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Health & Wellness_1
HS 101
| Question | Answer |
|---|---|
| health | the ever-changing procss of achieving individual potential in the phsyical, social, emotional, mental, spiritual, and environmental dimensions |
| wellness | the achievement of the highest level of health possible in each of several dimensions |
| morbidity | illness rates or the relative incidence of disease |
| mortality | the proportion of deaths to the population |
| health and wellness (today) | used interchangeably to mean the dynamic, ever-changing process of tryin to achieve one's potential in each of several interrelated dimensions which include physical, social, intellectual, environmental, emotional, and spiritual health |
| physical health | characteristics such as body size and shape, sensory acuity and responsiveness, susceptibility to disease and disorders, body functionting, physical fitness, and recuperative abilities as well as the ability to perform normal activities of daily life |
| social health | the ability to have satisfying interpersonal relationships, including interactions with others, adaptation to social situations, and appropriate daily behaviors in society |
| intellectual health | the ability to think clearly, reason objectively, analyze critically, and use brain power effectively to meet life's challenges; learning from successes and mistakes and making responsible decisions that take into consideration all aspects of a situation |
| environmental health | an appreciation of the external environment and the role individuals play to preserve, protect, and improve environmental conditions |
| emotional health | th ability to express emotions when they are appropriate, controlling them when they are not, and avoiding expressing them inappropriately. Self-esteem, self-confidence, self-efficacy, trust, love, and many others are part of this |
| spiritual health | subscribing to a way of life or a belief in a supreme being based on a particular religious doctrine or feeling of unity witha greater force and a guiding sense of meaning or value in all life |
| mental health | the thinking part of psychosocial health; includes your values, attitudes, and beliefs |
| Healthy People 2000 | a plan generated by the 1990 U.S. Surgeon general that outlined a series of long-term objectives |
| Healthy People 2010 | the updated plan as of the new millenium - this is a nationwide program with two broad goals: (1) increase life span and quality of life and (2) eliminate health disparities - has 28 focus areas |
| healthy life expectancy | the number of years a newborn can epect to live in full health, based on curret rates of illness and mortality and aso on the quality of their lives |
| Healthy People 2020 | objectives that are exprected to have an even greater emphasis on diverse health needs and healthy disparities among selected populations and should be available soon |
| health disparities | differences in the incidence, prevalence, mortality and burden of diseases and other health conditions among specific population groups |
| health promotion | the educational, organizational, procedural, environmental, social, and financial supports that help individuals and groups reduce negative health behaviors and promote positive change |
| risk behaviors | actions that increase susceptibility to negative health outcomes |
| sex | the biological and physiological aspects that make an individual male or female |
| gender | the socially accepted roles and attributes of being male or female |
| incidence | the number of new cases |
| prevalence | the number of existing cases |
| Certified Health Education Specialists (CHESs) | Academically trained health educator who has passed a national competency examination for prevention and intervention programming |
| predisposing factors | our life experiences, knowledge, cultural and ethnic heritage, and current beliefs and values (ex: age, sex, race, income, family background, educational background, and access to health care) |
| enabling factors | skills and abilities; physical, emotional, and mental capabilities; community and government priorities and commitment to health; and safe and convenient resources and facilities that mae health decisions easy or difficult |
| reinforcing factors | include the presence or absence of support, encouragement, or discouragement that significant people in your life bring to a situation; employer actions and poiicies; health provider costs and acces; community resources; and access to health education |
| belief | appraisal of the relationship between some object, action or idea and some attribute of that object, action or idea |
| attitude | relatively stable set of beliefs, feelings, and behavioral tendenciesin relation to something or someone |
| Health Belief Model (HBM) | model for explaining how beliefs may influence health behaviors (developed by J. Rosenstock, psychologist) |
| self-efficacy | an individual's belief that he or she is capable of achieving certain goals or of performing at a level that may influence events in life (belief in one's ability to perform a task successfully) |
| locus of control | the "location," external (outside oneself) or internal (within oneself), an individual perceives as the source and underlying cause of events in hir or her life (can vary with the situation) |
| motivation | must be combined with common sense,commitment, and a realistic understanding of how to move from point A to point B |
| Readiness | the state of being that precedes behavior change, and those who are ready are likely to make the actual effort |
| Transtheorectical Model of Health Behavior Change (Stages of Change Model) | Model of behavior change that identifies six distinct stages people go through in altering behaior patterns (stages: precontemplation, contemplation, preparation, action, maintenance, and termination) |
| precontemplation | a phase in which the individuals have no current intention of changing |
| contemplation | a phase in which people recognize that they have a problem and begin to debate th need for change |
| preparation | in this phase people, are close to taking action (may have a plan and are focusing on what they can do) |
| action | in this phase, people begin to follow their plans |
| maintenance | this phase requires vigilance, attention to detail, and long-term commitment |
| termination | during this phase, the behavior should be so ingrained that the current level of vigilance may be unnecessary |
| shaping | using a series of small steps to gradually achieve a particular goal |
| imagined rehearsal (visualization) | practicing through mental imagery, to become better able to perform an event in actuality |
| modeling | learning specific behaviors by watching others perform them |
| situational inducement (controlling the situation) | attempt to influence a behavior through situations and occasions that are structured ot exert control over that behavior |
| positive reinforcement (reinforcement) | presenting something positive following a behavior that is being attempted (ex: consumable, activity, manipulative, possessional, and social) |
| extrinsic rewards | incentives that come from others |
| intrinsic rewards | incentives that come from yourself |
| self-talk | the customary manner of thinking and talking to yourself, which can impact your self-image |
| rational-emotive therapy | a form of cognitive therapy or self-directed behavior change that is based on the premise that there is a close connection between what people say to themselves and how they feel |
| blocking/thought stopping | purposefully blocking or stopping negative thoughts so that the individual can concentrate on taking positive steps toward behavior change |
Created by:
Nicolekr
Popular Health & Social Care sets