Health

Charts and Tables

CHAPTER Comparative Calorie Needs 181
Dietary Fat Composition 184
Choosing Wellness Essential Vitamins and Essential Minerals 186
Life Expectancy 3 American Dietary Habits 191
Leading Causes of Death 4
Illness-Wellness Continuum 9 A Healthy D iet___________________
Leading Causes of Death Among
Teenagers 14 Risks of Overeating 200
Nutrient Dense Foods 203
Your Personality_________________ Nontraditional Breakfast Foods 205
Nutritious Snacks from the Basic Four
Erikson's Eight Stages of Development 31 Food Groups 206
Maslow's Hierarchy of Needs 33 Vegetarian Diets 207
Common Coping Strategies 39 Avoiding Sodium 210

Managing Stress_________________ 10 Fitness and Your Body Systems___

Ranking of Stressors by High-School Incidence of Some Circulatory and
Students 49 Respiratory Disorders 234
Common Emotions and Behaviors Step Test 238
Associated with Stress 56 Sit-Ups 238
Sit-and-Reach Test 239
Understanding Mental Disorders _
Common Phobias 73
и Fitness and Your Life Style_______
Signs of Clinical Depression 75 Some Benefits of Regular Exercise 246
Some ^Common Personality Disorders 78 Fitness Ratings of Physical Activities 247
Myths and Facts About Suicide 81 A Weekly Exercise Program 250
How to Help a Suicidal Person 84 Maximum and Target Heart Rates 252
Some Exercise Guidelines 253
Developing Relationships________ Components of an Exercise Session 255
Sample Form for Exercise Journal 258
Levels of Communication 99 Brain Wave Patterns During the Sleep
Assertive, Passive, and Aggressive Cycle 260
Communication 103 Sleep Stage Cycles 261
Making New Friends 106
How Sexual Intimacy May Leave You
Feeling 113 12 Reproduction and Heredity_______
Endocrine Hormones and Their Functions 274
Marriage and Fam ily_____________ Testicular Self-Examination 281
Characteristics of a Successful Marriage 121 Breast Self-Examination 288
Typical Household Rules 127 Inheritance Patterns 290
Making the Most of Family Time 137
14 Adolescent Y ears_________________
Personal C are____________________ Hormones Involved in Puberty 325
Sound Levels 161 Average Ages of Physical Changes 326
Characteristics of Mature Thought 330
8 Food and Nutrition___________ _
TV or History Paper? 331

Disorders of the Digestive System 175 Adulthood, Aging, and D eath ____
Disorders of the Urinary System 179
The Calorie Content of Some Common Factors That Affect Physical Aging 347
Foods 180 Myths and Facts About Older Adults 354

xvi
 Contents

--------- —-------------- -— — — ------------------ ----- Choosing Wellness xviii

CHAPTER
1. What Are Health and Wellness? 2
2. You and Your Health 8
3. Taking Control of Your Health 14
Chapter Review 18

Mental Health 20
Your Personality
CHAPTER
1. Personality and Mental Health
2. Theories of Personality
3. Expressing Emotions
Chapter Review

Managing Stress 46
CHAPTER
1. What Is Stress? 48

3 2.
3.
4.
How Stress Affects Your Body
Stress and Behavior
Managing Stress
51
56
60
Chapter Review 66

Understanding Mental Disorders 68

CHAPTER
1. What Are Mental Disorders? 70
2. Kinds of Mental Disorders 73
3. Suicide * 81
4. Treating Mental Disorders 85
Chapter Review 90
 UNI T 2

Social Health. 92
Developing Relationships
CHAPTER 1. You in Your Relationships
2. Communication in Relationships
3. Friendships
4. Intimate Relationships
Chapter Review

Marriage and Family

CHAPTER
1. Thinking About Marriage

6 2.
3.
4.
Becoming a Family
Family Stress
Keeping the Family Healthy
Chapter Review

UNI T 3
Physical
Well-Being 142
Personal Care 144
CHAPTER
1. Your Skin, Hair, and Nails 146
2. Your Eyes. 153
3. Your Ears / 158
4. Your Teeth and Gums 162
Chapter Review 168

viii
 ------ Food and Nutrition 170
CHAPTER
1. Your Digestive System 172

8 2.
3.
4.
Your Excretory System
Your Nutritional Needs
Meeting Your Nutritional Needs
177
180
188
Chapter Review 192

------ A Healthy Diet 194

CHAPTER
1. You the Consumer 196

9 2.
3.
Managing Your Weight
Eating for Health
Chapter Review
200
205
214

____ Fitness and Your Body Systems 216

CHAPTER
1. The Nervous System 218

10 2.
3.
4.
The Skeletal and Muscular Systems
The Circulatory and Respiratory Systems
The Importance of Fitness
224
230
236
Chapter Review 240

____ Fitness and Your Life Style 242

CHAPTER
1. Exercise and You 244

11 2.
3.
Finding the Right Exercise Program
Sleep and Feeling Fit
Chapter Review
249
260
266

