Richard Lopez, a high school health teacher, begins a lesson with the story of a former student who used knowledge gained in Mr. Lopez's health class to help save his own life. The young man had learned that certain types of cancer, including testicular cancer, can be cured if treated early. Two years after graduating, the former student performed a self-exam, discovered an abnormality, and sough immediate medical attention. As it turned out, the young man had contracted testicular cancer, but because of his quick action, treatment was successful.

Mr. Lopez explains to the class that personnel from various local health clinics will assist them during the next class project. Learners will begin by researching the symptoms of a disease. Then, aided by a script the class will develop, learners will contact specific clinic staff members to gather information on how their "symptoms" should be treated. After completing the project, learners will share their findings with the class.

1. The story Mr. Lopez used to introduce his lesson is particularly appropriate for high school students because it:
I. illustrates the practical value of taking a proactive role in regard to one's own health.
II. combats the attitude common among young people that they are invincible.
III. highlights the importance of early detection, diagnosis, and treatment of disease.
IV. reinforces the notion that hereditary factors play an important role in personal health.

a. I and II only
b. II and III only
c. I, II and III only
d. II, III and IV only

2. The design of this lesson suggests that Mr. Lopez is aware of which of the following?
I. Issues affecting adolescent health should be addressed directly and matter-of-factly.
II. Most adolescents are seriously concerned about their long-term physical health.
III. Some learners in his classes may be responsible for their own health care decisions.
IV. High school learners are often hesitant or fearful about seeking medical advice.

a. I and II only
b. III and IV only
c. I, II and III only
d. I, III and IV only

3. This project is likely to be especially beneficial for high school students because it will:
a. foster their retention of the causes of various types of health conditions.
b. give them practical experience in negotiating the health care system.
c. promote understanding of the connection between physical and emotional health.
d. introduce them to the range of free health services available to them.

Answers

Learners in Ms. Burnett's third period class come into the room complaining about the road work that has been going on for several days down the block from the school. "That jackhammer is awful!" says Anita, a student in the class. "It's so loud, it makes me want to scream! And one of the workers said that they'll be out there for at least two weeks!" Ms. Burnett decides to devote the class period to a discussion about how noise can affect health.

4. Anita says, "I don't know why the noise affects me so strongly, but by the end of the day I feel totally exhausted." Anita should understand that her:
a. response to the noise is an overreaction that she needs to learn to control.
b. feeling of exhaustion could be a natural reaction to the stress response triggered by the noise.
c. physiological response likely indicates unusually sensitive hearing.
d. reaction is so extreme that it probably stems from a source other than the noise.

5. Learners should be aware that constant loud noise such as that from the road work is most likely to have which of the following effects on people nearby?
a. People in the surrounding area are likely to feel unusually irritable and tense as long as the work continues.
b. After about a week, many people in the area are likely to come down with colds and other stress-related illnesses.
c. Many people in the immediate vicinity are likely to suffer at least a small degree of hearing loss.
d. After a few days, people in the neighborhood are likely to become accustomed to the noise and stop reacting to it.

6. One learner remarks that the construction work is not as loud as the rock concert he went to last weekend. "Talk about loud!" he says. "My hearing wasn't back to normal 'til the next morning. What a great concert!" An important point for this learner to understand is that:
a. rock concerts are less likely to damage a person's hearing than the noise from heavy machinery.
b. hearing loss that results from noise exposure as brief and infrequent as that from a rock concert is unlikely to be permanent.
c. the fact that his hearing loss lasted more than an hour may indicate a preexisting condition.
d. music loud enough to affect his hearing as described is loud enough to cause permanent sensory hearing loss.

Answers

Learners in Mr. Cooper's health class have been exploring how to make effective refusal responses when urged by peers to do something they do not wish to do. In today's activity, selected learners (the "persuaders") use a variety of arguments on classmates (the "refusers"), who try out various refusal strategies. An exchange between two eleventh graders is shown below.

*
Student A: Here, have a beer. It'll loosen you up.
Student B: I really shouldn't.
Student A: Oh, come on, you'll have more fun once you've relaxed a little bit.
Student B: Maybe I would, but what if my parents found out?
Student A: So who's going to tell them? They'll never find out, trust me.
Student B: Maybe not. But I still have to drive home.
Student A: Aw, come on, you know you can't get drunk on one beer!

