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  Educators
“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.

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