Praxis Health Education 5551 key terms

The degree to which a person can obtain, process, and understand basic health information and services needed to make appropriate health decisions and act on them.

Eight standards describing what students should know and be able to do in health education, organized around functional knowledge and skill-based performance indicators by grade span.

An approach that teaches observable, practiced abilities such as refusal, goal setting, and advocacy rather than relying mainly on factual recall about health topics.

A framework organizing school health around ten components, including health education, physical education, nutrition, counseling, and family engagement, with the student at the center.

An older eight-component framework linking health education, services, environment, counseling, nutrition, and family involvement so school health efforts reinforce one another.

A group of parents, staff, students, and community members that advises a school district on health policy, curriculum, and program coordination.

A framework explaining behavior as shaped by nested levels, from individual knowledge and skills outward to interpersonal, organizational, community, and public policy influences.

Conditions of birth, growth, living, working, and aging, such as income, housing, education, and neighborhood safety, that shape health outcomes and access to care.

The principle of removing avoidable, unjust barriers so that everyone has a fair opportunity to reach their highest level of health, regardless of social or economic position.

A behavior-change theory holding that action depends on perceived susceptibility, severity, benefits, and barriers, plus cues to action and self-efficacy.

A staged behavior-change model moving through precontemplation, contemplation, preparation, action, and maintenance, with relapse possible at any point.

A person's confidence in their ability to perform a specific behavior successfully, built through mastery experiences, modeling, persuasion, and reduced emotional arousal.

A collaborative, person-centered counseling style that uses open questions, reflective listening, and affirmation to strengthen a client's own reasons for change.

The planned use of strategies and channels to inform and influence individual and community decisions that improve health.

Writing and speaking that presents information so the intended audience can find what they need, understand it, and use it the first time.

The capacity to understand, respect, and adapt to cultural differences in values, beliefs, and practices so that health services and lessons are relevant and effective.

A microorganism, such as a bacterium, virus, fungus, or parasite, that causes disease in a host.

The sequence of six links, including infectious agent, reservoir, portal of exit, mode of transmission, portal of entry, and susceptible host, that must all occur for infection to spread.

Indirect protection against a communicable disease that occurs when a high enough share of a population is immune, reducing transmission to those who are not immune.

A living organism, such as a mosquito or tick, that transmits an infectious agent from one host to another.

A condition that persists for a year or longer, requires ongoing management, and often limits daily activities, such as diabetes, heart disease, or asthma.

A behavior or condition, such as tobacco use, poor diet, inactivity, or high blood pressure, that raises disease risk and can be changed through intervention.

A group of disorders of the heart and blood vessels, including coronary artery disease and stroke, often linked to hypertension, smoking, and elevated cholesterol.

A screening ratio of weight to height used to classify underweight, healthy weight, overweight, and obesity in adults, with age- and sex-specific interpretation for children.

A treatable condition in which repeated use of alcohol or drugs causes clinically significant impairment, including loss of control, cravings, and continued use despite harm.

A condition or behavior that reduces the likelihood of a negative health outcome, such as strong family bonds, school connectedness, or refusal skills.

A characteristic, exposure, or behavior that increases the probability of a disease, injury, or other adverse health outcome occurring.

An informed, voluntary agreement to engage in an activity, including sexual activity, given freely by someone legally able to give it and reversible at any time.

Safe, active steps a witness can take to prevent or interrupt harm, such as distracting, checking in, or getting help, without escalating danger.

A systematic process of gathering data on the target population's health status, priorities, and resources to determine what a program should address.

An eight-phase planning framework that first diagnoses social, epidemiological, behavioral, and environmental needs, then designs, implements, and evaluates an intervention.

A diagram linking program inputs, activities, outputs, and short- to long-term outcomes, showing the assumed pathway by which a program produces change.

A program objective written to be specific, measurable, achievable, relevant, and time-bound, naming the behavior, population, and target level of change.

A statement describing a specific, observable action a learner will perform, the conditions under which it occurs, and the criterion for acceptable performance.

A hierarchical classification of learning outcomes, moving from remembering and understanding through applying, analyzing, and evaluating, to creating.

Evaluation conducted during program development or delivery to monitor quality, gather feedback, and make timely adjustments.

Evaluation conducted at the end of a program to judge whether stated outcomes were achieved and to inform decisions about continuation or expansion.

Assessment of the short-term, intermediate, or long-term changes in knowledge, behavior, or health status that result from a program.

Assessment of whether a program was delivered as intended, covering reach, dose, fidelity, and participant satisfaction.

The consistency of a measurement, meaning it produces similar results across repeated administrations, raters, or equivalent test forms.

The extent to which an instrument or assessment measures what it is intended to measure and supports the inferences drawn from scores.

A scoring guide listing criteria and performance levels that makes grading of projects, demonstrations, or written work consistent and transparent.

A task in which students demonstrate skills or apply knowledge to a realistic scenario, scored against explicit criteria rather than selected-response items.