Overweight and Obesity Statistics

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Overweight and Obesity

Read the article entitled “Overweight and Obesity Statistics” published by the USDHHS. Analyze the article and answer the following:

In a paragraph, summarize the article overall.

What two things did you learn from this article?

After reading this article, what would you tell someone who eats a poor diet and has some of the risk factors for overweight and obesity? Do you think cultural differences can contribute to what foods are habitually eaten?

Americans are eating “junk” food such as fast food, cookies, and chips in place of fruits, vegetables, whole grains, and lean meats. How, in your opinion, are fast food or junk food items linked to diseases? Can these foods compromise your nutritional status? Is there a way to measure if junk foods may be negatively affecting your health?

Overweight and Obesity Statistics

U.S. Department of Health and Human Services

NATIONAL INSTITUTES OF HEALTH

WIN Weight-control Information Network

General Information

Over two-thirds of adults in the United States are overweight or obese, and over one-third are obese, according to data from the National Health and Nutrition Examination Survey (NHANES) 2003–2006 and 2007–2008.

What Are Overweight and Obesity?

Overweight: Overweight specifically refers to an excessive amount of body weight that may come from muscles, bone, adipose (fat) tissue, and water.

Obesity: Obesity specifically refers to an excessive amount of adipose tissue.1

Causes of Overweight and Obesity

Essentially, overweight and obesity result from energy imbalance. The body needs a certain amount of energy (calories) from food to sustain basic life functions. Body weight is maintained when calories eaten equals the number of calories the body expends, or “burns.” When more calories are consumed than burned, energy balance is tipped toward weight gain, overweight, and obesity. Genetic, environmental, behavioral, and socioeconomic factors can all lead to overweight and obesity.2

Treating Overweight and Obesity

Overweight and obesity are risk factors for diabetes, heart disease, high blood pressure, and other health problems. Since there is no single cause of all overweight and obesity, there is no single way to prevent or treat overweight and obesity that will help everyone. Treatment may include a combination of diet, exercise, behavior modification, and sometimes weight-loss drugs. In some cases of extreme obesity, bariatric surgery may be recommended.2

Risk Factors for Overweight and Obesity

■ type 2 diabetes

■ coronary heart disease

■ high LDL (“bad”) cholesterol

■ stroke

■ hypertension

■ nonalcoholic fatty liver disease

■ gallbladder disease

■ osteoarthritis (degeneration of cartilage and bone of joints)

■ sleep apnea and other breathing problems

■ some forms of cancer (breast, colorectal, endometrial, and kidney)

■ complications of pregnancy

■ menstrual irregularities

 

 

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Estimates on Overweight and Obesity

The estimates on overweight and obesity in this fact sheet were taken from the Centers for Disease Control and Prevention (CDC). Data are based on the CDC’s National Health and Nutrition Examination Survey (NHANES) from 2003–2006 and 2007–2008.

Some of the overweight- and obesity-related prevalence rates are presented as crude or unadjusted estimates, while others are age-adjusted estimates. Unadjusted prevalence estimates are used to present cross-sectional data for population groups at a given point or time period, without accounting for the effect of different age distributions among groups. For age-adjusted rates, statistical procedures are used to remove the effect of age differences when comparing two or more populations at one point in time, or one population at two or more points in time. Unadjusted estimates and age-adjusted estimates will yield slightly different values.

Unless otherwise specified, the figures below represent age-adjusted estimates. Age-adjusted estimates are used in order to account for age variations among the groups being compared. For more details on the methods for deriving prevalence of overweight and obesity, visit www.cdc.gov/nchs/ nhanes.htm.3

Overweight and Obesity Prevalence Estimates*

Q: How many adults age 20 and older are overweight or obese (Body Mass Index, or BMI, ≥ 25)?

A: Over two-thirds of U.S. adults are overweight or obese.4

All Adults 68 percent Women 64.1 percent Men 72.3 percent

Q: How many adults age 20 and older are obese (BMI ≥ 30)?

A: Over one-third of U.S. adults are obese.4

All Adults 33.8 percent Women 35.5 percent Men 32.2 percent

Q: How many adults age 20 and older are extremely obese (BMI ≥ 40)?

A: A small percentage of U.S. adults are extremely obese.4

All Adults 5.7 percent

Q: How many adults age 20 and older are at a healthy weight (BMI ≥ 18.5 to < 25)?

