ILTS Health Education (211) key terms

The degree to which a person can find, understand, and use basic health information and services to make informed health decisions. It depends on both individual skills and the complexity of health materials.

Writing and speaking style that presents information so the intended audience can find what they need, understand it the first time, and act on it. Uses short sentences, common words, and clear organization.

How easy written text is to read and understand, often estimated by formulas that count sentence length and syllables. Scores indicate grade level, not whether content is accurate or culturally appropriate.

A communication technique in which the learner explains or demonstrates information back in their own words. It reveals gaps in understanding and lets the educator re-teach rather than simply repeat.

A behavior-change model proposing that action depends on perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy. Widely used to design prevention messages and screening programs.

A staged model of behavior change with precontemplation, contemplation, preparation, action, maintenance, and termination. Interventions are matched to the learner's current stage rather than assuming readiness to act.

A person's confidence in their ability to perform a specific behavior or task. It is strengthened by mastery experiences, vicarious modeling, verbal persuasion, and reduced emotional arousal.

A theory holding that behavior is shaped by reciprocal interaction among personal factors, behavior, and environment. Observational learning, reinforcement, and self-efficacy are central mechanisms.

A learner's beliefs about the costs, difficulties, or obstacles that stand in the way of a recommended health action. Lowering or addressing barriers is often more effective than raising perceived threat.

Strategies that help a person maintain a behavior change by anticipating high-risk situations, planning coping responses, and treating lapses as learning events rather than failure.

A systematic process of gathering data to identify gaps between current and desired health conditions or learning outcomes. Results guide priorities, target populations, and program design.

The process of designing a health education intervention, including defining goals, selecting theory-based methods, choosing delivery channels, and allocating resources. It typically follows assessment and precedes implementation.

Evaluation conducted during program development or early implementation to improve design and delivery. It asks whether activities are feasible, acceptable, and reaching intended participants.

Evaluation conducted after or at the end of a program to judge overall effectiveness and worth. It addresses whether stated objectives and outcomes were achieved.

The specific group a health education program is designed to reach, defined by shared characteristics such as age, risk status, setting, or culture. Programs are tailored to this group's needs and assets.

The ability to understand and respond respectfully to the beliefs, values, language, and practices of people from diverse backgrounds. It includes examining one's own biases and adapting materials and methods.

The absence of avoidable, unfair differences in health across groups. Achieving it requires removing barriers and directing resources toward populations facing the greatest obstacles.

A preventable difference in health status or access closely linked to social, economic, or environmental disadvantage. Not every difference in health is a disparity; the key is avoidability and unfairness.

Conditions in the environments where people are born, live, learn, work, play, and age that affect health outcomes. Examples include income, housing, education, transportation, and food access.

The study of the distribution and determinants of health-related states in populations and the application of findings to control health problems. Core measures include incidence, prevalence, and risk.

The number of new cases of a condition arising in a population during a specified period, divided by the population at risk. It measures how quickly new cases develop.

The proportion of a population that has a condition at a given point or over a period. It reflects both new and existing cases and is influenced by incidence and duration.

A characteristic, exposure, or behavior associated with an increased probability of developing a disease or injury. Association does not by itself prove causation.

An illness caused by a pathogen that can be transmitted from one person, animal, or surface to another. Control relies on interrupting transmission through vaccination, hygiene, and isolation.

A model describing six links needed for infection to spread: pathogen, reservoir, portal of exit, mode of transmission, portal of entry, and susceptible host. Breaking any link prevents transmission.

Indirect protection of susceptible people when a sufficiently large share of a population is immune to an infection, reducing transmission. The threshold varies by how contagious the pathogen is.

The amount of beneficial nutrients a food provides relative to its energy content. Foods high in nutrient density supply vitamins, minerals, fiber, or protein with relatively few calories.

Energy from foods and drinks that supply solid fats and added sugars with few or no other nutrients. Diets high in empty calories can meet energy needs while falling short on nutrients.

Evidence-based recommendations for eating patterns and physical activity intended to promote health and reduce chronic disease risk in the general population. They are updated periodically as evidence accumulates.

A framework for prescribing exercise by Frequency, Intensity, Time, and Type. Health educators use it to help learners build safe, progressive physical activity plans.

Public health recommendations specifying the amount and kinds of activity that benefit health, such as weekly minutes of moderate activity plus muscle-strengthening sessions. They differ for children, adults, and special groups.

A desired heart-rate range during exercise, usually calculated from estimated maximum heart rate and a percentage of intensity. It helps learners monitor and adjust exercise effort.

Negative beliefs and stereotypes that lead to prejudice and discrimination against people with mental health conditions. Stigma reduces help-seeking and is a common target of health education campaigns.

Training that prepares laypeople to recognize signs of a mental health or substance use crisis, offer initial support, and refer to appropriate professional help. It parallels physical first aid.

A structured process of asking about suicidal thoughts, plans, means, and protective factors to determine level of risk and appropriate response. It is not a prediction tool and requires referral when risk is present.

A treatable medical condition in which continued use of alcohol or drugs causes clinically significant impairment or distress. It ranges from mild to severe and is not a moral failing.

Policies and practices that aim to reduce the negative consequences of substance use or other risky behavior without requiring abstinence. Examples include naloxone distribution and sterile syringe access.

Voluntary agreement to participate in a program, screening, or research study after receiving understandable information about purpose, risks, benefits, and alternatives. It must be documented and can be withdrawn.

The ethical and legal duty to protect private information shared by students, clients, or patients from unauthorized disclosure. Exceptions exist for imminent danger and as required by law.

A U.S. federal law protecting the privacy of student education records and giving parents and eligible students rights to inspect and amend them. It governs how schools share student health information.