1. No category

The BOARD OF HEALTH Activity
BACKGROUND
G 4-H ON HEALTH
The 4-H Healthy Living Initiative focuses of five domains:
G physical activity
G social/emotional health and well-being
G injury prevention
G alcohol, tobacco, and drug use prevention
G healthy eating
4-H defines different dimensions of health in the following ways:
Physical well-being involves the functioning of an individual in terms of all health-related
components of the individual’s lifestyle:
G Fitness
G Sexual responsibility
G Nutrition
G General hygiene
G Safety
G Adequate sleep
G Avoidance of risky behavior
Social/emotional well-being involves the functioning of an individual in terms of all
social, mental, and psychological aspects of the individual’s lifestyle.
The social components of well-being include forming and maintaining satisfying
relationships, sense of self, autonomy, social competence, being able to take another
perspective, and being able to resolve interpersonal conflict.
The psychological (emotional) components include feeling capable and complete, being
able to express emotions, being able to handle normal levels of stress, having supportive
relationships, and leading an independent life.
G WORLD HEALTH ORGANIZATION ON HEALTH
Health is a state of complete physical, mental, and social well-being, and not merely the
absence of disease or infirmity.
Health promotion is the process of enabling people to increase control over, and to
improve, their health. It moves beyond a focus on individual behavior toward a wide
range of social and environmental interventions.
G 4-H ON TEACHING ABOUT HEALTHY LIVING
4-H Healthy Living Guiding Principle 1:
Learning about healthy living concepts occurs in the learning environments created with
youth development principles.
Experiential learning takes place when a person is involved in an activity, looks back and
evaluates it, determines what was useful or important to remember, and uses the
information to perform another activity. The experiential learning process encourages
youth involvement through dialogue and strengthens adult-child relationships.
For more information about other 4-H Healthy Living Guiding Principles, please visit:
http://www.4-h.org/youth-development-programs/kids-health/framework-evaluation/
This exercise
encourages
participants to
better understand
the multiple
dimensions of
health and wellness.
The BOARD OF HEALTH Activity
FACILITATOR INSTRUCTIONS
G AGENTS/VOLUNTEERS
Materials needed:
G poster boards
G newspapers
G markers
G scissors
G magazines
G glue
Instructions:
G Assign participants to groups with two to four people.
G Ask participants to draw a continuum on their poster
board with “positive” on one end and “negative” on the
other.
G Have participants create three sections on each board:
G physical
G mental*
G social
*You may prefer to present this as psychological or emotional health.
G Invite participants to look through the magazines and cut
out images that represent good and bad health from each
of the three domains.
G Direct participants to decide among themselves, without
assistance from the leader, which images fit in which
category.
G Suggest to participants that they prioritize images from
most to least healthy by domain.
G Have groups identify one person to present back to the full
group about the images they chose and any conflicts/
challenges they faced in selecting images and assigning
groups.
G Ask the presenter to discuss:
G Why images fit into their assigned category.
G Why images were placed where they were along the continuum.
G What images might have fit in other categories and why.
G You may use this as an informal needs assessment among participants. Pay attention to the things they highlight as
health concerns, and consider how you might provide additional programming to address those needs.
G Prepare to discuss controversial images:
G smoking
G fighting couples (domestic violence)
G pregnant teens
G health care provider/patient interactions (highlight the
G condoms
difference in sick care versus well/preventive care)
G death (highlight premature death versus “on course” death;
healthy grief versus troubled grief)
The BOARD OF HEALTH Activity
FOLLOW-UP
How does this activity use the 4-H Healthy Living Guiding Principle 1 to teach
about health?
G Takes place when a person is involved in an activity: Students are actively engaged,
together, in selecting and determining how images represent different domains of
health.
G Looks back and evaluates it: Students present back to the group how they arrived at
their conclusions.
G Determines what was useful or important to remember: Students complete an
evaluation at the end of the activity.
G Uses the information to perform another activity: Students may be allowed to participate
in a photography competition that builds on this activity.
G The experiential learning process encourages youth involvement through dialogue and
strengthens adult-child relationships: Students and adult leaders interact and engage
during the presentation about the Board of Health.
How might we build on the knowledge our participants gained?
G Develop a photography project by having students capture images of healthy and
unhealthy spaces in their communities, schools, and neighborhoods.
G Require students to develop descriptive and creative captions for the images.
G Have students present and discuss what they think is healthy/unhealthy about the image
using the same techniques used in the Board of Health activity.
G Ask students to consider how they might develop community service projects to improve
the unhealthy spaces they captured for the photography project.
Health is a state of
complete physical,
mental, and social
well-being, and
not merely the
absence of disease
or infirmity.
The BOARD OF HEALTH Activity
PARTICIPANT INSTRUCTIONS
G
You will be assigned to small groups of two to four people.
G
You will be given:
G poster boards
G newspapers
G markers
G scissors
G magazines
G glue
Instructions:
G Create a continuum on your board with “positive” on one
end and “negative” on the other.
G You should create three sections on each board:
G physical
G mental*
G social
*You may prefer to present this as psychological or emotional health.
G Look through the magazines and newspapers, cutting out
images that represent good and bad health from each of
the three domains.
G Decide in your groups what images fit in which domain.
G Prioritize images from most to least healthy by domain.
G Select one person from your group to present back to the
full group about the images your group chose and any
conflicts/challenges you faced in selecting images and
assigning them to categories.
G Prepare to discuss these things with the group:
G Why images fit into their assigned category.
G Why images were placed where they were along the continuum.
G What images might have fit in other categories and why.
Copyright 2015 by Mississippi State University. All rights reserved. This publication may be copied and
distributed without alteration for nonprofit educational purposes provided that credit is given to the Mississippi
State University Extension Service.
By David R. Buys, PhD, MSPH, State Health Specialist, MSU Extension Service.
We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without
regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic
protected by law.
Publication 2875
Extension Service of Mississippi State University, cooperating with U.S. Department of Agriculture. Published in
furtherance of Acts of Congress, May 8 and June 30, 1914. GARY B. JACKSON, Director
(75-02-15)
The BOARD OF HEALTH Activity
G 4-H YOUTH EVALUATION SURVEY
Workshop: Board of Health Facilitator: _______________________________________________________
Date: _____________________________ Location and county: _____________________________________
Please indicate your response to each item.
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
(SD)
(D)
(N)
(A)
(SA)
a. related to my needs.
SD
D
N
A
SA
b. was understandable.
SD
D
N
A
SA
2. Participating in this activity was worth my time.
SD
D
N
A
SA
3. I would recommend this activity to others.
SD
D
N
A
SA
4. I increased my knowledge about physical health.
SD
D
N
A
SA
5. I increased my knowledge about mental health.
SD
D
N
A
SA
6. I increased my knowledge about social health.
SD
D
N
A
SA
7. I will tell others what I learned about health through
this activity.
SD
D
N
A
SA
1. This activity
8. The most important thing I learned or gained through this activity was:
9. One specific thing I plan to use or apply as a result of this activity is:
10. Other topics that would be of interest to me in future workshops are:
*If you need more space, please continue writing on the back of this page.
Facilitator: Please return to Dr. Buys at [email protected]; or call (662) 769-9830 for fax number or mailing address.
Copyright 2015 by Mississippi State University. All rights reserved. This publication may be copied and
distributed without alteration for nonprofit educational purposes provided that credit is given to the Mississippi
State University Extension Service.
By David R. Buys, PhD, MSPH, State Health Specialist, MSU Extension Service.
We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without
regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic
protected by law.
Publication 2875
Extension Service of Mississippi State University, cooperating with U.S. Department of Agriculture. Published in
furtherance of Acts of Congress, May 8 and June 30, 1914. GARY B. JACKSON, Director
(75-02-15)