A: Less than one-third of U.S. adults are at a healthy weight.5

All Adults 31.6 percent Women 36.5 percent Men 26.6 percent

Q: How has the prevalence of obesity in adults changed over the years?

A: The prevalence has steadily increased among both genders, all ages, all racial/ethnic groups, all educational levels, and all smoking levels.6 From 1960–2 to 2005–6, the prevalence of obesity increased from 13.4 to 35.1 percent in U.S. adults age 20 to 74.7 Since 2004, while the prevalence of overweight is still high among men and women, there are no significant differences in prevalence rates documented from 2003 to 2004, 2005 to 2006, and 2007 to 2008.4 In fact, among women, there has been no change in obesity prevalence between 1999 and 2008.

 

 

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Q: What is the prevalence of obesity among non- Hispanic Black, Hispanic, and non-Hispanic White racial and ethnic groups?

A: Among women, the age-adjusted prevalence of obesity (BMI ≥ 30) in racial and ethnic groups is higher among non-Hispanic Black and Hispanic women than among non-Hispanic White women. Among these three groups of men, the difference in prevalence is less significant. In this context, the term Hispanic includes Mexican Americans.4

Non-Hispanic 49.6 percent Black Women

Hispanic Women 43 percent Non-Hispanic 33 percent White Women

Non-Hispanic 37.3 percent Black Men

Hispanic or Men 34.3 percent

Non-Hispanic 31.9 percent White Men (Statistics are for populations age 20 and older.)

Q: What are the percent distributions of obesity in other racial and ethnic groups?**

A: Gender-specific data for Asian Americans, Native Americans, Alaska Natives, and Native Hawaiians or Other Pacific Islanders are not available. Following are percent distributions of obesity for men and women in these groups. Rates of obesity among Asian Americans are much lower in comparison to other racial and ethnic groups.8

Asian Americans 8.9 percent

Native Americans and 32.4 percent Alaska Natives

Native Hawaiians or 31 percent Other Pacific Islanders

* The statistics presented in this section for adults and racial and ethnic groups are based on the following definitions unless otherwise specified: healthy weight = BMI ≥ 18.5 to < 25; overweight = BMI ≥ 25 to < 30; obesity = BMI ≥ 30; and extreme obesity = BMI ≥ 40. BMI is a number calculated from a person’s weight and height.1

**Statistics are for populations age 18 and older.

SOURCES: CDC/NCHS, Health, United States, 2008, Figure 7. Data from the National Health and Nutrition Examination Survey.

Figure. Overweight and Obesity, by Age: United States, 1971–2006.

 

 

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Q: What is the prevalence of overweight and obesity in children and adolescents?

A: Data from the NHANES survey (2003–2006) indicate that approximately 12.4 percent of children age 2 to 5 and 17 percent of children age 6 to 11 were overweight.*** About 17.6 percent of adolescents (age 12 to 19) were overweight in 2003–2006.9

*** Overweight is defined by the sex- and age-specific 95th percentile cutoff points of the 2000 CDC growth charts. These revised growth charts include smoothed sex-specific BMI for-age-percentiles and are based on data from NHES II (1963 to 1965) and III (1966 to 1970), and NHANES I (1971 to 1974), II (1976 to 1980), and III (1988 to 1994). The CDC BMI growth charts specifically excluded NHANES III data for children older than 6 years.10

Q: What is the mortality rate associated with obesity?

A: Most studies show an increase in mortality rates associated with obesity. Individuals who are obese have a significantly increased risk of death from all causes, compared with healthy weight individuals (BMI 18.5 to 24.9). The increased risk varies by cause of death, and most of this increased risk is due to cardiovascular causes.11 Obesity is associated with over 112,000 excess deaths due to cardiovascular disease, over 15,000 excess deaths due to cancer, and over 35,000 excess deaths due to non-cancer, non-cardiovascular disease causes per year in the U.S. population, relative to healthy-weight individuals.11

Economic Costs Related to Overweight and Obesity

As the prevalence of overweight and obesity has increased in the United States, so have related health care costs.

The statistics presented below represent the economic cost of obesity in the United States in 2006, updated to 2008 dollars.12

Q: What is the cost of obesity?

A: On average, people who are considered obese pay $1,429 (42 percent) more in health care costs than normal-weight individuals.12

Q: What is the cost of obesity by insurance status?

A: For each obese beneficiary:

• Medicare pays $1,723 more than it pays for normal-weight beneficiaries.