UNI T 4
The Human
Life Cycle 268
------ Reproduction and Heredity 270
1. The Endocrine System 272
2. The Male Reproductive System 277
3. The Female Reproductive System 282
4. Heredity 289
Chapter Review 294

ix
 '

_ Birth and Parenthood 296

CHAPTER
1. Deciding to Have Children 298

13 2.
3.
4.
Conception and Pregnancy
Birth
Infancy Through Childhood
302
309
315
Chapter Review 318

... Adolescent Years 320

CHAPTER
i. From Child to Adult 322
2. Changes in Your Body 325
3. Changing Thoughts and Feelings 329
4. Adolescence and Responsibility 335
Chapter Review 342

Adulthood, Aging, and Death 344

CHAPTER
i. Young Adulthood 346

15 2.
3.
4.
Middle Adulthood
Older Adulthood
Death and Dying
351
354
359
Chapter Review 364

UNI T 5
Diseases and
Disorders 366
_ Infectious Diseases 368
CHAPTER
1. The Nature of Infectious Diseases 370
2. The Body's Defenses Against Infection 374
3. Development of Infectious Diseases 378
4. Preventing Infectious Diseases 382
Chapter Review 386

X
 ____ AIDS and Other Sexually Transmitted Diseases 388
CHAPTER
1. The Silent Epidemic 390

17 2.
3.
4.
Kinds of STDs
AIDS
STDs and Your Future
393
399
406
Chapter Review 408

____ Noninfectious Diseases and Physical Disabilities 410

CHAPTER
1. The Nature of Noninfectious Diseases 412

18 2.
3.
4.
Cardiovascular Diseases
Cancer
Physical Disabilities
415
422
427
Chapter Review 432

UNI T 6
Drugs, Alcohol,
; ■ ■ . .„ " m
j and Tobacco 434
ш аш ш ш ш т Drug Use and Abuse 436
CHAPTER
l. Drugs and Their Use 438

19 2.
3.
4.
Drug Abuse
Drugs of Abuse
Choosing to Be Drug Free
442
448
456
Chapter Review 462

Alcohol 464
CHAPTER
1. Alcohol as a Drug 466

20 2.
3.
Patterns ©f Alcohol Use and Abuse
Being Responsible About Alcohol
Chapter Review
472
480
486

xi
 _ Tobacco and Your Health 488
CHAPTER
1. People and Tobacco 490

21 2.
3.
4.
Tobacco and Its Chemicals
Health and Tobacco
Choosing a Healthy Life Style
493
497
503
Chapter Review 510

U N I T 7
Health and
)ciety 512
A Healthy Environment 514
CHAPTER l. The Environment—Your Home 516

22 2.
3.
4.
Air Quality and Health
Water Pollution and Health
Land Pollution and Health
518
523
526
5. Radiation and Noise Pollution 529
Chapter Review 532

Choosing Health Care 534

CHAPTER
1. The Health-Care System 536

23 2.
3.
4.
Participating in Your Health Care
Paying for Health Care
Being a Wise Consumer
541
545
548
Chapter Review 552

xii
 ----- —------------------------------------------------------ Public Health 554
CHAPTER
j 1. Safeguarding the Public 556
У 2. Public Health at the Local and State Levels 561
dm Ji A . 3. Public Health at the National and International
Levels 564
Chapter Review 570

Safety and
First Aid 572
----- Personal Safety 574
CHAPTER 1. Safety at Home and in Your Community 576

25 2.
3.
4.
Safety at Work and Play
Vehicle Safety
Crime Prevention
Chapter Review
582
587
591
594

--------------------------------------------------------------- First Aid 596

CHAPTER
1- The Importance of First Aid 598
2. First-Aid Priorities 601
« v/ 3. Common Emergencies 610
4. Outdoor Emergencies 617
Chapter Review 622

