14.1 14.2 14.3 14.4 14.5 14.6 14.7

Analyze the relationship between individual health and the health of our environment.

Assess the impact of pollutants on the surrounding environment.

Enumerate the health threats posed by polluted air.

Explain the importance of safe drinking water.

Explain the importance of breathing clean air when indoors.

Review the ways that toxic chemicals can be harmful.

Enumerate the factors that lead to hearing loss.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class.

Chapter Objective 14.1 and 14.4 14.1–14.3 14.2 14.3 14.2 14.1–14.7 14.1–14.7 Multiple LOs Multiple LOs 14.1–14.7 14.4 14.4 14.1–14.6 14.1–14.7 14.4 14.1–14.6

Activity/Assessment Polling Activity 1 Think–Pair–Share Activity Knowledge Check 1 Knowledge Check 2 Discussion Activity MindTap Chapter 14 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 14 Check-ins Health Now! Taking Charge of Your Health, Self-Evaluation Chapter 14 Self-Survey Chapter 14 Review Questions Discussion: Bottled Water versus Tap Water Discussion: Who Is to Keep Our Environment Clean

Source (i.e., PPT slide, if applicable) PPT Slide 6 PPT Slide 12 PPT Slides 17 and 18 PPT Slides 22 and 23 PPT slides 29 MindTap MindTap

Duration

MindTap MindTap Text Text, page 606 Text, pages 622–623

Varied Varied 1–5 minutes each 6 minutes 10 minutes

Text, pages 623–624 Text, pages 623–624 Instructor Manual

20 minutes 15 minutes 15 minutes

Instructor Manual

15 minutes

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5 minutes 15 minutes 4 minutes 4 minutes 5 minutes 30 minutes 30 minutes

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14.7 14.1 and 14.2

Noise Exposure and Hearing Loss Risk Free Write, Significant Action That Can Impact Climate Change

Instructor Manual

50 minutes

Instructor Manual

15 minutes

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KEY TERMS carcinogen: substance or agent that causes cancer. composting: natural process of recycling organic matter, such as leaves and food scraps, into fertilizer. decibels (dB): units for measuring the intensity of sounds. mutagens: agents that cause alterations in the genetic material of living cells. ozone: component of smog that can impair the body‘s immune system and cause long-term lung damage. pollutant: substance or agent in the environment, usually the by-product of human industry or activity, that is injurious to human, animal, or plant life. pollution: any change in the air, water, or soil that could reduce its ability to support life. precycling: use of products that are packaged in recycled or recyclable material. recycling: processing or reuse of manufactured materials to reduce consumption of raw materials. sustainability: use of as little as possible of resources that cannot be renewed. [return to top]

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text.

I.

II.

III.

The Environment and Your Health (LO 14.1, PPT slides 3–12) A. Climate Change B. Global Warming C. The Health Risks D. Polling Activity 1. What Do You Do to Protect the Planet? Duration 5 minutes The Impact of Pollution (LO 14.2, PPT slides 13–18) A. Think–Pair–Share Activity. Global Warming Impacts in the News. Duration 15 minutes B. Knowledge Check 1. How Toxic Substances Get into the Human Body. Duration 4 minutes The Air You Breathe (LO 14.3, PPT slides 14–23) A. Ozone B. Particle Pollution C. Green Space

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IV.

V.

VI.

VII.

D. Knowledge Check 2. Reducing Effects from Smoke Pollution. Duration 4 minutes.

The Water You Drink (LO 14.4, PPT slides 24–29) A. Is Bottled Water Better?

B. Portable Water Bottles C. Polling Activity 2. Bottle versus Tap Water. Duration 5 minutes.

D. Working toward Sustainability.

Indoor Pollutants: The Inside Story (LO 14.5, PPT slides 30–33) A. Environmental Tobacco Smoke 1. Secondhand Smoke 2. Thirdhand Smoke B. Radon C. Molds and Other Biological Contaminants D. Household Products E. Formaldehyde F. Pesticides G. Asbestos H. Lead I. Carbon Monoxide and Nitrogen Dioxide Chemical Risks (LO 14.6, PPT slides 34–35) A. Agricultural Pesticides B. Multiple Chemical Sensitivity Your Hearing Health (LO 14.7, PPT slides 36–37) A. How Loud Is That Noise?