• Medicaid pays $1,021 more than it pays for normal-weight beneficiaries.

• Private insurers pay $1,140 more than they pay for normal-weight beneficiaries.12

Q: What is the cost of obesity by the type of service provided?

A: For each obese patient:

• Medicare pays $95 more for an inpatient service, $693 more for a non-inpatient service, and $608 more for prescription drugs in comparison with normal-weight patients.

• Medicaid pays $213 more for an inpatient service, $175 more for a non-inpatient service, and $230 more for prescription drugs in comparison with normal-weight patients.

• Private insurers pay $443 more for an inpatient service, $398 more for a non-inpatient service, and $284 more for prescription drugs in comparison with normal-weight patients.12

 

 

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Other Statistics Related to Overweight and Obesity

Q: How physically active is the U.S. population?

A: Only 31 percent of U.S. adults report that they engage in regular leisure-time physical activity (defined as either three sessions per week of vigorous physical activity lasting 20 minutes or more, or five sessions per week of light-to- moderate physical activity lasting 30 minutes or more). About 40 percent of adults report no leisure-time physical activity.5

About 35 percent of high school students report that they participate in at least 60 minutes of physical activity on 5 or more days of the week, and only 30 percent of students report that they attend physical education class daily. As children get older, participation in regular physical activity decreases dramatically.13

In contrast to reported activity, when physical activity is measured by a device that detects movement, only about 3–5 percent of adults

obtain 30 minutes of moderate or greater intensity physical activity on at least 5 days per week. Among youth, measured activity provides information on younger children than is available with reports and highlights the decline in activity from childhood to adolescence. For example, 42 percent of children age 6–11 obtain the recommended 60 minutes per day of physical activity, whereas only 8 percent of adolescents achieve this goal.14

Q: What are the benefits of physical activity?

A: Research suggests that physical activity may reduce the risk of many adverse health conditions, such as coronary heart disease, stroke, some cancers, type 2 diabetes, osteoporosis, and depression. In addition, physical activity can help reduce risk factors for conditions such as high blood pressure and blood cholesterol. Researchers believe that some physical activity is better than none, and additional health benefits can be gained by increasing the frequency, intensity, and duration of physical activity.

References

1 Clinical Guidelines on the Identification, Evaluation, and Treatment of Overweight and Obesity in Adults. National Heart, Lung, and Blood Institute, National Institutes of Health. September 1998. Available at: http://www.nhlbi. nih.gov/guidelines/obesity/ob_gdlns.htm.

2 Strategic Plan for NIH Obesity Research. U.S. Department of Health and Human Services, National Institutes of Health. August 2004. NIH Publication No. 04–5493.

3 Centers for Disease Control and Prevention. National Health and Nutrition Examination Survey 2003–2006. Available at: http://www.cdc. gov/nchs/nhanes.htm.

4 Flegal, KM, Carroll, MD, Ogden, CL, Curtin, LR. Prevalence and Trends in Obesity Among US Adults, 1999–2008. Journal of the American Medical Association. 2010; 235–241.

5 National Center for Health Statistics. Chartbook on Trends in the Health of Americans. Health, United States, 2008. Hyattsville, MD: Public Health Service. 2008.

6 Mokdad AH, Ford ES, Bowman BA, et al. Prevalence of obesity, diabetes, and obesity- related health risk factors, 2001. Journal of the American Medical Association. 2003; 289(1):76–79.

 

 

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7 National Center for Health Statistics Health E-Stats. Prevalence of overweight, obesity and extreme obesity among adults: United States, trends 1976-80 through 2005–2006. 2008.

8 Pleis JR, Lucas JW. Summary Health Statistics for U.S. Adults: National Health Interview Survey, 2007. National Center for Health Statistics. Vital and Health Statistics 10(240). 2009.

9 Ogden C, Carroll M, Flegal K. High Body Mass Index for Age Among US Children and Adolescents, 2003–2006. Journal of the American Medical Association. 2008;299(20):2401–2405.

10 Kuczmarski RJ, Ogden CL, Guo SS, et al. 2000 Centers for Disease Control and Prevention growth charts for the United States: Methods and development. National Center for Health Statistics. Vital Health Stat 11(246). 2002.

11 Flegal KM, Graubard BI, Williamson DF, et al. Cause-Specific Excess Deaths Associated With Underweight, Overweight, and Obesity. Journal of the American Medical Association. 2007; 298(17):2028–2037.

