HEALTH 141 - PERSONAL & SOCIAL HEALTH





Instructor:               Larry A. Papenfuss, Ph.D., CHES., “Dr. P.”
Office:                     223 Outreach Center
Phone:                     299-4440
E-mail:    papenfus@cord.edu
Homepage:              http://www.cord.edu/faculty/papenfus/
Office Hours:          by appointment in the summer

Academic Integrity:  Honesty and integrity are important values in this learning community and are
expected in this course.  Violations of this policy (e.g. cheating or plagiarism) will result minimally in
the failure of the exam or assignment and report to the Academic Dean, and maximally, in failure of
the course.
Course Description:  A multi-dimensional approach to health that includes physical, social, emotional,
intellectual and spiritual health promotion that emphasizes self-responsibility and prevention.  Theories of
behavior change are examined to understand the factors that influence personal lifestyle decisions and
societal norms.
Textbooks:  1.  An Invitation to Health, Dianne  Hales, Brooks/Cole Publishers, 9th edition,
                          2001.  ISBN 0-534-57753-9.
                     2.  On Campus Talking About Alcohol, Daugherty & O’Bryan,
                           Prevention Research Institute, 629 N. Broadway, Lexington, KY
Attendance:  Attendance is expected.  Going to class is your job!  Failure to attend may result in
lowering of your grade and/or an Academic Performance Referral.  You are expected to notify the
instructor in advance for excused absences.

Course Competencies: Upon completion of H 141, the student will be able to:
1.  define and analyze behaviors according to the Total Person Concept of health. MN B4, B5
2.  compare and contrast health education and health promotion. MN B1
3.  analyze the role of culture, society, and media on health behavior.  MN E
4.  describe at least two theories of behavior change and analyze a health behavior using them.
5.  use principles of goal-setting to develop a health behavior change plan.  MN G1 & 2
6.  list at least five characteristics of emotional health and three signs/symptoms of depression.
7.  describe two components of self-concept and three characteristics of each component.
8.  distinguish between stress and distress, the stress response and the relaxation response.  MN D4
9.  identify recommendations for meeting the U.S. Dietary  and Food Pyramid Guidelines. MN A4, D1
10.  describe the health benefits of a physically active lifestyle, assess one’s current level of
   cardiorespiratory endurance, and make recommendations for improvement.  MN A4
11.  outline the behaviors that contribute to STD and HIV infection and unintentional pregnancy, their
   signs and symptoms, and ways to reduce and prevent these problems. MN A3
12.  distinguish between physical and emotional intimacy in relationships. MN F1
13.  describe methods of improving communication in relationships. MN F1
14.  describe the long and short term effects of tobacco use. MN A2 & D1
15.  describe the two common views of alcoholism and the new view of alcoholism.  MN A2 & D1
16.  identify the basic formula for risk for alcohol problems and discuss the role of tolerance, trigger level
and biological risk.  Estimate your risk for problems and identify your low risk drinking guidelines.
MN A2 & D1

Course Requirements/Assignments

Due Dates for all assignments are on the Tentative Schedule  * Late assignments will have 10%
deducted from their grade for each day it is late, up to two days, after which no credit will be given
w/o prior arrangements.  Typed assignments are to be double spaced using a standard font and
12 point size.

Writing Skills are evaluated for all written assignments as are organization, content and depth of
response.  Misspelled words, typographical errors, poor sentence structure etc., will all result in a
lowering of ones grade.

1.  Reading Quizzes.        60 Points
Six quizzes are given, each worth 10 points.  Quizzes contain 20 questions that are each worth 1/2 point.
The format will consist of multiple choice, true/false and fill in the blank questions.
Study Guide Quiz 1 - Chapters 1 & 3 (pp. 68-79)
Study Guide Quiz 2 - Chapters 2 & 3 (pp. 78-80, 84-90)
Study Guide Quiz 3 - Chapters 4 & 12
Study Guide Quiz 4 - Chapter 5 - pp. 159-173, 177-78 and Ch. 6 - 188-195, 205-212
Study Guide Quiz 5 - Chapter 7 - pp. 220-233 & 241, Ch. 8 – pp. 248-53, 256-62, Ch. 9 – pp. 286-291
Study Guide Quiz 6 - Chapter 13 - pp. 444-461 and Ch. 16 - pp. 542-557
Dept. Goal #4 (Teaching)

2.  Self-Assessment of Health      10 Points
After reading Health & Wellness:  A Conceptual Differentiation on reserve in the library (PHE 44).
and completing the Wellness Inventory in the textbook pp. 1-9, type a 2-3 page reaction paper that
includes a diagram of the 5 dimensions of the Total Person Concept describing how you would assess
your current level of health in each dimension.  Then respond to the following questions:
How might your current daily behaviors and routine contribute or detract from your health over time?
What impact do you think your emotional, social and spiritual practices have on your physical health?
What are two or three behaviors that you would like to change that would improve your health?
NCHEC I A, B & C;  MN B4, C3

3.  Research and Discussion Groups       10 Points
1.  How do or can we use goal-setting and/or behavior modification in our lives?
2.  Why is depression so prevalent in our society? - What we do to reduce and prevent chronic
depression?  3.  How is spiritual health connected to physical health? - How can a college student
make time for spiritual practice?   4.  Why are fad diets and eating disorders so prevalent? - How
can we, as a society, take a healthier view of dieting?  5.  What should we be teaching
adolescents about sex? - How should parents and other adults talk to kids about sex?
6.  What are the characteristics of healthy and unhealthy relationships - When should one get out
of an unhealthy relationship?  7.  How dangerous is exposure to the sun (and tanning booths)? -
What preventative steps should college students take?  8.  Is there a problem with binge drinking
at Concordia?  What can the college do to reduce and precent alcohol problems?
Your group will be responsible for conducting the discussion on an assigned topic during one of the class
periods this semester (see topics above).  Your group will lead class discussion for approximately 15
minutes on the assigned date.  You are NOT making a presentation but rather facilitating discussion for
the class. Your group will have to decide how you will get the class to participate.  Prior to your
assigned meeting date (see tentative schedule), each member of your group should have read the
appropriate chapter in our text and located at least one additional resource on the topic.  Each member
of your group will type a one page summary of your resource (or a highlighted copy) that includes the
reference and three questions or activities related to the topic you wish the class to consider.  For
example, if your topic was emotional health, you may want the class to:   ·  write a short paragraph
describing the characteristics of emotionally people, or   ·  describe a person who had a positive impact
on their emotional health, or  ·  take an inventory on emotional health that you provide, or  ·  just think
about the qualities of emotionally healthy people.  We will also determine what you would hope the
class would gain from your discussion (some goals/objectives).  The day of your discussion, your group
is in charge.  You are responsible for asking the discussion questions, leading any activity you want them
to do, and monitoring the conversation.
**Monitoring includes limiting the most vocal members and trying to insure that everyone participates.
Evaluation:  Summarizing the outside resource and generating three ideas will be worth five points.
Your role in leading the discussion portion is also worth 5 points.
NCHEC: I A, VI C & D, VII C; Dept. Goal #1 & #3; MN C1, C5

4.  Behavior Change Plan.      10 Points
Type a one page outline of your plan for changing a health behavior over the next 9 weeks.  It should
include: 1.)  a goal statement;  2.)  a list of approximately 3-5 activities that you will regularly perform
to achieve your goal;  3.)  a description of how you will graph your progress (point system);
4.)  why this goal is important to you; and 5.)  the title, author and publisher of the book you will
use for your one-pager.
NCHEC II B & D, IV A; MN G2, G3

5.  Peace Prize Forum        10 Points
Attend the general session on Friday or any of the sessions on Sat. then type a 2-3 page reaction paper.
Describe the connections the session/s have for your major, your understanding of world affairs, and/or
your understanding of the Peace Prize efforts.  For Jimmy Carter's Nobel acceptance speech see:
http://164.109.48.86/topical/pol/terror/02121001.htm

6.  Journal Check.        10 Points
A part of your behavior change project is to keep a journal with at least three entries per week.  Each
entry is to be two or more paragraphs in length and focus on feelings and reactions to how your project
is going (NOT just what you did) and your outside reading.  They may also address your reaction to
the book you are reading for the project.  Journal entries and your graph-to-date will be checked mid-
way through the project.

7.  STD/Contraceptive Presentations     20 Points
You and a partner will be assigned a sexually transmitted disease or contraceptive method.  You will
make a 10 minute presentation to the class using PowerPoint presentation software to generate
approximately 10 slides for your presentation.  Criteria for preparing and grading your presentation
will be handed out in class. I will demonstrate the use of PowerPoint in class.  Your slide presentation
will be submitted on disk and worth 10 points.  Your oral presentation skills when you present your
slides will be worth the remaining 10 points.
NCHEC 3 A & C, VII C;  Dept. Goal # 1, 3 & 4 (teaching); MN A3, C1, C5

8.  Expression of Feelings Paper      10 Points
Using the expression of feelings model presented in class, document at least two actual attempts to use
the model within significant relationships in your life.  One example should communicate a positive
feeling such as love, happiness or pride.  The second, should communicate a negative feeling such as
anger, disappointment or sadness.  Your typed paper should include the context in which the model
was used, the exact wording you used to express your feelings in each example, and the reaction or
results you encountered.  MN F1

9.  Behavior Change Project.      40 Points
Please put your projects in the following order:
A.)  Summary (10 pts.)  Approximately 2-3 pages in length (typed, double spaced).  In it:  1.)  briefly
restate your goal, plan and point system;  2.)  do you feel you accomplished your goal, why/why not?;
3.)  explain the successes and failures using one of the behavior change theories we discussed in this
course;  and 4.) describe your future plans concerning this goal.
B.  Final Graph (5 pts.)  On a standard 8 1/2 x 11 paper, this should reflect your progress on a weekly
basis.  Indicate on the graph what your goal in points was for each week.
C.  Book One-Pager.  (10 Pts.)  Select a book that relates to your behavior change project.  Have the
book approved by Dr.P..  Read it and complete a “one-pager” that includes the title and author, a visual
image that represents an idea that was especially relevant to you or your project (use color to further your
symbolic meanings . . . get out those markers!).  Then label with a #1- two direct quotes from the text
that you found meaningful;  label with a #2 - two statements/short paragraphs from you describing the
impact this text had on you; label with a #3 - one quote from another source that connects to the ideas
that your one-pager addresses, #4 a recommendation of this book for future students of "Absolutely
Recommend", "Somewhat Recommend" and "Don't Recommend"
D.  Final Journal (15 pts.)  This is the completed journal (TYPED) with at least three entries per week
of at least 2 paragraphs in length emphasizing reactions, feelings, barriers and successes. Be prepared to
share a brief overview of your project with the class on the due date.
NCHEC III D, IV C; MN B4, B5, G3

10.  Alcohol Self-Assessment      10 Points
Complete the Prime for Life Self-Assessment on pp. A-20-21.  Do NOT include your responses in
your paper but rather, type a 1-2 page summary of this assessment including:
a.)  what is your estimated level of biological risk?
b.)  what are your low risk guidelines?
c.)  do you ever exceed your low risk guidelines, if so, why?
d.)  how many drinks do you consume in a typical week?
e.)  compare your average to the national norms on A-23-24, for your gender, what percentile does that place you at?
f.)  what phase do you think you are in?
g.)  if you would like to talk to someone about your drinking behaviors, please indicate so in your summary
h.)  what concerns you the most regarding drinking behaviors on our campus in general?
NCHEC I A, B & C;  MN A2, C3, D3, E

12.  Exams      60 points
A midterm and final exam will be given with each worth 30 points.  The focus of these is exams will be
on the materail covered in class.  The format will be short answer, essay and case studies. The final
exam will be comprehensive.
NCHEC VII A & B, X A;  Dept. Goals #4 (teaching)
 

GRADING:      250 Points Possible

A      93%  =   232.5           B-   80% =  200                 D+   66% =   165
A-     90%  =   225             C+   76% =  190                 D     63% =   157.5
B+    86%  =   215             C    73% =   182.5               D-   60% =   150
B      83%  =   207.5          C-   70% =  175                  F     below 150

Web Resources:
Behavior Change Theory Info and links -

Spiritual Health
Interview With God
Spirituality and Well-Being Selftest
Spiritual Prescription (to see which spiritual practices might suit you best)
College Spiritual Wellness Sites (UWSP)

Physical Health
Tobacco - Lung & Respiratory System Images
Alcohol - College Drinking (from Harvard College Alcohol Survey)
Interactive Nutrition Assessment Tool - http://63.73.158.75/default.asp
Nutrition Quackery - http://www.nutriwatch.org/
Nutritional Supplement Info - http://www.consumerlab.com/index.asp?claffid=101024
Testicular Cancer - Joe Quatrochi's Story - http://www.unm.edu/~lkravitz/ES%20News/joequatrochi.html
AIDS Dot map

Talking With Kids About Sex
Talking With Kids
Advocates for Youth
National Campaign to Prevent Teen Pregnancy
MOAPPP