B. Effects of Noise C. Are Earbuds Hazardous to Hearing?

D. Hearing Loss

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ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Bottled Water versus Tap Water. Duration 15 minutes. LO 14.4 a. Information: The amount of bottled water is rising in the United States. b. Question: Do you feel that our water supply is safe and healthy, and do you feel there are benefits to drinking bottled water? i.

Answer: Answers will vary. The water supply in the United States is generally safe for human and animal consumption. Students may discuss recent water contamination incidents, such as Flint, Michigan. Bottled water has no discernable benefits and contributes to plastic production and waste.

2. Discussion: Who Is Responsible for Keeping Our Environment Clean? Duration 15 minutes. LO 14.1–14.6. a. Information: Our environment is being contaminated in many ways constantly, due to a multitude of reasons.

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b. Question: Who do you believe is responsible for a clean environment: the government or the consumer? i.

Answer: The government is responsible only for setting guidelines; ultimately, it is up to the people to create and maintain a healthy environment for themselves and future children. [return to top]

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1: Protecting Your Hearing—LO 14.7 Face-to-face and online classes Purpose: To review exposure to noise and identify risks for hearing loss Duration: 50 minutes Introduction: Review actual exposure to the many different causes of hearing loss and determine students‘ susceptibility.

Method: 1. This is a written assignment, in class, homework, or in online classes as an assignment in the LMS. 2. Have students submit:  The results of their personal examination of their exposure to noise and different sounds.  List personal exposures such as listening to music, attending concerts, and so on, as well as possible environmental exposures including any work-related noise exposure.  List any hearing difficulties they have experienced.  Develop a list of strategies for preventing hearing loss.  Were they surprised by the amount of noise to which they have been exposed?  Do they participate in activities that specifically affect hearing loss, for example, playing in a band?  Do they listen to music at inappropriate levels?  Are they willing to make changes to protect their hearing now?

Activity 2: Free Write—LO 14.1 and 14.2 Face-to-face and online classes Purpose: To understand that spending a few quiet minutes with their own thoughts can help students come to conclusions about their own health and wellness Duration: 15 minutes

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Method: 1. Have students sit in a quiet place with no distractions or cell phones. Tell them they will have 10 minutes to answer the prompt. This activity can be done in class or online at home.

2. Have students write freely about the following topic: What is the most significant action people can take related to global climate change? Do you think the United States is doing enough to address global climate change?

3. What do you think can be done to change how seriously people take the threats to our environment?

4. It may be helpful to provide the prompt to students in writing or on the board at the front of the room or in the LMS Assignment. [return to top]

ADDITIONAL RESOURCES The following are relevant videos from the External YouTube Playlist in the MindTap and answers to the review questions at the end of the chapter.

EXTERNAL PLAYLIST: 





WHO: Breathe Life—How air pollution impacts your body. Duration 1:18 minutes. https://www.youtube.com/watch?v=GVBeY1jSG9Y&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=85 Composting for Beginners | The Dirt | Better Homes & Gardens. Duration 5:29 minutes. https://www.youtube.com/watch?v=bGRunDez1j4&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=86 Is Your Hearing At Risk? Tips to Protect Your Ears. Duration 3:48 minutes. https://www.youtube.com/watch?v=zTeO9XF_gm4&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=87

REVIEW QUESTION ANSWER KEY: 1. d. LO 14.1 2. a. LO 14.1 3. c. LO 14.2 4. b. LO 14.2 5. d. LO 14.3 6. b. LO 14.3* 7. b. LO 14.4* should be c 8. c. LO 14.4* should be a 9. c. LO 14.7* should be a 10. a. LO 14.7* should be b [return to top]

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Instructor Manual Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 15: A Lifetime of Health