12 Finkelstein EA, Trogdon JG, Cohen JW, Dietz W. Annual Medical Spending Attributable To Obesity: Payer- And Service-Specific Estimates. Health Affairs. 2009;28(5): w822–w831.

13 Centers for Disease Control and Prevention. Youth Risk Behavior Surveillance—United States, 2007 Morbidity & Mortality Weekly Report 2008;57(No.SS–4).

14 Troiano RP, Berrigan D, Dodd KW, Mâsse LC, Tilert T, McDowell M. Physical activity in the United States measured by accelerometer. Medicine and Science in Sports and Exercise. 2008; Jan;40(1):181–8.

15 U.S. Department of Health and Human Services. 2008 Physical Activity Guidelines for Americans. October 2008. Available at http://www.health.gov/paguidelines.

References (continued)

 

 

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Weight-control Information Network

1 WIN Way Bethesda, MD 20892–3665 Phone: (202) 828–1025 Toll-free number: 1–877–946–4627 FAX: (202) 828–1028 Email: WIN@info.niddk.nih.gov Internet: http://www.win.niddk. nih.gov

The Weight-control Information Network (WIN) is a national information service of the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) of the National Institutes of Health (NIH), which is the Federal Government’s lead agency responsible for biomedical research on nutrition and obesity. Authorized by Congress (Public Law 103–43), WIN provides the general public, health professionals, the media, and Congress with up-to-date, science-based information on weight control, obesity, physical activity, and related nutritional issues.

Publications produced by WIN are reviewed by both NIDDK scientists and outside experts. This fact sheet was also reviewed by Rick Troiano, Ph.D., National Cancer Institute; Cynthia Ogden, Ph.D., National Center for Health Statistics (NCHS), CDC; and Katherine Flegal, Ph.D., Senior Research Scientist, NCHS, CDC.

This publication is not copyrighted.

WIN encourages users of this fact sheet to duplicate and distribute as many

copies as desired.

This fact sheet is also available at http://www.win.niddk.nih.gov.NIH Publication Number 04–4158

Updated February 2010

Body And Drugs

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Your Body on Drugs

 

Directions: Please answer the following questions after watching the video: Your Body on Drugs

Use blue font to answer the questions. Please write in complete sentences providing thoughtful and analytical responses.

 

Marijuana

· How does marijuana affect memory?

· How was James’ driving impacted by marijuana?

· How was James’ problem solving affected by marijuana?

· How did James respond in an emergency situation?

· How will marijuana affect James’ body over time?

 

Meth

· How did meth affect Jeff’s driving?

· How was Jeff’s problem solving affected by meth?

· How did meth impact Jeff’s strength?

· How will meth affect Jeff’s body over time?

 

Heroin

· How did heroin impact Vicky’s driving?

· How was Vicky’s problem solving affected by heroin?

· How did Vicky respond in an emergency situation?

· How will heroin affect Vicky’s body over time?

 

Cocaine

· How did cocaine impact Rob’s driving

· How was Rob’s problem solving affected by cocaine?

· How did Rob respond in an emergency situation, before and after use?

· How much more likely are cocaine users likely to experience a panic attack?

· How did cocaine impact Rob’s strength?

· How will cocaine affect Rob’s body over time?

Consumer Science

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EDUCATION DISCUSSION

For ease of reading for other students, please create a name for your university in your post title (ex. American University). In this discussion you are expected to write an informative essay (250 word minimum). Please use information from the lecture, assigned readings, and possibly other websites to develop your reasoning. If you could create your own university, how would it be structured? Include all of the following and separate each item by bullet points or numbers:

1) What criteria would be used for student admissions (ex. SAT scores, ACT scores, personal essays, high school GPA, community service, extracurricular activities, interviews, etc.)? Explain your rationale.

2) Would your professors be expected to teach and to research? To only teach? To only research? Explain your rationale.

3) Would your university have college sports? Why or why not? How would these sports be funded? 4) Would your university be focused more on vocational training or liberal arts? Explain your rationale. 5) Include at least one other detail you feel is important to creating an effective university. 6) Finally, for the students graduating from your university, what would be your hopes for them? What do you hope

they will have learned? What skills do you hope they will have obtained? 7) List your word count.

To post: Click on the Discussions tab on Carmen. Select the “Assignment: Education Discussion.” The next screen will read ”Since this is a group discussion, each group has its own conversation for this topic. Here are the ones you have access to: Education Discussion – Group 1.” Click on your group. Scroll down and click Reply. See next page for grading rubric.

