||HED 308 - Mental and Emotional Health
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Recommended: Prior completion of
|Course Description: Exploration of emotional well being and mental health issues including stress, anxiety, depression, grief, self-abuse/ suicide, eating disorders, anger and oppositional defiance disorders. Resiliency, health choices, and lifestyle factors effecting overall health and well-being along with identification, intervention,and referral strategies will be examined.
|Course Learning Outcomes:
- Identify the risk factors for emotional disturbance, mental illness, and self abuse/suicide.
- Compare and contrast positive youth development, asset development, and resiliency as factors in mental health.
- Identify the causes of and the physical, mental, emotional and social effects of stress
- Describe the effects of anger, anxiety, grief, and depression on health and well-being.
- Describe the key components of healthy relationships and role of social support and health.
- Identify school, community, public health and internet resources and social supports that can be used in promoting mental and emotional health
- Identify strategies to assist individuals in making positive mental and emotional health choices.
- Discuss intervention and referral strategies for working with students at risk of or suffering from mental illness
|Specified Program Learning Outcomes:
MAJOR IN HEALTH SCIENCES WITH A PRELIMINARY SINGLE SUBJECT CREDENTIAL (CALIFORNIA)
- Analyze the role of mass media, technology and the Internet in promoting physical, mental and emotional health literacy and behaviors.
- Demonstrate a thorough understanding of the learning needs of students through the creation of positive learning environments.
- Demonstrate knowledge of developmentally appropriate grade level health education content domains.
- Demonstrate professional standards and ethics.
- Describe how to support growth in cognitive, social, physical, and emotional domains.
- Describe the relationship of personal, family, school, community, cultural and environmental factors as related to health behavior and physical, emotional, and mental well-being.
- Design, implement, and evaluate standards-based lesson plans for learning and achievement in content areas.
- Discuss the evolving role of a health science teacher as a culturally responsive health educator, counselor, advocate, and resource for individuals, families, and communities.
- Discuss the personal, social, and legal requirements and appropriate prevention and intervention strategies in providing a safe, inclusive school environment.
- Examine components of research-based health education and health promotion programs / practices including coordinated school health programs.
- Identify cognitive, social, and physical characteristics, growth, and development of healthy adolescents, at-risk adolescents and those who have health problems.
- Integrate educational technology to meet the needs of all learners.
- Utilize different teaching strategies to accomplish teaching and learning goals.
- Utilize health promotion materials, lessons, and programs to reduce health risk behavior and increase positive health behaviors.
- Utilize systematic observations, documentation, and other effective assessment strategies in a responsible manner to facilitate and account for learning and to support positive growth.
Specific Course Expectations:
1. Compete readings and discuss concepts and application.
2. Analyze professional, community and internet resources that could be used for mental and emotional health promotion and health education.
3. Develop a prevention and intervention plan that could be used with a group of adolescents to increase mental and emotional wellbeing. State the specific instructional and performance objectives, specify the content to be covered, identify the learning activities and procedures for the age group you propose to teach, identify strategies for meeting the needs of diverse students, and identify how you would evaluate student learning and teaching effectiveness.
4. In class PowerPoint presentation of plan.
5. Develop a written research paper on a mental health issue. Include the role of the health educator in meeting the objectives. Be sure to discuss the incidence of the issue/disease, the specific objectives the health educator could address, and strategies that could be used to meet the objective. Use evidence-based research in identifying the strategies. Use appropriate professional references to document the paper. Use APA form and style.
6. Complete case study analysis of health promotion and prevention in mental and emotional health.
7. Midterm exam.
8. Class participation.
9. Comprehensive final exam.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures