Thinking of a Change

1. Thinking of a Change Health Education For the 2020 Generation Dr. David Lohrmann, Professor Indiana University--Department of Applied Health Science

2. Forward-Present and Past • Where am I now? • Where have I been? • Health education setting—PK-12 schools • Half in public education—teacher/coach, administrator, national evaluator • Half in higher education—teacher preparation; CSHP

3. Rejuvenation/Reinvention • Futurists—World Future Society • Scan environment for hints of new trends • Bookstore—books of interest • New capacities--text mining • Consider concepts from other fields/disciplines for application to school health education Future

4. Hints about the Current Status of Health Education in Schools(but who knows for sure?)

5. How Should Health Education be Taught?

6. Research-based and theory driven Focus on specific behaviors** Accurate, basic, and developmentally and culturally** appropriate information Learning activities engage students in interactive and experiential ways Students are given opportunities to model and practice skills(communication, avoidance, refusal, negotiation, problem solving, goal setting, stress management, etc.**) Social and media influences on behavior are addressed Individual values and group norms that support health-enhancing behaviors are strengthened and supported Of sufficient duration to allow students to gain the needed knowledge and skills (at least 8 lessons) Include teacher training that enhances effectiveness Standard 1– Students will comprehend concepts related to health promotion and disease prevention to enhance health. Standard 2--Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. Standard 3--Students will demonstrate the ability to access valid information and products and services to enhance health. Standard 4--Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 5--Students will demonstrate the ability to use decision-making skills to enhance health. Standard 6--Students will demonstrate the ability to use goal-setting skillsto enhance health. Standard 7—Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Standard 8--Students will demonstrate the ability to advocate for personal, family and community health. Effectiveness Characteristics Health Education Standards

7. Active Learning Teaching Strategies In Research-Based Health Education Units Herbert and Lohrmann, Its all in the Delivery…..accepted for publication in JOSH

8. Is health education in schoolsSupported?

9. Is health education in schools Supported? • American Cancer Society Survey 1995 • Mid-Continent Regional Ed. Lab. (MCREL)--Robert Marzano, 1999 • Alliance for a Healthier Generation--2009

10. Majority of school administrators, students and their families support CSHE Majority of parents and administrators believed that adolescents should be taught more health information and skills in schools 55% of students said schools should spend more time on health than on English, math or science American Cancer Society Survey (1995)

11. Mid-Continent Regional Ed. Lab. (MCREL)--Robert Marzano, 1999 Language Arts Mathematics Science Foreign Language History Civics Economics Geography Social Studies Health Physical Education Technology Lifelong Learning Asked American public to rank 142 Standards from across 14 school subjects including:

12. MCREL Results Rank of Health-Related Standards of 142 • #1 Understand substance use and abuse • #3 Understand family health/individual health • #4 Knows essential concepts of disease prevention and control • #6 Knows how to maintain mental and emotional health • #11 Knows use of health services, products and info. • #12 Understands nutrition and diet • #16 Knows injury prevention and safety • #19 Fundamental concepts of growth and development • #24 Knows how to maintain and promote personal health • #50 Knows environmental health

13. Alliance for a Healthier Generation--2009 2009 Survey Conducted for the Alliance by KRC Research, the survey found • 92 % of parents consider physical education and health education as important as English, math and science instruction. • 96 % of parents believe that physical activity can boost their children’s classroom performance, and virtually all parents (99 percent) recognize that healthy eating also has a positive effect on learning. • Findings suggest widespread parental concern over the cuts many school systems have made in physical education and recess, often the unfortunate result of budget difficulties and standardized testing pressures.

14. is Health Being Taught? National Picture

15. Districts require to teach “some” health (at least 1 hour)* 86.4% of elementary schools 84.6% of middle schools 91.8% of high schools Most common topics (More than 2/3 teach at El, MS & HS) Injury prevention/safety Alcohol and other drug use development Emotional and mental health Nutrition Physical active and fitness Tobacco use prevention Violence prevention Current Status (2006 SHPPS/CDC)? * Typical PER DAY Elem = Lang. Arts 120 min; Math 60 min; Social Studies 30 min; Science 30 min

16. Mode of Delivery Where taught Elementary—infused into grade-level curricula M.S./H.S. Course primarily health = 43.2% Combined health and PE = 21.8% Other (Sci, SS, Eng.) = 35% In M.S. and H.S. most health topics (except environmental health and immunization) more frequently taught in separate health course Current Status (2006 SHPPS/CDC)?

17. How is Health Education Being Taught? Twenty-eight teacher prep students participated in early field placements for 20 hours over a semester. At the end they were asked: How many of you observed * Knowledge acquisition? * Knowledge application? Which approach to learning did you observe? * Passive learning? * Active learning? * Skills-based learning?

18. Impressions from the public Education EstablishmentWhere does Health Education Fit in (or not)?

19. High-Stakes Testing Narrows the Curriculum by Jane L. David ASCD* Education Leadership, March 2011 Question: “Are science, social studies, the arts, and physical education really disappearing from elementary schools? Are critical thinking and deep reading of literature fading from the high school curriculum? Answer: “A study of a large urban district from 2001-2005 found that as worries about adequate yearly Progress increased, teachers matched contend and format of what they taught to the state test. These researchers concluded that the content of the tests had effectively become the learning goals for students….More than 80 percent of the studies in the review found changes in curriculum content and increased in teacher-centered instruction.” ASCD is sponsor of Whole Child Initiative and Healthy Schools Communities

20. Two Brand New ASCD Premium Membership Books • Wasting Minds Why Our Education System is Failing and • What We Can do About It • By Ronald A.Wolk (2011) • Focus Evaluating the Essentials to Radically Improve Student Learning • by Mike Schmoker (2011) • What do these say about health and learning? • Never mention child health, teacher health, or physical activity directly and only • a few health-related issues (e.g., self control) even in sections on • “what do employers want”, “brain studies point the way” and “the drop-out epidemic”. • Obviously never read John Ratey’sSPARK The Revolutionary New Science • of Exercise and the Brain

21. Partnership for 21st Century SkillsCouncil of Chief State School Officers • Mastery of core subjects and 21st century themes is essential for • students in the 21st century. Core subjects* include: • English, reading or language arts • World languages • Arts • Mathematics • Economics • Science • Geography • History • Government and Civics • * Same as Education Goals 2000—NO health education or physical education

22. Advice from Robert McDermottHealth Education circa 2035—a commentary “In the next 25 years we will have to leave our comfort zones and take a calculated risk with some radical and creative approaches to health behavior change, for as Einstein is credited as having said: “Insanity is to do the same thing over and over again and expect the same result.”……… I would like to suggest that our prediction of the future will be made easier if we are among those who create the future through a conscious set of decisions and actions.” Journal of Health Education January/February 2011

23. One could argue that, with regard to health education in schools, we’re doing the same thing over and over again and actually achieving a worse result (i.e., uncertain support, lower quality teaching, less instructional time, uncertain learning outcomes.) Should we stop doing the same thing over and over again and try something else? If so, what?

24. Thinking of a Change • Who is our audience? What are they like? How do they learn? • What “blips” are out there to inform what we do? • What non-traditional delivery systems are available? • Can a new approach connect to 21st Century Education Reform?

25. Who are the newest generations?What are they Generally like?How Might they be different?

26. Four repeating generation types* * Generations The History of America’s Future 1584-2069 by Strauss and Howe

27. Millennial Generation—1982-1999* • Parents = Boomers and Gen-Xers • Least white and most racially and ethnically diverse generation in history (Latinos outnumber African Americans with Asian teens rapidly growing presence) • Think of self as “global” • Busiest people in US—reduced unstructured time and in school longer • Have considerable Spending power but with parent’s approval • Except for BMI, are generally healthier (Boomers = do as I say, not as I did) • Never knew a time without computers • Regarding work: • Work for organization that does something they believe in, supportive, empowering and inspiring • Blend home and work life (“weisure time”) • Develop new skills and career prospects with employer * Millenials and K-12 Schools by Strauss and Howe

29. Generation 2020—Born 2000+ * • Parents Late Boomers, Gen-Xers and Millennials • Digital natives—hyper-networked, stay connected by cell and smart phones • Know how to access information quickly, also TMI • Concerned about environment • Want freedom to get education anywhere in the world, even by phone • Want mobile access to organize volunteering opportunities and corporate social responsibilities. • Spend less free time outdoors • BMI an issue but generally too young to assess other health risk behaviors • Will work in jobs/careers not yet invented. The 2020 Workplace by Meister and Willyerd

31. Generation 2020 Media Exposure(Varies widely for individuals) Do They Really Think Differently? Marc Prensky

32. Blips from An Environmental Scan

33. Why Don’t Kids Like School? By Daniel T. Willingham

34. Learning Results from Thinking about Meaning Working Memory (site of awareness and of thinking) Attention Environment Information Learning Remembering NOTE: The greater the capacity in working memory the better the thinker Long-Term Memory (factual knowledge and procedural knowledge)

35. What does this tell us about what we ought to be doing?

36. The Political Brain The Role of Emotion in Deciding the Fate of the Nation By Drew Westen

37. Brain Research and Advertising • Humans make decisions based more on emotions (80%) than reason • Political advertising designed to arouse emotions, not reason

39. Brain Research and Advertising • Works physiologically through Amygadala region of brain • Forms and storages memories associated with emotional events. • Greater emotional arousal following a learning event enhances a person's retention of that event • Can respond to stimuli even when the person has no awareness of having seen them

40. Dual Systems of Emotional Processing Behavioral Approach System Pleasurable Emotional States Media Message Dopamine Behavioral Inhibition System Fear and Anxiety Norepinephrine • Whether individual aware or unaware, messages can activate one or the other and create either a positive or negative emotional association with an object • Words, images, sounds, music, backdrop, tone of voice, etc. crucial

41. Advertising to Distort Systems • Function of Dual Systems • Provides internal checks and balances, leading to pursuit enjoyable activities but putting on the brakes when about to get themselves into trouble (doesn’t work as well for adolescents). • Those too high on one and too low on the other risk psychological problems. • Vulnerable to depression and anxiety on the one hand or to excessive risk taking and antisocial behavior on the other. • Given time and repetition, [emotional appeal] media messages can distort reality and cause malfunction of internal regulation and individuals will made decisions that are against their own best interests* *Consistent with How We Decide by Jonah Lehrer

42. The End of Overeating Taking Control of the Insatiable American Appetite By David Kessler

43. Business of Food: Creating Highly Rewarding Stimuli • Layer food with three most satiable ingredients—sugar, fat and salt (SFS) • Take advantage of brain chemistry • SFS can be reinforcer even if not hungry • Utilize consumption reinforcers—sight, smell, location, anticipation

44. Overeating and the Brain • Brain activity stimulated by cues in anticipation of reward • Neurons activated by taste and other features of SFS part of opioid/endorphin circuit • Opioids produced by high-sugar, high-fat foods can relive pain or stress and produce calming • Positive emotions (comfort, stress relief) imbedded in cues to eat • Involves dopamine to motivate reward-seeking behavior

45. Dual Systems of Emotional Processing Behavioral Approach System Pleasurable Emotional States Media Message Dopamine Behavioral Inhibition System Fear and Anxiety Norepinephrine • Whether individual aware or unaware, messages can activate one or the other and create either a positive or negative emotional association with an object • Words, images, sounds, music, backdrop, tone of voice, etc. crucial

46. Food Marketing and emotions • Designed to influences behavior by creating anticipation • Create positive perception of a food product • Sell pleasurable emotions—food promises to make us feel good • Present with cues associated with rewards—pictures, words, expressions, location, etc. • Effective marketing is itself an emotional reinforcer, driving to reinforcing food

47. Countering Food Marketing • Mandate calories of foods on all restaurant menus • Prominently identify sugar, fat and salt on food labels • Public education campaign to expose SFS foods as negative and unhealthy • Monitor and expose food marketing of SFS foods as harmful • Protect children from food advertising

48. What does this tell us about what we might change?

49. Major Emphasis onMedia Literacy The ability to interpret and create personal meaning from the hundreds, even thousands, of verbal and visual symbols we take in everyday. Center for Media Literacy, 2010

50. Empowerment The ability to: • Choose and select; • Challenge and question; and • Be conscious about what’s going on around you and not be passive—and therefore, vulnerable.