Light for Living, Part II - Circle

http://jae.adventist.org The Journal of Adventist Education February/March 2010 29

SpecialHealthSection

1.Education

2.3.4.5.

6.7.

8.9.10.11.12.

Light for Living, Part IIChoosing a Healthy Lifestyle

BY JOYCE W. HOPP AND CHRISTINE NEISH

APPROVEDFOR 0.5

CONTINUINGEDUCATION

UNITS*

OBJECTIVES

CONTINUING EDUCATION ARTICLE

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tinuing

30 The Journal of Adventist Education February/March 2010 http://jae.adventist.org


Introduction

Education

prevent diseaseslow the progression of a disease

Stress Management


Coping With Stress

Control

control

6

control the meaningmaximized the positive trivial-

ized the negative

self-talk

Learning to RelaxLearn relaxation technique

freeze!

bracing

Laughter and Singing.



Spiritual ResourcesUse your psychological and spiritual asset

Children and StressChildren can experience stress,

too


Sleep

causality

predicts

Eating DisordersAnorexia nervosa

Bulimia ner-vosa

bulimia nervosa

A Healthy Diet



lacto-ovo-vegetarian eat

vega

Journal

Counsels on Diet and Foods

Bone Health

anorexia nervosa

anorexia nervosa


adult

Childhood Obesity

Overweight pre-obese obese

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Vitamin A and Vision

Eber’s Papyrus

Iron and Your Body

Sports Safety


HIV and AIDS

not

haveget

infectious

THE JOURNAL OF ADVENTIST EDUCA-TION

Preventing Self-Harm and Suicide Prevention

38 The Journal of Adventist Education • February/March 2010 http://jae.adventist.org


and boredom.60 Additional risk factors associated with adolescent suicide attempts include mental illness, sub-stance abuse, coping style, impulsivity, childhood sex-ual abuse, and bullying.61 Bullying appears to be the single most important fac-tor from a student point of view. A previous attempt of self-harm is one of the most important predictors of future repetition, including episodes that lead to death.62

A summary of studies reveals that students say the following steps would be helpful in preventing self-harm:63

Talking/listening: Adolescents need someone with whom to discuss their concerns.

Families: Adolescent distress can be prevented or amelio-rated through better parenting, communication in families, and abuse prevention.

Activities: Recreational activities and facilities can help young people feel more confident and positive about them-selves.

Friendship and socialization: Adults can teach young peo-ple good socialization skills and create opportunities for them to practice these skills.

School: Teachers and parents should seek to relieve the pressure on young people due to exams/assessment, and bully-ing (many of the young people surveyed said that teachers did not try to stop the bullying).

Formal organizations: Crisis telephone lines, drop-in cen-ters, counseling agencies, and physicians can be helpful for young people in crisis (but many admitted not using these resources even when they were available).

In the same survey, respondents cited issues relating to con-fidentiality and feeling stigmatized as barriers to seeking help.

The most dominant theme to emerge in this study was com-munication: 28 percent (n = 833) of the adolescents suggested that adults could help them keep from feeling they wanted to harm themselves by talking to them, listening to them, giving them advice, or speaking to them about their problems, show-ing “someone was there for them.”

Data from the CDC’s national Youth Risk Behavior Survey indicate that frequent, vigorous activity reduced the likeli-hood that male adolescents would express feelings of hope-lessness.64 For both males and females, sports participation protected against hopelessness and suicidal tendencies. The authors suggest that, in addition to the physical activity, the

social support and integra-tion may increase the protec-tive effect of sport partici-pation.

One author suggests the following way to talk with someone who openly expresses suicidal thoughts:65

1. Really listen to the per-son. Don’t miss his or her feelings by saying, “Oh, you can’t mean that.” Quietly hear the person out.

2. Don’t be judgmental. Avoid statements like, “You

must be crazy to think that.”3. Offer reassurance that the feelings of depression are tem-

porary and will pass.4. Mention that if a person chooses to die, the situation can-

not be reversed.5. Don’t challenge the person to try to shock him or her out

of suicidal ideas.6. Point out that as long as life exists, there is always a

chance for solving problems, but that death is final.Discussing suicide will not make depressed students more

inclined toward suicide. In fact, communication actually helps to decrease the likelihood of an attempt.66 Teachers can call in resource persons (counselors, pastors) to assist them in dis-cussing this subject. Above all, educators should take all sui-cide threats seriously. Frequently, students who threaten sui-cide do follow through; they’re not just “crying wolf.”

Promoting Good Mental HealthWhat is mental health? It is more than the mere absence of

mental illness. The National Association for Mental Health lists three broad areas.67 The individual (1) feels comfortable about himself; (2) feels right about other people; and (3) is able to meet the demands of life.

Ellen White’s counsel on promoting good mental health is as valid today as when she wrote it in 1905: “Nothing tends more to promote health of body and of soul than does a spirit of gratitude and praise. It is a positive duty to resist melan-choly, discontented thoughts and feelings—as much a duty as it is to pray.”68

One group of experts has defined the mentally healthy per-son as someone “who effectively uses the problem-solving approach to living and who learns to successfully cope as problems arise.”69 How can this be accomplished? Teach-ers and students can learn and practice the following steps in problem-solving:


Healthful Living

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The Journal of Adventist Education

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____________________________

Joyce W. Hopp, Ph.D., M.P.H., C.H.E.S., is Emeri-tus Distinguished Professor at Loma Linda University (LLU) in Loma Linda, California. She served as an Associate in Health Ministries in the Gen-eral Conference of Seventh-

as well as a member of the Science-Health Textbook Committee of

1995. She continues to teach in the Schools of Allied Health Pro-fessions and Public Health at LLU. Dr. Hopp authored the origi-nal Light for Living continuing education articles that appeared in in 1984. Christine Neish, Ph.D., M.P.H., C.H.E.S., R.N., P.H.N., currently serves as

University. She formerly served as Chair of the Department of Health Promotion and Education and Associate Dean for Aca-demic Affairs in the School of Public Health at LLU. Her back-ground includes developing public health nursing programs in Utah on the Navajo reservation, serving as a nurse administrator in Canada, and developing curricula in public health and nursing, including distance education and online graduate education pro-grams. She has taught in Russia and Peru and currently consults on projects in Ukraine and Canada.______________________________________________________________

Counsels on Health

Education

Journal of School Health

Cad Saude Publica

Stress

The Ministry of Healing

Psychology TodayComprehensive Stress Management

American Health

The Ministry of HealingEducation

Holy Bible: New International Version

Journal of Nervous and Mental Disease

Sleep

Obesity

British Medical Journal

Eating Behaviors

Cochrane Data-base of Systematic Reviews

Clinical Psychology Review

The Ministry of Healing

Journal of the American Dietetic Association

Eating and Weight Disorders

Molecular Aspects of Medicine

Dietary Supplement Fact Sheet: Vitamin D.

The Journal of Adventist Education

International Journal of Epidemiology

Obesity Reviews

-sity in Adults

Proceedings of Nutritional Society

http://jae.adventist.org The Journal of Adventist Education • February/March 2010 41

41. Ruth R. Kipping, R. Jago, and D. A. Lawlor, “Obesity in Children. Part 2: Prevention and Management,” British Medical Journal 337 (Octo-ber 25, 2008), p. 984.

42. I. Janssen, et al., “Comparison of Overweight and Obesity Preva-lence,” op cit., pp. 126, 127.

43. T. A. Lakka and C. Bouchard, “Physical Activity, Obesity and Cardiovascular Disease,” Handbook of Experimental Pharmacology 170 (2005), pp. 137-163.

44. E. T. Kennedy, S. A. Bowman, J. T. Spence, M. Freedman, and J. King, “Popular Diets: Correlation to Health, Nutrition and Obesity” Journal of American Dietetic Association 101:4 (April 2001), pp. 411-410.

45. White, The Ministry of Healing, p. 296.46. A. Sommer, “Mortality Associated With Mild, Untreated Xeropth-

thalmia,” American Ophthalmologic Society LXXXI (1983), pp. 825-848.47. __________, “Vitamin A Deficiency and Clinical Disease: An

Historical Overview,” Journal of Nutrition 138 (June 2008), pp. 1835-1839.

48. Ibid., p. 1837.49. World Bank, “World Development Report (1993): Investing in

Health” (Oxford: Oxford University Press, 1993).50. S. G. Rice and the Council on Sports Medicine and Fitness,

“Review,” Pediatrics 121:4 (April 2008), pp. 841-848.51. J. A. Sullivan and S. J. Anderson, eds., Care of the Young Athlete

(Elk Grove Village, Ill.: American Academy of Pediatrics, 2000). 52. D. R. Patel, H. D. Pratt, and D. E. Greydanus, “Pediatric Neurode-

velopment and Sports Participation. When Are Children Ready to Play Sports?” Pediatric Clinic North America 49:2 (June 2002), pp. 505-531.