TABLE OF CONTENTS Purpose and Perspective of the Chapter ............................................................................................... 134 Chapter Objectives ................................................................................................................................. 134 Complete List of Chapter Activities and Assessments......................................................................... 134 Key Terms................................................................................................................................................ 135 Chapter Outline ...................................................................................................................................... 136 Additional Discussion Questions ........................................................................................................... 137 Additional Activities and Assignments ................................................................................................. 138 Additional Resources .............................................................................................................................. 139 External Playlist: ................................................................................................................................... 139 Review Question Answer Key:............................................................................................................... 139

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 15: A Lifetime of Health

PURPOSE AND PERSPECTIVE OF THE CHAPTER The purpose of this chapter is to have students explore the meaning of death and the process of dying. It provides information on end-of-life issues, while offering advice on comforting the dying and helping their loved ones. It also addresses what one can do to age well.

CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 15.1 15.2 15.3 15.4 15.5 15.6 15.7 15.8

Distinguish between life expectancy and health-adjusted life expectancy in the United States.

Examine the factors that influence successful aging.

Explain the physiological changes involved in aging.

Assess different ways to prepare for medical crises and the end of life.

Discuss the emotional and psychological responses to dying.

Describe the process of dying.

Analyze the reasons why people die by suicide.

Summarize the effects of grief at the death of a loved one.

COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS The following table organizes activities and assessments by objective so that you can see how all this content relates to objectives and make decisions about which content you would like to emphasize in your class.

Chapter Objective 15.2 15.2 and 15.3 15.4 15.4 15.5 and 15.6 15.6 15.8 15.1–15.8 15.1–15.8 Multiple LOs Multiple LOs 15.1–15.8 15.1–15.3 15.2–15.3 15.1–15.8 15.4 15.4 and 15.6

Activity/Assessment Knowledge Check 1 Polling Activity 1 Discussion Activity 1 Polling Activity 2 Discussion Activity 2 Knowledge Check 2 Knowledge Check 3 MindTap Chapter 15 Quiz MindTap Check Your Understanding MindTap Global Health Watch MindTap Video Quiz Chapter 15 Check-ins Taking charge of your health, self-evaluation Chapter 15 Self-Survey Chapter 15 Review Questions Discussion: Preparing for Eventual Death in the Future Discussion: Pain Relief for Those

Source (i.e., PPT slide, if applicable) PPT Slides 7 and 8 PPT Slide 14 PPT Slide 16 PPT Slide 20 PPT Slide 25 PPT Slides 29 and 30 PPT Slides 37 and 38 MindTap MindTap

Duration

MindTap MindTap Text Text, page 648

Varied Varied 1–5 minutes each 10 minutes

Text, pages 649–650 Text, pages 650–651 Instructor Manual

30 minutes 15 minutes 12 minutes

Instructor Manual

12 minutes

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5 minutes 3 minutes 6 minutes 5 minutes 8 minutes 5 minutes 7 minutes 30 minutes 30 minutes

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15.4–15.6 15.5 15.4–15.8

Who Are Dying Discussion: Diversity and Death How Do the Media Portray Death?

Free Write—Death and Dying

Instructor Manual Instructor Manual

15 minutes 50 minutes

Instructor Manual

20minutes

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KEY TERMS advance directives: documents that specify an individual‘s preferences regarding treatment in a medical crisis. aging: characteristic pattern of normal life changes that occur as living things grow older.

Alzheimer’s disease: progressive deterioration of intellectual powers due to physiological changes within the brain; symptoms include diminishing ability to concentrate and reason, disorientation, depression, apathy, and paranoia. assisted suicide: providing the means to end life to a patient by a health professional. autopsy: detailed examination of a body after death. coma: state of total unconsciousness. dementia: deterioration of mental capability. do-not-resuscitate (DNR) orders: advance directive that expresses an individual‘s preference that resuscitation efforts not be made during a medical crisis. euthanasia: painless killing of a patient with an incurable fatal disease or in an irreversible coma. holographic will: will wholly in the handwriting of its author. hormone therapy (HT): use of supplemental hormones during and after menopause. hospice: homelike health-care facility or program committed to supportive care for terminally ill people. living will: advance directive that provides instructions for the use of life-sustaining procedures in the event of terminal illness or injury. menopause: complete cessation of ovulation and menstruation for 12 consecutive months. mild cognitive impairment (MCI): slight but noticeable and measurable decline in cognitive abilities, including memory and thinking skills. perimenopause: period from a woman‘s first irregular cycles to her last menstruation. persistent vegetative state: state of being awake and capable of reacting to physical stimuli, such as light, while being unaware of pain or other environmental stimuli. terminal illness: illness in which death is inevitable. [return to top]