Glossary 624
Index • 640
 Features

Check Your Wellness Health Skills

General Health Self-Awareness 2 Making a Decision 16

Mental Health Self-Awareness 24 Expressing Feelings in a Positive Way 42
Stress Management Self-Awareness 48 A Relaxation Technique 64
Knowledge of Mental Disorders 70 Being an Effective Listener 114
Social Health Self-Awareness 96 Using Win-Win Negotiation 138
Awareness of Family Relationships 120 Time Management 166
Awareness of Personal Care Behaviors 146 Breaking a Bad Habit 212
Nutrition Self-Awareness 170 Warm-Up and Cool-Down Exercises 264
Awareness of Personal Dietary Habits 196 Coping with Change 340
Physical Fitness Self-Awareness 218 Setting Goals 362
Awareness of Exercise Needs 244 Evaluating Health Information 430
Knowledge of Reproduction and Saying No 460
Heredity 272 Intervening to Help a Friend '' 484
Knowledge of Conception, Pregnancy, Being Assertive 508
and Childbirth 298 Working in Groups 568
Adolescent Self-Awareness 322 The Heimlich Maneuver 608
Awareness of Future Adult Needs 346
Awareness of Infectious Disease
Prevention 370
Knowledge of AIDS and Other STDs 390 Issues in Health
Awareness of Noninfectious Disease
Prevention 412
Should Criminals Be Allowed to Plead
Awareness of Attitudes Toward Drugs 438
Insanity? 88
Awareness of Attitudes Toward Alcohol 466
Are Latchkey Kids at Risk? 126
Awareness of Attitudes Toward
What Should Be Done About Noise
Tobacco 490
Pollution? 160
Environmental Health Self-Awareness 516
Should Food Additives Be Banned? 199
Consumer Health Self-Awareness 536
What Should Be Done About Violence
Knowledge of Public Health 556
in Sports? 254
Awareness of Personal Safety Risks 576
Should Surrogate Motherhood Be
Knowledge of First-Aid Procedures 598
Legal? 301
Should People Have a Right to Die? 360
Should Experimental Medicines Be
Available to the Terminally 111? 406
Should Smoking Be Banned in Public
Places? 502
How Can We Solve the Homeless
Problem? 560
Should We Be Required to Use Seat
Belts? 590

xiv
 Features

ilil
Health Frontiers Friend to Friend

Mind Over Illness? 5 Helping a Friend Cope with Stress 62

SAD Patients See the Light 38 Seeking Help for a Suicidal Friend 82
Understanding Headaches 54 Offering Suggestions for How a Friend
Manic Depression: An Inherited Defect? 76 Can Improve a Family Relationship 134
Helping the Speech-Impaired 101 Supporting a Friend's Dieting Efforts 182
Computer Aging of Missing Children 132 Supporting a Friend Who Has Said No
Rinsing Away Tooth Decay 163 to Sex 286
Lasers Shatter Kidney Stones 178 Showing Concern for a Friend with an
Fish Oils and Heart Disease 204 Ailing Grandparent 356
Atherosclerosis and Apo-B 233 Accompanying a Friend to Seek
Talking Exercise Machines 256 Information About AIDS 402
New Treatment for Endometriosis 285 Confronting a Friend's Drinking
PUBS—Testing and Treating the Problem 474
Unborn 311 Helping a Friend Overcome a Fear of
Teenagers and Risk-Taking 336 Doctors 542
Transplants Aid Parkinson's Patients 335
Fending Off the Common Cold 380
Immune System Boosters
Seeing Through Bone
Drug Testing
404
424
444
Г Health Careers
Cars That Say No to Drunk Drivers 478
Art, Dance, and Music Therapists 28
Smokeless Cigarettes 504
Dental Laboratory Technicians and
Chemical Cleanup Using Bacteria 527
Dental Hygenists 164
Computer-Assisted Diagnosis 544
Professional Coaches and Fitness
Power Lines and Cancer 559
Instructors 238
Voice-Activated Controls 587
Obstetricians and Nurse-Midwives 300
A Chest Vest for CPR 602
Pharmacologists and Pharmacists 384
Drug Counselors 458
Medical Writers and Biological
Photographers 524
Decide Emergency Medical Technicians (EMT)
and EMT Paramedics 580
Should You Tell a Friend That You Are
Angry? 107
A Bulimic Friend? 203
Keeping Fit? 251
A Dating Dilemma 332
Concern for a Friend's Health 416
Drinking and Driving? 470
A Smoky Vacation? 501
An Unsanitary Restaurant? 562
Help For Someone in Danger? 620

XV
 Charts and Tables
CHAPTER Carbon Monoxide (Co) and Oxygen ( 0 2)
16 Infectious Diseases
Levels in Blood
Carcinogens in Smokeless Tobacco
495
496
Examples of Other Pathogens 373 Cigarette Consumption and Lung Cancer
Functions of Antibodies 376 Deaths 499
The Three Lines of Defense Against Changes in a Smoker's Body After
Infection 377 Quitting 505
The Stages of Chickenpox 379 Tips for Quitting Tobacco Use 506

