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an introduction to the Behavioral Health industry. Topics that will be introduced in this foundational level course include understanding individual wellness, effective communication, healthy relationships, addictive behaviors, mental health conditions, and protective laws and rights of patients and practitioners.  \n*This course is not designed for the student to diagnose themselves, friends, or family. It is an introduction to the behavioral health career field only.  \n\n| Intended Grade Level | 9-12 |\n| --- | --- |\n| Units of Credit | 0.5 |\n| Core Code | 40.03.00.00.200 |\n| Concurrent Enrollment Core Code |  |\n| Prerequisite | None |\n| Skill Certification Test Number | 354 |\n| Test Weight |  |\n| License Area of Concentration | CTE and/or Secondary Education 6-12 |\n| Required Endorsement(s) |  |\n| Endorsement 1 | Health Science Introduction |\n| Endorsement 2 | Family and Consumer Sciences |\n| Endorsement 3 |  |\n\nADA Compliant: July 2023  \nBEHAVIORAL HEALTH, INTRODUCTION  \nSTRAND 1  \nStudents will explore individual wellness.  \n*Performance skill included – see below.  \nStandard 1  \nIntroduce the different components of individual wellness  \n• The 7-dimension Wellness Wheel includes environmental, physical, spiritual, intellectual, social, financial/occupation, and emotional wellness  \nPerformance Skills  \nStudents will evaluate their overall health using the wellness wheel, setting goals in each dimension.  \nStandard 2  \nExplain how self-concept and self-esteem are built and preserved and how it relates to the perception of individual strengths and weaknesses.  \n• Define Self-Concept, Self-Esteem & Self-Ideal  \n• Self-Concept: how someone thinks about, evaluates or perceives themselves; the mental image or perception that one has of oneself  \n• Self-Esteem: is the positive or negative evaluations of the self, as in how we feel about it.  \n• Self-Ideal: the way we would like to be  \n• Describe the positive and negative development of self-concept and self-esteem.  \n• Ways to build self-esteem.  \n• Things that might hurt self-esteem.  \n• Self responsibility (resiliency)  \n• Self talk and affirmations  \n• Bullying  \n• Prevention and resources  \n• Resiliency  \n• Define how personal values, goals, and decision making contribute to self-concept.  \n• Define and discuss values and their impact on self-esteem.  \n• Values (Ideas, qualities, beliefs, and attitudes that guide the way you live) can change over time/ experiences, if behaviors are consistent with your values, it will build self-esteem.  \n• Behaviors inconsistent with or lack of values can negatively impact self-esteem.  \n• Describe how goals impact values, behavior, decisions, and self esteem.  \n• Goals: the result of something a person intends to acquire, achieve, do, reach, or accomplishsometime in the near or distant future.  \n• SMART Goals: refers to goals that are Specific, Measurable, Achievable/Attainable, Realistic, and  \n• Time Framed.  \n• Short-term and long-term goals  \n2]Page REVISED: October 2022  \nBEHAVIORAL HEALTH, INTRODUCTION  \n• Decision making  \n• Describe the influence of social pressure on our decisions.  \n• Evaluate the role of emotions, attitudes, and behavior in making decisions.  \nStandard 3  \nExplore the reward circuit and prefrontal cortex development on behavior.  \n• Define the function of the Reward Circuit  \n• Impulsive, emotional, and reactive  \n• Primary area of brain utilized during adolescence  \n• Impacts risky behaviors and poor decision making  \n• Define the function of the Prefrontal Cortex Development  \n• Thoughtful, logical, reasoning, and higher-level thinking  \n• Not fully developed until mid-20’s.  \n• Regulates emotions  \n• Recognizes social cues and non-verbal communication  \n• Promotes processing of the potential consequences of actions  \nStandard 4  \nIdentify the role of experiences that impact self-concept. in creating one’s perception a","cbCaicN2BazuKCFs","https://ap.wps.com/l/cbCaicN2BazuKCFs","pdf",835105,12,"English","# Course Description\n# Strands and Standards\n## Strand 1: Students will explore individual wellness\n## Standard 1: Individual wellness components\n## Standard 2: Self-concept and self-esteem\n## Standard 3: Reward circuit and prefrontal cortex development\n## Standard 4: Experiences impacting self-concept, wellness, and resilience\n## Standard 5: Stress Management","[{\"question\":\"What topics does the Behavioral Health, Introduction course cover?\",\"answer\":\"Students are introduced to individual wellness, effective communication, healthy relationships, addictive behaviors, mental health conditions, and protective laws and rights for patients and practitioners.\"},{\"question\":\"How does the course define individual wellness?\",\"answer\":\"It uses the 7-dimension Wellness Wheel, including environmental, physical, spiritual, intellectual, social, financial/occupation, and emotional wellness.\"},{\"question\":\"What do students learn about self-concept and self-esteem?\",\"answer\":\"Students explain how self-concept and self-esteem are built and preserved, including definitions, positive and negative development, ways to build self-esteem, and factors that can harm it, such as bullying.\"},{\"question\":\"How are ACEs and protective factors addressed in the course?\",\"answer\":\"The course covers Adverse Childhood Experiences (ACEs) as potentially traumatic events in childhood and links them to adult chronic health problems, mental illness, and substance misuse, while also focusing on protective factors/resilience through individual, family, and community resources.\"}]","Behavioral Health, Introduction - Strands and Standards | PDF",1792710470]