Extra Credit* – Respond to another student’s posting.

Reply Post: 1. Identify strengths of another student’s university. Explain why you think these factors are strengths. 2. Considering the same student’s university, identify something that you think is a concern. Why is this a concern? 3. Provide a possible solution for the concern you expressed in question #2.

*Review syllabus policy for extra credit: Extra credit: Students may earn extra credit points for responding thoughtfully to other students in Carmen discussion assignments. Points earned range from 0.50 – 2 points per Carmen discussion topic. Since there are a total of 4 discussions over semester, students have the opportunity to earn a total of 8 extra credit points. Due dates for discussions are listed in the syllabus. Original posts and responses must be posted before discussion due date.

Impact Of Life Style

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HEALTH: THE FOUNDATION FOR LIFE

 

I. Health: The Foundation for Life A. In the United States, there are some encouraging signs that more people are concerned

about improving and protecting their health than in the past.

1. A higher percentage of American adults report exercising at least 150 minutes a week

2. In 1995, 71% of adults reported that their blood cholesterol level had been checked. By 2013, that percentage had increased to 79.2% of adults.

3. Between 1988 and 2008, the percentage of Americans wearing seatbelts while riding in motor vehicles increased dramatically.

4. Americans have also improved their eating habits. People are consuming less added sugars, more calcium, and more dietary fiber.

5. In 2009, fewer Americans died of cancer than in 1999. 6. Life Expectancy has increased from 75.4 years in 1990 to 76 years for male

and 81 years for females in 2010

B. Certain aspects of Americans’ current health status are less encouraging. 1. Tobacco use is the leading cause of preventable illness and death in the US.

About 1 in 5 Americans 18 and older smoked cigarettes

2. In 2011, excessive alcohol consumption was the third leading cause of preventable deaths in the United States, including traffic-related fatalities.

Seventeen percent of adult Americans and 25 percent of high school students

reported that they engaged in binge drinking (consuming 5 or mode drinks for

men and 4 or more drinks for women) in 2011.

C. The typical American does not meet the federal government’s recommendations concerning healthy food choices and exercise which is causing to the increasingly high

prevalence of obesity.

1. By 2010, 17% of American children and more than 36% of American adults were obese.

2. Obesity is associated with development of many serious diseases, including high blood pressure, heart disease, certain cancers, and type 2 diabetes, a

serious disorder characterized by the body’s inability to regulate its blood

sugar normally.

3. Many older adults suffer from conditions that reduce their ability to enjoy life due to their lack of exercise and proper nutrition.

 

D. Ask students to define “lifestyle” and “risk factor.” 1. Lifestyle: A way of living including behaviors that promote or impair good

health and longevity.

2. Risk factor: A characteristic that increases an individual’s chances of developing a health problem.

 

E. Although people cannot prevent certain conditions such as birth defects and inherited disorders, many can modify risk factors to reduce the likelihood of developing serious

chronic health conditions.

 

 

 

II. The Dimensions of Health A. What Is Health?

1. World Health Organization (WHO) definition of health: “A state of complete physical, mental and social well-being and not merely the absence of disease

or infirmity.”

2. Ottawa Charter definition of health: “A resource for everyday life…a positive concept emphasizing social and personal resources, as well as physical

capabilities.”

3. Hochbaum’s definition of health: “Health is what helps me be what I want to be…do what I want to do…[and] live the way I would like to live.”

 

B. Health and Wellness 1. Explain that “good health” enables one to function adequately within a

constantly changing environment.

2. Wellness is a sense that one is functioning at his or her best level. 3. Introduce the concept of holistic health. Health involves all aspects of the

individual, not only the physical, psychological, and social aspects, but also

the intellectual, spiritual, and environmental dimensions.

 

C. The Components of Health 1. The six dimensions of health are interrelated. 2. Physical Health: Refers to the overall condition of the organ systems, such as

the cardiovascular system (heart and blood vessels), respiratory system

(lungs), reproductive system, and nervous system.

a. Have students discuss signs and symptoms. b. Acute – tends to develop quickly and resolve within a few days or

weeks

c. Chronic – often takes months or years to develop, progresses in severity, and can affect a person over a longer period of time and

sometimes throughout his or her lifetime.