AIDS and Other Sexually A Healthy Environment__________

Transmitted Diseases____________ Acid Rain Pollution 519
A Temperature Inversion 521
Myths and Facts About STDs 391
Types of Landfills 526
Four Common Sexually Transmitted
Diseases 395
AIDS Cases Reported Each Year, Choosing Health Care------------------
1981-1987 399
Medical Specialists 537
Myths and Facts About AIDS 401
Allied Health Workers 538
Evaluating Your Doctor 541
18 Noninfectious Diseases and A Patient's Rights 542
Physical Disabilities_______ Advantages and Disadvantages of HMOs 547
Advertising Methods 548
Risk Factors for Noninfectious Diseases 413 Rules for Safe Medicine Use 550
Warning Signs of Heart Attack 417 Help for the Consumer 551
Warning Signs and Symptoms of Stroke 418
The Yearly Incidence of Some Cancers
The Seven Warning Signs of Cancer
418
425 24 Public Health
Cancer Survival Rates 425 Causes of Death in Developed Countries 558
Guidelines for Interacting with a Sight- U.S. Department of Health and Human
Impaired Person 427 Services 565
Guidelines for Conversing with a Hearing-
Impaired Person 428
Guidelines for Interacting with a Mobility- Personal Safety----------------------------
Impaired Person 428 Leading Causes of Accidental Death 577
Reducing Fire Risks at Home 577
19 Drug Use and Abuse_____________ Stop, Drop, and Roll
Preventing Accidental Poisoning
578
578
Signs of Drug Abuse 456 How to Be Prepared for a Disaster 581
Occupational Deaths and Injuries 582
Alcohol__________________________ Drownproofing 584
Water Safety Tips 585
Alcohol Distillation 467 Safe Driving Tips 588
Blood Alcohol Concentration: Effect on Motorcycle and Moped Safety 588
Behavior 468 Myths and Facts About Rape 592
A Problem Drinker's Self-Test 473
26 Safety and First A id ------
21 Tobacco and Your Health
Treatment for a Heart Attack 603
The Declining Population of Adult Treatment for Shock 604
Smokers 490 Signs of Oral Poisoning 606
Some Harmful Chemicals in Tobacco Treatment for Inhalation Poisoning 606
Smoke 493 First Aid for Sprains and Strains 611
Nicotine's Effects on the Body 494 Treatment for Convulsions 615

xvii
 As you read, think about
^ what is meant by the terms health and wellness.
► how your behavior affects your level of wellness.
^ how you can start to improve your health now.

Choosing
Wellness

ou and your friend swoop and glide

Y over the lake like two brightly col­
ored birds. The air is clean and cold,
and the ice glistens white against the blue of
the sky and the dark green of the pines. The
blades of your skates sparkle as you cut a grace­
ful pattern on the glassy surface of the ice. The
feeling of all your muscles working together as you
gather speed is exhilarating. Your cheeks are tin­
gling with the cold and the excitement. Your whole
body is alive with energy and good health.
Everyone wants to feel good and to have special
moments like these. The choices you make every
day contribute to your ability to enjoy life to its full­
est. In this chapter, you'll find out how you can
choose and maintain the particular life style that
suits you—a life style that will keep you feeling fit,
energetic, and happy.

The choices you make every day affect

your health now and in the future.
 1. WHAT ARE HEALTH
AND W ELLNESS?
/ What is health? How can I tell if I am healthy? Can I
control my own health? How can I influence my future

ТА health? You may have just begun to ask yourself questions

like these. At one time you might have said that a healthy
person is anyone who does not have a cold or some other
Check Your W ellness
illness. Now that you are older, you may feel that this defi­
Your level of wellness is high nition does not include all the things that cause you to feel
if you can answer yes to the well or to be healthy.
following questions. i
1. Do you eat a w ell-bal­ Aspects of Health
anced diet and avoid
foods high in fat, salt, The term health has come to have a wider meaning than
and sugar? it used to. It no longer means just the absence of illness.
2. Do you participate in vig­
Health is now used—and will be used in this book—to refer
orous exercise at least
to the well-being of your body, your mind, and your rela­
three tim es a w eek?
tionships with other people. These types of well-being are
called physical health, mental health, and social health. The
3. Is your w eight within the
concept of health that includes all three of these aspects is
normal range for your
called wellness.
age, height, and sex?
W hen you are physically healthy, you are able to carry
4. Do you feel good about out everyday tasks without becoming overly tired. You have
yourself? enough energy to enjoy leisure activities and to meet emer­
5. Do you set aside tim e gencies. If you are mentally healthy, you like yourself for
each day to relax? your achievements, and you learn from your mistakes. You
6. Do you avoid drugs, alco­ can cope with the demands of life and adjust to new situa­
hol, and tobacco? tions. W hen you have healthy social relationships, you get
7. Do you get about eight along well with others. You have friends, and you are ca­
hours of restful sleep pable of loving relationships. You respect the rights of others,
each night? and you know how to give and accept help.
It is easy to see how the three aspects of wellness are
8. Do you have close rela­
related. W hen you are ill or facing many problems and pres­
tives and friends you can
talk to?
sures, your relationships with your friends and family may
suffer. W hen you are coming down with the flu, for example,
9. Can you express your fee l­
you may get upset if you are asked to do the dishes or take
ings in healthful ways?
out the garbage. If you are worried about an exam in a dif­
10. Do you use a seat belt ficult subject, you may get a headache or stomachache. If
and avoid driving w ith a you are lonely and have few friends, you probably do not
person who is using drugs feel good about yourself. You may even feel tired or overeat
or alcohol? because of your unhappiness.
11. Do you try to lessen your This view of wellness as a combination of physical, men­
exposure to air, w ater, tal, and social well-being is also known as a holistic (hoh lis
and noise pollution? tik) concept of health. Holistic means whole, and here it re­
12. Are your decisions based fers to the connections among these three aspects of health
on your own values and as they affect the whole person. People with a holistic view
goals, rather than those of wellness are aware of and work to improve all three as­
of others? pects of their health. They regard wellness as an important
goal, the result they want to achieve through their actions.