7. This kind of activity in a health class is especially valuable because it:
I. requires learners to respond to a type of pressure they are likely to encounter in their daily lives.
II. helps learners become aware of how their decision making can be influenced by others.
III. provides opportunities for learners to assess the effectiveness of various refusal strategies.
IV. gives learners an opportunity to examine their personal value systems.

a. I and II only
b. II and IV only
c. I, II and III only
d. II, III and IV only

8. Which of the following suggestions made by the student's classmates is most likely to be the strongest refusal strategy for Student B to use?
a. Repeat your first statement instead of coming up with new arguments.
b. Be less polite and friendly so the other person will leave you alone.
c. Cut off the conversation after the first refusal.
d. Refuse more firmly and directly so the other person will know you mean it.

9. Another pair of learners has the following exchange about smoking marijuana.
*

Amy: I don't understand why you won't try it just once.
Kyesha: I don't feel right about it, that's why.
Amy: Look, I'm telling you it's fun and it can't hurt you. Don't you trust me?
Kyesha: It doesn't have anything to do with trusting you. I don't want to smoke marijuana, and I'm not going to.

In this exchange, Kyesha demonstrates an understanding of effective refusal responses by:
I. openly confronting Amy about her use of pressure.
II. separating the issues of drug abuse and trust in Amy.
III. showing respect for Amy's point of view.
IV. refusing in a self-confident manner.

a. I and III only
b. I and IV only
c. II and III only
d. II and IV only

10. In one exchange, a learner refuses by saying, "I'm telling you, my parents are going to come home any minute." Which of the following is the best assessment of this refusal strategy?
a. It is a good one because the learner begins the refusal with an "I" statement.
b. It is a poor one because it implies that the "refuser" would agree under other circumstances.
c. It is a good one because mentioning parents will probably be convincing to the "persuader."
d. It is a poor one because it suggests that the "refuser" is not taking the situation seriously.

Answers

Marisol, an eleventh grader in Mr. Benatti's health class, approaches Mr. Benatti to ask his advice. Marisol is a star runner on the track team and has an important meet later in the week. She is concerned because she has been experiencing pain in her left knee since pushing herself to run extra miles the previous day. She has not told anyone else about the injury. "I know I should probably go see my doctor," she says, "but what is she tells me I can't run? This is the biggest meet of the year, and it could help me get a scholarship. It could mean my whole future. I don't know what to do."

11. Mr. Benatti could best respond to Marisol's concern about her future by asking her which of the following questions?
a. Will running be as important to you in ten years as it is today?
b. What are the chances that the team will be able to win without your participation?
c. How is the coach likely to react if you decide not to compete?
d. What are the possible long-term consequences of ignoring your injury?

12. Marisol says, "Maybe I can run in the meet if I buy myself a painkiller to take, just until the competition is over. After that I can give my knee all the rest it needs." Marisol needs to understand that this would be an unwise decision primarily because painkillers:
a. are highly addictive
b. mask the body's signals that further injury may be occurring.
c. slow reaction time.
d. do not dull pain enough to permit an athlete to perform optimally.

13. Given Marisol's description of how she hurt her knee, she could act to avoid such injuries in the future by:
a. setting up a training schedule and not exceeding established targets.
b. warming up for a longer period of time before running.
c. shortening her stride when her legs begin to feel tired.
d. maintaining a steady running pace throughout each training session.

14. Marisol is worried about how her friends will react if she does not participate in the meet. "They'll think I let them down," she says. Given this concern, which of the following questions would be most helpful for Mr. Benatti to encourage Marisol to ask herself?
a. How would my teammates feel if I ran in the competition and lost?
b. What advice would I give to a friend in my situation?
c. How would deciding not to participate affect my self-esteem?
d. How will my teammates treat me if I don't run?

15. Marisol's best course of action in this situation would be to:
a. rest her leg as much as possible before the meet.
b. visit her doctor and follow her advice.
c. tape up the injured knee and continue exercising it gently.
d. explain the situation to her team and ask for suggestions.

Answers