3. Psychological Health: Refers to the ability to deal effectively with the psychological challenges of life.

4. Social Health: Refers to the sense of well-being that one achieves by forming emotionally supportive and intellectually stimulating relationships with family

members, friends, and associates.

5. Intellectual Health: Refers to the ability to use problem-solving and other higher-order thinking (cognitive) skills to cope effectively with challenges.

6. Spiritual Health: Is the belief that one is a part of a larger scheme of life and that one’s life has purpose.

7. Environmental Health: Is concerned with the quality of the environment in which one lives, works and plays.

 

III. The Nation’s Health A. Health is more than just personal health; it is a national concern, too.

1. Lack of health insurance and high healthcare cost are major barriers to preventive action.

 

 

2. Although more Americans have health insurance, many have inadequate coverage.

3. The Affordable Care Act is projected t reduce the number of uninsured Americans by 30 million by 2022.

4. In 2011, total healthcare costs reached 2.37 trillion; health care costs are projected to increase to 2.5 trillion by 2022.

 

B. Health Promotion: Development of Healthy People 2020 1. Health promotion is the practice of helping people become healthier by

encouraging them to take more control over their health and change their

lifestyles. Health promotional efforts strive to prevent rather than treat disease

and injury.

2. The general goals of Healthy People 2000 were: increasing the healthy life span, improving the health status of minorities, and extending the accessibility

of preventive health care services to all Americans.

3. Table 1-3 identifies the 4 main goals of Healthy People 2020 and progress towards those goals will be measured by identified factors. Healthy People

2020 also identifies 42 “objective topic areas,” including “physical activity”

and “injury and violence prevention” as well as nearly 600 health objectives.

4. Refer students to Healthy People 2020 website.

C. Minority Health Status 1. Ask students to classify themselves by selected demographics (e.g. race,

ethnicity, sexual identify, religion, age, nationality, socioeconomic status,

etc.). Discuss how these characteristic might impact disparate health

outcomes.

2. Not all Americans have access to quality health care. Ask students to identify factors that affect their access to quality health care.

3. Diversity in Health box on page 14: a. Hispanic or Latino people make up the largest minority group in the

United States.

b. Income, health insurance coverage, education, and years living in the United States influence state of health.

 

IV. Genetics and Genomics A. Define “genes” and “genetics” B. Lifestyle and environment are not the only things that influence you health, inherited

genes also play a roll. Most of the leading causes of death in the United States have a

genetic component.

C. Genomics has the potential to be used to test, diagnose, predict, and treat common chronic diseases but its value has not been established.

 

V. Understanding Health-Related Behavior A. Changing Health-Related Behavior

1. Motivation, sometimes called attitude, is defined as the force or drive that leads one to take action, and is the key to changing health-related behaviors.

 

 

2. Self-Efficacy, the belief that one is capable of changing behavior, enhances motivation.

3. Having knowledge the health effects behaviors influences one’s likelihood of engaging in certain behaviors. Knowledge, alone, however, does not necessarily

motivate people to make lifestyle changes.

4. One’s motivation to engage in healthy behaviors if influenced by their perceptions of vulnerability, sense of control and perceived value of the behavior.

5. A person is likely to engage in healthful behaviors when he or she sees has a positive attitude about the behavior, perceives positive consequences of from

engaging in the behavior, and believes the behavior is generally worthwhile, and

could improve his health.

 

B. Making Positive Health-Related Decisions 1. Ask students the following questions:

i. “Within the past six months, have any of you quit smoking, started wearing seat belts, or made another behavior change to improve your

health?”

ii. “What motivated you to change the unhealthy behavior?” 2. Stages of Behavioral Change

i. According to Norcross and Prochaska’s model, there are five steps to changing behavior: precontemplation, contemplation, preparation, action,

and maintenance.

ii. Explain the following terms as they relate to behavior change: relapse, stimulus control, cues, counterconditioning, and rewards.

3. A Decision-Making Model i. The Workbook that accompanies the textbook includes assessment

activities and behavior-changing activities that incorporate a decision-

making model.

ii. Identify a problem 1. Make a list of benefits and harms of changing 2. Decide whether to change

iii. Set a target date and list ways to be successful iv. Prepare an action plan that provides specific steps to change behavior

1. Implement the plan and keep record of progress 4. The Goal of Prevention

i. A primary component of health promotion efforts is preventing diseases, infections, injuries, and other health-related conditions.

ii. Throughout life, having routine screening procedures is essential for promoting good health.

iii. Refer students to the Managing Your Health box.