2 Chapter 1 Choosing Wellness

 M Figure 1-1. Health includes your
physical, mental, and social
well-being.

Si®#

Another way to express the holistic concept of wellness

is with the term quality of life. Quality of life refers to how
satisfying and rewarding your life is. Recently, this term has
received more attention in our society. One reason for this
increasing emphasis can be found in the length and condi­
tions of life that people have now come to expect. Look at Figure 1-2. Americans live longer
Figiire 1-2. You can see that since 1900, the life expectancy today than ever before.
of Americans has increased by about 27 years. For much of
the history of the world, just staying alive and active until
age 47 was quite an accomplishment. This is still true in some Life Expectancy
parts of the world today. You can imagine that people living
in areas of drought and food shortages are not concerned
about what we call quality of life. They are too busy just 1985 74.7
trying to stay alive. In this country and other countries, how­
ever, many people are concerned about how they will feel
and what they can accomplish and enjoy during these added 1980 73.7
years of life expectancy. These people are concerned not only
about feeling good in the present but also about planning for
1960 69.7
a lifetime of wellness.
*
What Determines Health 1940 62.9

and Wellness 54.1

1920
What are some of the factors that influence your wellness
and life expectancy? Can you control or influence any of
these factors? 1900 47
To answer these questions, consider another set of sta­
rV rn —i I i i...i i i
tistics comparing 1900 to the present. The three leading 0 40 50 60 70 80
causes of death in 1900 were not the same as the leading Expected Life Span (years)
causes of death today. The leading causes of death then were
diseases that could be passed from one person to another, Source: Statistical Abstract of the United States, 1987

Chapter 1 Choosing Wellness 3

Figure 1-3. Today, many of the
leading causes of death are
influenced by life-style choices. Leading Causes of Death
1900 Today
1. Pneumonia and 1. Heart disease
influenza
2. Tuberculosis 2. Cancer
3. Diseases of the stomach 3. Stroke
and intestines
4. Heart disease 4. Accidents
5. Stroke 5. Lung disease
6. Kidney disease 6. Pneumonia and
influenza
7. Accidents 7. Diabetes mellitus
8. Cancer 8. Suicide
У. LnilunOOQ ulSGdSeS y . Liver disease
10. Diphtheria 10. Atherosclerosis

as shown in Figure 1-3. In contrast, today's leading causes

of death are diseases that are strongly influenced by your
individual life style, the way you choose to live your life.
As you will see, the way you choose to live your life
strongly influences the quality of your life, both now and in
Although heredity affects health, life­ the future. Of course, some other factors also influence your
style choices are often more important in health and wellness. These include heredity, environment,
determining overall wellness. and culture, but even these factors are affected to some extent
by your life-style decisions.

H ERED ITY To some extent, heredity, all the traits that are
passed on biologically from parent to child, determines a per­
son's level of wellness. These traits include hair color, eye
color, height, build, and many other characteristics. Heredity
also influences the soundness of your body, your reactions
to stressful situations, and the aging process.
As you probably know, some disabilities, diseases, and
tendencies toward certain illnesses are inherited. Although
inherited disabilities put some limits on an individual's level
of wellness, there are still many things a person can do to
reach his or her optimum (ahp tuh mum) health, the highest
level of wellness possible. Many disabled people are ener­
getic and productive and enjoy a high quality of life in spite
of their disabilities.
Overcoming a disability is an extreme example of using
mental, social, and physical resources to make up for a lim­
itation. There are also less dramatic examples. For example,
some people inherit a tendency toward high blood pressure,
a condition that can contribute to heart disease and shorten
life. If they are aware of their condition and know how to
cope with it, they can make diet and other life-style changes
to control their blood pressure. Their actions allow them to
lead long and healthy lives in spite of this inherited tendency.

4 Chapter 1 Choosing Wellness

 Except in a small number of cases, heredity does not
prevent a person from enjoying a healthy life. For most peo­
ple, the life-style choices they make every day are far more
important than heredity in maintaining, harming, or improv­
ing their wellness.

