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Self-Study Guide for CHES

Questions: Foreword, Preface, and Chapter 1

Continuing Education Questions for Foreword, Preface, and Chapter 1: Linking Health and Learning: An Overview of Coordinated School Health Programs

Health Is Academic: A Guide to Coordinated School Health Programs

For Continuing Education Contact Hours

Area of Responsibility: Responsibility II—Planning Effective Health Education Programs

The following questions are directly related to the Foreword written by E. Boyer, the Preface, and Chapter 1: Linking Health and Learning: An Overview of Coordinated School Health Programs, written by F.D. McKenzie and J.B. Richmond, in Health Is Academic: A Guide to Coordinated School Health Programs. 

The answer sheet is available by clicking here: Answers: Chapter 1

Please answer the following questions:

1. Which of the following is a description of the middle ground that Ernest Boyer proposes in the Foreword?

1. Schools are social service centers seeking to solve a myriad of ills that plague children and their families.
2. Schools focus on the whole child and thus provide basic health programs, services, and referrals that build partnerships with community agencies.
3. Schools deal with instruction, and work with other community agencies to meet students' mental, physical, and social health needs.
4. All of the above

2. In April 1995, representatives of close to 60 national organizations whose constituencies implement one or more of the components of a school health program met in eight working groups, one for each component, to address which of the following?

1. The essential functions of the component
2. Who implements the function
3. Action steps schools should take to achieve the essential functions
4. All of the above

3. Which of the following is not a reason given for using the word "coordinated" instead of "comprehensive"?

1. School health programs need to be coordinated to avoid fragmentation and duplication, maintain accountability for all program components, increase effectiveness, and be cost-effective.
2. "Coordinated" gives people credit for what's already in place and makes them more willing to participate.
3. "Coordinated" is a low level of collaboration.
4. "Coordinated" sounds broader and includes any agencies and individuals who work to improve the well-being of school-age children.

4. Coordinated school health programs, which build children's health so that they can succeed in school, typically feature which of the following?

1. Classroom activities
2. Psychological and health services
3. An improved school climate
4. All of the above

5. Limited resources in schools suggest which of the following?

1. Major health problems can be prevented with more events like an "AIDS Day."
2. A coordinated approach is a practical approach to using existing resources.
3. School practitioners must learn to work harder.
4. All of the above

6. Who developed the definitions of each component of the coordinated school health program presented in Figure 1.2?

1. Allensworth and Kolbe in their landmark 1987 article
2. The authors of each chapter of the book
3. Representatives of the nearly 60 national organizations who participated in the development of this book
4. The editors of the American Heritage Dictionary

7. The key elements of a change process that schools and districts can undertake to improve education include all of the following except:

1. Adherence to the plan outlined in the book
2. Teamwork at all levels
3. Family and community involvement
4. Commitment to systemic change

8. Which is a component of a coordinated school health program?

1. Comprehensive school health education
2. School nutrition services
3. Healthy school environment
4. All of the above

9. According to the polls by Gallup (1994) and Harris (1992), public support for schools to take a coordinated approach to health-related services and education is:

1. Universal
2. Strong
3. Weak
4. Mixed

10. This book contains which of the following?

1. Action steps for developing a coordinated school health program
2. Overall imperatives for action, and guidelines for the future regarding coordinated school health programs
3. Discussions of how state and national agencies and organizations can support coordinated school health programs
4. All of the above

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