VI. Managing Your Health A. Routine Health Care for Disease Prevention: Adult Recommendations

1. Refer students to Managing Your Health: Route Health Care for Disease

Prevention and discuss if they do these tests or think they will at the appropriate

times.

 

 

B. Can Good Health Be Prescribed? 1. Numerous factors contribute to one’s chances of enjoying a long and productive

lifetime of good health. Several of these factors are the result of lifestyle choices

that people can make, while they are still young, to prevent or delay disease.

 

VII. Analyzing Health Information A. The U.S. Constitution protects freedom of speech and press, and as a result, people can

make false information about health.

 

B. If a claim about a health-related product or service sounds too good to be true, it probably is not true. Discuss the list of signs of questionable health information or products.

 

VIII. Consumer Protection A. The U.S. government has laws and agencies to protect consumers against health fraud

such as the Food and Drug Administration (FDA) and the Federal Trade Commission

(FTC).

B. To avoid being victims of health frauds, people must take the initiative and be very critical when judging the reliability of health-related information.

C. Becoming a Wary Consumer of Health Information 1. Although health information from some sources is based on scientific evidence and

can be extremely useful, that from other sources may be unreliable.

2. Analysis Model –

i. Which statements are verifiable facts, and which are unverified statements or value claims?

a. Ignore anecdotes and testimonials b. Look for Disclaimers

ii. What are the credentials of the person who makes health-related claims? Does this person have the appropriate background and education in the

topic area? What can you do to check the person’s credentials?

iii. What might be the motives and biases of the person making the claims? iv. What is the main point of the article, ad, or claim? Which information is

relevant to the issue, main point, product, or service? Which information is

irrelevant?

v. Is the source reliable? What evidence supports your conclusion that the source is reliable or unreliable? Does the source of information present the

pros and cons of the topic or the benefits and risks of the product?

vi. Does the source of information attack the credibility of conventional scientists or medical authorities?

D. Assessing Information on the Internet 1. Ask students what they would look for when judging the reliability of information

from a particular site.

2. What steps should be taken when choosing Internet resources?

 

IX. Conventional Medicine, Complementary and Alternative Medicine, and Integrative

Medicine

 

 

A. Conventional Medicine relies on modern scientific principles, modern technologies, and scientifically proven methods to prevent, diagnose, and treat health conditions.

i. To determine the safety and effectiveness of a treatment, medical researchers usually conduct studies on animals before testing humans in clinical studies,

using a treatment and control group.

ii. Researchers give subjects placebos to compare their responses to responses of subjects who receive the actual treatment. In double–blind studies, subjects

and researchers are unaware of the identity of those taking placebos.

B. Complementary and alternative medicine (CAM) is an unconventional and diverse system of preventing, diagnosing, and treating diseases that emphasizes spirituality, self-healing,

and harmonious interaction with the environment.

i. Have students identify and describe the different CAM therapies ii. Integrative Medicine emphasizes personalized health care and disease

prevention. Integrative medical practitioners focus on ways to encourage

people to take greater responsibility for achieving and maintaining good

health and well-being.

C. Herbs as Medicines i. Herbal medicines are classified as dietary supplements and are not subject to

the same regulation by the FDA as prescription medicine.

ii. Ask students if they use or have used herbs for health reasons. iii. Which herbal products did they use? Would they use the product again or

recommend it to others?

iv. If they use herbal products, are they concerned about the products’ safety? D. CAM Therapies in Perspective

i. Conventional medical practitioners are concerned when persons with serious conditions forgo or delay conventional treatments and rely instead on

questionable alternative therapies. These could be life–threatening decisions.

ii. Conventional medical practitioners are likely to be skeptical of CAM techniques if they have not been shown scientifically in large–scale clinical

studies to be safe or more helpful than placebos.

iii. Before using an alternative therapy, investigate the method and discuss options with your physician.

E. Choosing Conventional Medical Practitioners i. To help ensure high-quality conventional health care, consumers should

choose physicians who have certain personal and professional characteristics,

including appropriate training and excellent medical credentials.

ii. Patients need to acknowledge that they are largely responsible for their health status.

 

X. Across the Life Span: Health

A. Health care concerns are broader than those of interest to people just between the ages of 18 and 22.

 

B. Many college students are older, have children, and are faced with caring for aged parents.

 

 

 

C. Life span sections of the book focus on specific health concerns that affect people at certain stages of life.