“When we had the opportunity
to bring Healthy Respect into our school as part of our program, we
welcomed it because we knew it would add another dimension and it would
help develop character in our students and it would help us develop
students of substance. I’m impressed with how dedicated those
individuals who come from Healthy Respect are, and how seriously they
take their work. I’m also impressed with how serious our students
take the curriculum.”
– Rocco Grassi, Principal, Gorton High School
“Healthy Respect speaks to them about who they are, their hopes,
goals and dreams, their relationship with others. How to put things
in perspective and in an hierarchy, prioritizing their needs.”
- Fern Eisgrub, Director of Curriculum,
Yonkers Public Schools |
|
National Health Education Standards
The Healthy Respect program content
for grades 7 - 11 also effectively meets the assessment criteria for the
health education standards set forth in the National Health Education Standards:
Achieving Health Literacy.
| 1. |
Students will comprehend concepts
related to health promotion and disease prevention to enhance health. |
| 2. |
Students will analyze the influence
of family, peers, culture, media, technology, and other factors on health
behaviors. |
| 3. |
Students will demonstrate the
ability to access valid health information and health-promoting products and
services to enhance health. |
| 4. |
Students will demonstrate the
ability to use interpersonal communications skills to enhance health and
avoid or reduce health risks. |
| 5. |
Students will demonstrate the
ability to use decision-making skills to enhance health. |
| 6. |
Students will demonstrate the
ability to use goal-setting skills to enhance health. |
| 7. |
Students will demonstrate the
ability to practice health-enhancing behaviors and avoid or reduce health
risks. |
| 8. |
Students will demonstrate the
ability to advocate for personal, family, and community health. |
New York State Education Department areas of study
In addition to meeting the federal and national guidelines for Health Education, the Healthy Respect program is consistent with the goals identified as reasons for teaching young people Health Education and Family and Consumer Sciences in New York State.
| 1. |
to maintain health-related fitness |
| 2. |
to contribute to character
development |
| 3. |
to explore individual talents and
interests |
| 4. |
to acquire social and personal
management skills |
| 5. |
to offer opportunities for team
effort and cooperation |
| 6. |
to participate successfully it the
workplace, community, and family
Topics to be covered in the program
include:
i. HIV/AIDS
ii. Sexual
Risk
iii.
Family Life/Sexual Health
iv. Tobacco
v. Alcohol
and Other Drugs
vi.
Violence Prevention
|
Health, Physical Education, Family and Consumer Sciences: Resource Guide Part I.I, p. 4 the University of the State of New York, the State Education Department. November 2005.
1996 Welfare Reform Act criteria for abstinence education
Healthy Respect has as its philosophical
core the expectations for unmarried school-age adolescent behavior set
forth in the federal definition of abstinence education, established in
Section 510 of the 1996 Welfare Reform Act. This definition is known as
the A-H Criteria.
A-H is stated as follows:
| A. |
has as its exclusive purpose, teaching the social,
psychological, and health gains to be realized by abstinence from sexual
activity; |
| B. |
teaches abstinence from sexual activity outside marriage as the
expected standard for all school-age children; |
| C. |
teaches that abstinence from sexual
activity is the only certain way to avoid out-of-wedlock pregnancy, sexually
transmitted diseases, and other associated health problems; |
| D. |
teaches that a mutually faithful
monogamous relationship in the context of marriage is the expected standard
of human sexual activity; |
| E. |
teaches that sexual activity outside
the context of marriage is likely to have harmful psychological and physical
effects; |
| F. |
teaches that bearing children
out-of-wedlock is likely to have harmful consequences for the child, the
child’s parents, and society; |
| G. |
teaches young people how to reject
sexual advances and how alcohol and drug use increases vulnerability to
sexual advances; and |
| H. |
teaches the importance of attaining
self-sufficiency before engaging in sexual activity. |
|