PHYSICAL ENVIRONMENT Your environment is all

your surroundings and the influences they have on you. To
be healthy, everyone needs a healthful physical environ­ Mind O ver Illn e s s ?
ment, or physical surroundings. You know that climate, Do emotions and thoughts play
extreme heat or cold, and extremely dry or damp air can a role in helping the body ward
affect your wellness. It is also true that air pollution, water off disease? The new field of
pollution, radiation, and even loud noise can injure your psychoneuroimmunology (PNI)
suggests they might.
health. If you are aware of environmental hazards, you can
PN! researchers are now ex­
take steps to protect yourself. You can avoid swimming in ploring the two-way connection
polluted water, wear a sunscreen for protection against the between the brain and the
sun's rays, and always keep your radio's volume at less-than- immune system, the body's de­
harmful levels. fense against disease. The
brain's network of nerves re­
You can also take steps to make your environment
leases many chemicals, some of
healthier. Everyone should be aware of the dangers of a pol­ which depend on mood. These
luted environment and help to limit or decrease pollution. chemicals bind directly to the
That includes disposing of waste materials correctly, bicy­ disease-fighting cells of the im­
cling or walking short distances instead of driving, and mune system and influence how
the cells behave. Immune cells
recycling paper goods, cans, and bottles. Some teenagers are
are more active when a person's
part of environmental watch groups that keep track of air mood is good than when he or
and water cleanliness in their communities. she is depressed.
Your physical environment includes the environment in­ The immune cells send chemi­
doors as well as outdoors. Your home, school, and workplace cal messages back to the brain.
These chemicals affect sleep,
are part of your physical environment. Cigarette smoking in
body temperature, heart rate,
public places and disease-causing organisms in restaurant and mood.
food are some indoor hazards of the physical environment. PNI supports common beliefs.
Your own knowledge and behavior can help make your A person with a positive attitude
physical environment safer. Flow could you and your friends combats disease better than
someone who has "lost the will
contribute to improving the environment of your school cafe- ,
to live." Good health and a pos­
teria or a local park? itive outlook tend to reinforce
each other. W hile wellness may
SOCIAL ENVIRONMENT Your environment is made up not be "all in your mind," PNI
of more than your physical surroundings. The people around has found that there is a close
connection.
you—your family, friends, and other people you spend time
w ith—make up another part of your environment, your so­
cial environment.
When you were a child, your parents were the major
part of your social environment. They taught you to speak
and to communicate in other ways. They strongly influenced
your feelings about yourself and your ideas of how to get
along with other people. In addition, they probably taught
you health habits that are so basic you do not even think
about them anymore. Washing your hands before eating or
fixing a meal, for example, may have become routine/ but What role does mood play in
now you understand that these habits help to prevent the fighting disease?
spread of germs.

Chapter 1 Choosing Wellness 5

 As you have grown older, your social environment has
expanded to include your neighbors and schoolmates. Your
teachers, relatives, friends, and those involved in the com­
munity activities you participate in are an important part of
your social environment.
You have probably heard a lot of talk about peer pres­
sure. Traditionally, the word peers has meant equals, those
people who are in the same situation as you. Today, it is
often used to mean your friends, or a larger group of ac­
quaintances your own age. The friends you select from
Your friends, or peers, have an important among your acquaintances can have an important effect on
effect on your wellness. your level of wellness. Friends who practice unhealthful be­
haviors can put a lot of pressure on you to do the same. It
is sometimes difficult to stand up to that kind of pressure.
Selecting friends who choose healthful habits and life styles
makes it easier for you to choose wellness.

CULTURE Your social environment is only one part of

your culture. Culture is all the ideas, customs, and ways of
living that characterize a particular group of people. That
group may be a nation, a region of a country, or an ethnic
group. Culture includes accents and food preferences, atti­
tudes and manners.
Sometimes you are not aware of the characteristics of
your own culture until you come in contact with another
culture. You probably do not think you have an accent until
you visit a part of the country where people speak differ­
ently. In some cultures, it is rude to take off your shoes when

Figure 1-4. Do your friends Kelp you ►

to make healthful decisions?

6 Chapter 1 Choosing Wellness

visiting someone else's house; in other cultures it is rude not Figure 1-5. The culture in which you
to. In some cultures, people eat little or no meat; in others, live can affect your health in many
meat is central to the diet. This is just one example of how ways.
cultural differences can affect your health. Can you think of
other examples?
Sometimes, you may get "mixed messages" from your
culture. For example, our culture emphasizes the value of
health and fitness. At the same time, it suggests that un­
healthful behaviors, such as smoking and drinking, are fun
and part of a healthful life style. You have probably seen
advertisements with young, healthy-looking people trying to
promote products that are not really good for your health.
Because your culture offers you so many choices, you must
be informed about what promotes health and what does not. The culture in which you live affects the
This way you will be able to make your own choices without healthful choices you make.
being influenced by misleading messages.

Section Review
1 . What are the three aspects of wellness?
2. What is a holistic view of health?
3. How are the three leading causes of death today dif­
ferent from those of 1900?
4. What factors determine your health? Which of these
factors can you control?
What Do You Think?
5 . What are two ways you could improve your physical
health? Your mental health? Your social health?