53. T. A. Adirim and T. L. Cheng, “Overview of Injuries in the Young Athlete,” Sports Medicine 33:1 (2003), pp. 75-81.

54. Ibid.55. Joyce W. Hopp and Gary L. Hopkins, “AIDS Update for Teachers,”

The Journal of Adventist Education 59:4 (April/May 1997).56. Joyce W. Hopp, “Questions Children Ask About AIDS,” The Jour-

nal of Adventist Education 50:2 (December 1987/January 1988), pp. 4, 5, 31; Joyce Hopp and Grenith Zimmerman, “Attitudes Towards AIDS Education: A Teacher Survey,” Ibid. 53:1 (October/November 1990), pp. 18-21; Gerd Ludescher, Joyce Hopp, and Robert Cruise, “AIDS-Related Knowledge, Attitudes, and Behaviors in Adolescents: Public Schools vs. SDA Academies,” Ibid. 57:3 (February/March 1995), pp. 39-42; Joyce W. Hopp and Gary L. Hopkins, “AIDS Update for Teachers,” Ibid. 59:4 (April/May 1997), pp. 27-31; Naomi N. Modeste, Helen P. Hopp, and Ian Green, “What Do SDA High School Students in Trinidad and Tobago Know About AIDS?” Ibid. 59:4 (April/May 1997), pp. 32-35; Gary L. Hopkins, Joyce W. Hopp, Helen Hopp, Christine Neish, and Gayle Rhoads, “AIDS Risk Among Students Attending SDA Academies in North America,” Ibid. 59:4 (April/May 1997), pp. 36-39; Gary L. Hop-kins, Joyce Hopp, and Patti Herring, “Talking to Your Students About HIV/AIDS,” Ibid. 64:2 (December 2001/January 2002), pp. 25-29.

57. L. A. Taliaferro, B. A. Rienzo, M. D. Miller, R. M. Pigg, Jr., and V. J. Dodd, “High School Youth and Suicide Risk: Exploring Protection Afforded Through Physical Activity and Sport Participation,” Journal of School Health 78:10 (October 2008), pp. 543-553.

58. Ibid.59. S. Fortune, J. Sinclair, and K. Hawton, “Help-Seeking Before and

After Episodes of Self-Harm: A Descriptive Study in School Pupils in England,” British Medical Journal 8 (October 24, 2008), p. 369.

60. E. Heled and J. Read, “Young Peoples’ Opinions About Causes of, and Solutions to, New Zealand’s High Youth Suicide Rate,” Suicide Life Threat Behaviors 35 April 2005 (35:2), pp. 170-180.

61. S. Fortune, J. Sinclaire, and K. Hawton, “Adolescents’ Views on Preventing Self-Harm,” Psychiatric Epidemiology 43 (2008), pp. 96-104.

62. M. S. Gould, D. Velting, M. Kleinman, C. Lucas, J. G. Thomas, and M. Chung, “Teenagers’ Attitudes About Coping Strategies and Help-Seeking Behavior for Suicidality,” Journal of the American Academy of

Child Adolescent Psychiatry 43 (2004), pp. 1124-1133.63. Fortune, Sinclaire, and Hawton, “Adolescents’ Views on Prevent-

ing Self-Harm,” op cit., p. 98.64. Taliaferro, et al., “High School Youth and Suicide Risk,” op cit.65. J. Stone, “Point of No Return: Teenagers and Suicide,” Current

Lifestudies 2:7 (March 1979), pp. 12, 13.66. D. F. Smith, “Adolescent Suicide: A Problem for Teachers?” Phi

Delta Kappan 57 (1976), pp. 539-542.67. Mental Health Is 1,2,3 (Washington D. C.: National Association for

Mental Health, 1968), unpaginated.68. White, The Ministry of Healing, p. 251.69. Mental Health Is 1,2,3, op cit. 70. White, The Ministry of Healing, p. 241.

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CONTINUING EDUCATION EXAMINATIONS

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2015 UPDATE

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Continuing Education courses will no longer be available through The Journal of Adventist Education® (JAE). New continuing education courses for Adventist educators will now be delivered by the Adventist Learning Community (ALC), www.adventistlearningcommunity.com, in partnership with the North American Division Office of Education (NADOE).

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If you have outstanding tests that need to be completed, or would like to receive credit for continuing education courses taken through JAE, then materials must be ordered by August 31, 2015, and submitted by November 1, 2015. No orders or submissions will be accepted after these dates.

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Kindly contact the following individuals to receive more information:

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Ordering Tests Lolita Davidson Campbell [email protected] 909 583-3661

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SIDEBAR: Food Sources of Essential Nutrients*

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Light for Living, Part II - Circle

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