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 15: A Lifetime of Health

CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic) so that you can see how all the content relates to the topics covered in the text.

I. II.

III.

IV.

V.

VI.

Quality and Quantity of Life (LO 15.1, PPT slides 3–5) A. Will You Live to 50?

Aging Well (LO 15.2, PPT slides 6–10) A. Physical Activity: It‘s Never Too Late B. Nutrition and Aging C. The Aging Brain 1. Cognitive Aging 2. Memory D. Women at Midlife 1. Menopause 2. Hormone Therapy E. Men at Midlife 1. Low Testosterone 2. Prostate Problems F. Sexuality and Aging G. Knowledge Check 1. Aging Well. Duration 5 minutes The Challenges of Age (LO 15.3, PPT slides 11–14) A. Mild Cognitive Impairment B. Alzheimer‘s Disease C. Osteoporosis 1. Polling Activity 1. Bone Health. Duration 3 minutes Preparing for Medical Crises and the End of Life (LO 15.4, PPT slides 15–20) A. Discussion Activity 1. The Way a Person Faces Death. Duration 6 minutes B. Advance Directives 1. Health-Care Proxies 2. Living Wills 3. The Five Wishes 4. DNR Orders 5. Holographic Wills 6. Polling Activity 2. Making Your Wishes Known. Duration 5 minutes C. Ethical Dilemmas D. The Gift of Life: Organ Donation Death and Dying (LO 15.5, PPT slides 21–25) A. Death Literacy and Education B. Defining Death C. Denying Death D. Emotional Responses to Dying E. Discussion Activity 2. Kübler-Ross‘s Stages of Facing Death. Duration 8 minutes How We Die (LO 15.6, PPT slides 26–30) A. A Good Death B. Caregiving

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 15: A Lifetime of Health

VII. VIII. IX.

C. Hospice: Caring When Curing Isn‘t Possible D. Knowledge Check 2. Hospice. Duration 5 minutes Suicide (LO 15.7, PPT slides 31–32) The Practicalities of Death (LO 15.4–15.8, PPT slides 33–34) A. Funeral Arrangements Grief (LO 15.8, PPT slides 35–38) A. Grief‘s Impact on Students B. Grief‘s Effects on Health C. Knowledge Check 3. Grief. Duration 7 minutes

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ADDITIONAL DISCUSSION QUESTIONS The following are discussion questions that do not appear in the text, PPTs, or courseware—they are for you to use as you wish. You can assign these questions in several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.

1. Discussion: Preparing for Eventual Death in the Future. Duration 12 minutes. LO 15.4 a. Information: Assuming most college-age students have probably not thought about any of the eventual issues of death and dying, ask the following questions. b. Question: Ask students if any have a will. How many have signed organ donor cards?

Who has communicated to others how they would like their body handled after they die?

Ask the class to discuss the advantages and disadvantages of planning for their death.

What is the process of donating your organs after you have passed?

I. Answer: It may be helpful to show students how to donate their organs, write a will, and create a living will. Emphasize the importance of codifying their own wants prior to an accident or illness.

2. Discussion: Pain Relief for Those Who Are Dying. Duration 12 minutes. LO 15.4 and 15.6 a. Information: Cover information about preparing for medical crises and the end of life. b. Question: Ask the students to share their thoughts about giving a person suffering from extreme pain access to pain relief on an as-needed basis. Do their feelings change when the medication is otherwise deemed illegal (e.g., using marijuana to help relieve the nausea that often accompanies chemotherapy)? i. Answer: Discuss the legal issues in your state surrounding medical marijuana and pain medications. Student answers may vary based on their own personal experiences with death and dying.