Chapter 1 Choosing Wellness 7

 2. YOU AND YOUR HEALTH
If there were just a few painless habits you could choose
to practice that would lead to a long and healthy life, of
course you would practice them. Even if there were no ab­
solute guarantee of good health, just a greater probability of
it, the choice would still be worthwhile.
Such a choice does not come from a fairy-tale land of
magic potions that protects the user from disaster. It is a real
choice you can make in your daily life. One way to judge the
changes in your health that your daily life-style choices can
m ake—for the better as well as for the worse—is to use the
Illness-Wellness continuum.

The Illness-Wellness Continuum

Remember the last time you were coming down with, the
flu? You could feel it beginning, perhaps with a runny nose
or general tiredness. Then, your symptoms became worse
and your energy level dropped lower. You might have run
a fever and had to stay in bed. After several days, your fever
broke, you felt more energetic, and your cough no longer
kept you awake at night. You might have been a bit tired
and sniffly still, but you were feeling better. Finally, you felt
great again. You moved from having the sniffles to walking
i
around with a cold to lying in bed with a fever and cough to
being up and around with a few symptoms to regaining well­
ness. You can think of the sequence you followed—from
wellness to illness and back again—as a continuum (kun tin
yoo um), a progression in either direction from one stage
(sniffles) to another (walking around with a cold) to another,
and so on.
Continuums can represent other health-related changes
in your life. How would you use a continuum to express
changes you might experience when you start (or stop) an
exercise program? How could a continuum show the changes
brought on by your moving away from friends to a new
school or by failing to make the swim team?
Your overall wellness also can be illustrated on a con­
tinuum. This sliding scale is called the Illness-Wellness
continuum. Look at Figure 1-7. Notice that on the Illness-
Wellness continuum, you can move in either direction. As
you move in one direction, you move toward illness; as you
move the other way, you approach wellness. You can see
also that there is a midpoint on the continuum. At this neu­
tral point, a person is not sick but is not enjoying the full
benefits of optimum health, either.
▲ At one time, as you learned earlier, many people in this
Figure 1-6. Eating nutritiously is one country were satisfied just to be at the neutral point of health.
way to improve the quality of Then, people were much more concerned about avoiding ill­
your life. ness than about improving the quality of their lives. Today,

8 Chapter 1 Choosing Wellness

 Illness-Wellness Continuum

Source: Adapted from Travis and Ryan, The Wellness Workbook, 1981

achieving a higher level of wellness and a better quality of Figure 1-7. Where along the Illness-
life is possible for many of the people in this country. More Wellness continuum would you place
yourself? How could you move closer
than ever before, people today control where on the Illness-
to wellness?
Wellness continuum they fall.

|lisk Behaviors
Look again at the Illness-Wellness continuum in Figure
1-7. You can see that a risk behavior, or an action that in­
creases the chances of a harmful outcome, moves you toward Risk behaviors increase the chances of
the illness-early death end of the continuum. You are prob­ illness and early death.
ably aware of many risks to your health and do your best to
avoid them. For example, you know it is dangerous to run
across a four-lane highway. You also know that wearing a
seat belt in a car will reduce your risk of injury in case of
accident, but do you always remember to use one? If you do
not, you are taking a risk that moves you toward the illness-
early death end of the continuum. Perhaps thinking about
your behavior in these terms will change your mind about
some of the unnecessary risks you take.
Most activities have varying degrees of risk. For exam­
ple, if you exercise vigorously without doing warm-ups first,
you risk pulling a muscle. If you ride a motorcycle without
a helmet, you risk serious injury and death.
Sometimes, risks are worth taking if there is a benefit
greater than the possible harm. Skiing, for example, involves
some risk of injury, but many people decide that this enjoy­
able and healthful activity is worth the risk. They also may
realize that equipment, instruction, fitness, and attitude can
lessen their risks while skiing. It is always worthwhile to
think carefully about any activities that involve risks before
you do them.

Chapter 1 Choosing Wellness 9

А
Figure 1-8. Every activity involves a Not all risk behaviors involve immediate threats to your
degree of risk. How could these physical safety. Eating an unbalanced diet is a risk behavior.
people lessen their risks? As you may know, the typical fast-food meal contains a great
deal of salt, fat, and sugar. Eating a meal like this too fre­
quently may cause you to put on too much weight. Living
on a diet of fast food may lead to more serious, long-term
health problems, such as cancer and heart disease. How far
along the Illness-Wellness continuum do you think one fast-
A risk factor that does not pose an
food meal per week would move you? What about two meals
immediate threat to your health may per day? You will learn more about the effects of dietary risk
have a long-term effect. factors in Chapters 8 and 9.
Another set of risks to your wellness involves mental
and social health. Keeping anger or other strong emotions
“bottled up” inside can risk both your mental and social well­
being. It is much better for your health to express your feel­
ings by talking with someone you trust. Your relationships
with others will also benefit. Strong negative feelings, when
not communicated, can harm a relationship, causing resent­
ment, jealousy, and arguments. You will learn more about
the healthy expression of emotions in Chapter 2 and about
communication skills in Chapter 5.