3. Discussion: Diversity and Death. Duration 20 minutes. LO 15.4–15.6 a. Information: Explore the concept of diversity and death among various cultures. b. Question: Ask students to share how various cultures deal with death and dying. Are there any traditions that are shocking to the students? Why or why not? i. Answer: Students will share varied ways in how death and dying are handled in their culture and will compare the different ways we grieve. [return to top]

© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 15: A Lifetime of Health

ADDITIONAL ACTIVITIES AND ASSIGNMENTS The following are activities and assignments developed by Cengage but not included in the text, PPTs, or courseware—they are for you to use if you wish.

Activity 1. How Do the Media Portray Death?—LO 15.5 Face-to-face and online classes Purpose: To create an awareness of our beliefs about death and grieving Duration: 50 minutes Method: A. Introduce the stages of grieving both for those in the process of dying and for the loved ones of the individual dying.

B. Have students view a film that addresses dying (e.g., Dying Young, Tuesdays with Morrie, or The Fault in our Stars). You might even want to select a movie that involves the death of a pet (e.g., Where the Red Fern Grows).

C. In either in class or in the LMS Discussion Forum, have students address the following:  What were your immediate reactions?  What feeling is it that they are identifying with? When they see a movie like this, do they relate it to a similar experience or loss?  Does the media accurately portray our emotions, or do we reflect the media‘s portrayal?  What can we learn from those nearing death?  Do we grieve differently when death is sudden versus over a period of weeks, months, or years?  How do movies like this help us prepare for the inevitable?

Activity 2. Free Write—LO 15.4–15.8 Face-to-face and online classes Purpose: To understand that spending a few quiet minutes with their own thoughts can help students come to conclusions about their own attitudes about death and dying Duration: 20 minutes Method: A. Have students sit in a quiet place with no distractions or cell phones. Tell them they will have 10 minutes to answer the prompt.

1. Have students write freely about the following topic: Think back to the loss of someone you loved. How long ago did they die? What are your memories of them? Of their death?

2. What was your response to their death? Did you experience the five emotional responses to dying?

B. In either in class or in the LMS Discussion Forum, have students address the following if they feel they can comfortably share their thoughts:

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 15: A Lifetime of Health

 

What are their concerns about death?

Did this loss cause them to think about their own death? Have they considered being an organ donor?

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ADDITIONAL RESOURCES The following are relevant videos from the External YouTube Playlist in the MindTap and answers to the review questions at the end of the chapter.

EXTERNAL PLAYLIST: 







The Art of Aging Well. Duration 1:27:18 hours. https://www.youtube.com/watch?v=MPXgNCefknI&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=89 A neuroscientist lays out the keys to aging well. 5:56 minutes. https://www.youtube.com/watch?v=CFBCkBKC0Ps&list=PLt3y8PG1iI957a5_ORx9U4jajU -fUdk-e&index=90 Why do our bodies age? TED. Duration 5:09 minutes. https://www.youtube.com/watch?v=GASaqPv0t0g&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=91 Understanding End of Life Care Options. Duration 4:25 minutes. https://www.youtube.com/watch?v=rymZI7Vo8kU&list=PLt3y8PG1iI957a5_ORx9U4jajUfUdk-e&index=92

REVIEW QUESTION ANSWER KEY: 1. c. LO 15.1 2. a. LO 15.1 3. a. LO 15.2 4. c. LO 15.2 5. d. LO 15.3 6. d. LO 15.3 7. a. LO 15.4 8. b. LO 15.4 9. d. LO 15.4 10. c. LO 15.6 11. c. LO 15.6 12. c. LO 15.7 13. c. LO 15.7 14. d. LO 15.8 15. b. LO 15.8 [return to top]

© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Instructor Manual: Lisa Tunks, An Invitation to Health Brief, Edition: 13, Core ISBN 9780357973585; Chapter 15: A Lifetime of Health

© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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