Moving Along the Continuum

To achieve a better quality of life, you need to know
about, choose, and practice behaviors that promote wellness.
You also should be aware of your own particular conditions
and needs. Awareness is the first step toward making health­
ful choices and decisions. The second step is acquiring the

10 Chapter 1 Choosing Wellness

knowledge you need to promote your own wellness. Some
of this knowledge is general information, such as the benefits
of regular exercise, and some knowledge may relate to your
particular circumstances, such as the proper diet for gaining
weight. You also need to be able to distinguish between risk
behaviors, which lead away from wellness, and healthful be­
haviors, which lead toward wellness. The last step is
applying your awareness and knowledge by making health­
ful choices and then taking action on those choices.
The remainder of this chapter, and the chapters that fol­
low, will show you how to gain an awareness of your own
health, how to acquire and evaluate health-related knowl­
edge, and how to decide which behaviors best promote your
health. Finally, you will learn how to turn your decisions
into a healthful life style.

AWARENESS How do you become aware of your own

level of wellness? In some cases, you know when you have
a health problem. Yoli know when your ankle hurts or when
you have a sunburn. You are probably aware that some ▲
symptoms require medical attention and some do not. Figure 1-9. Are you aware of how
Other medical problems do not show up so readily. You your behaviors affect your health?
should have regular check-ups to detect early signs of illness
you might not be aware of. At these check-ups, you will
probably discuss your life style, including what you eat, how
ntuch you sleep, how much exercise you do, and whether or
Together, you and your doctor can
not you smoke. Together, you and your doctor can deter­ evaluate how your life-style choices
mine if you are at risk for certain health problems because of affect your health.
your life-style choices.
You may even discuss some of your feelings with your
doctor. If you are depressed, for example, it is worthwhile
to discover why. Feeling "low " all the time can be the cause
or the result of a physical problem. If you are unhappy be­
cause of something that cannot be changed, such as the death
of a loved one, the support ofbfriends or professionals may
help you to understand and accept your feelings.
Learning what questions to ask of your doctor and of
yourself is an important step toward health self-awareness.
The Check Your Wellness inventory at the beginning of this
chapter should give you a good start. How well did you do
on the inventory? What other questions might you ask your­
self about your health? What questions might you ask your
doctor or other health professional?

KN OW LEDGE Knowledge about health is growing every

day. New discoveries and research studies appear in the
news all the time. Some of this knowledge—about the dan­
gers of overexposure to sunlight, for example—is important
to everyone. Some, such as the development of new medi­
cations, is useful to the professionals who prescribe them.
Other information, such as research on the harmful effects

Chapter 1 Choosing Wellness 11

 of a particular fad diet, is important to people who may try
it. You need to be able to sort out the knowledge that might
apply to your life.
Some sources of health information are more reliable
than others. Which is a better source of knowledge, an ad­
vertisement for a quick weight-loss diet or a study of weight
loss in a scholarly journal? While the answer to that question
is obvious, the value of other sources of information may not
be as easy to determine.
This book gives you a good foundation of health-related
Updating your knowledge of things that knowledge. It also suggests how you can evaluate other
affect your wellness is a lifelong health information you receive. It is up to you to stay in­
responsibility. formed about things that affect your wellness. The process
of updating your knowledge is one you will need to continue
throughout your life.

BEHAVIOR CHOICES Even with awareness and knowl­

edge, it is not always easy to decide on the best course of
action. In the earlier discussion of risks, the action of running
across a highway presents a clear risk, but the skiing example
is more complicated. Many behaviors have both positive and
negative results, and you must choose between them. Sup­
pose you were an inexperienced skier invited to ski a run
known for its difficulty. Your best friend, a good skier, could
not go on the trip if you. did not go. Add some more com­
t plications, such as bad weather, or an upcoming exam for
which you need to study, or alcohol being consumed in the
car. Real life is full of such complications. How would you
decide what to do?
Awareness of your own skiing ability is essential in this
example. Knowledge of the dangers of driving or skiing in
bad weather is also important, but even more important is
knowledge about the extreme risk of drinking and driving.
But, what about your friend or your exam? Here you must
consider your values, the things most important to you. You
value friendship, but you also value your own and your
friend's safety. You value doing well in school, and so do
your parents. Your decisions not only affect you, they affect
other people, their health, and their values.
The DECIDE process described in the Health Skills on
page 16 provides a step-by-step procedure that can help to
make hard decisions easier. Look at the DECIDE process and
review the steps. How could you apply these steps to the
skiing example?

SKILLS What would you think of a baseball team that

spent all its time thinking and learning about the game but
never played? Do you think that the team would win many
games without practice? Of course not. Many people think
that knowing about healthful behavior is enough to guar­
antee good health. This is not true. Like the baseball players,

12 Chapter 1 Choosing Wellness

 4 Figure 1-10. The only way to master
a skill is through practice.

*
you have to practice. To have good health, you must apply
the healthful decisions you have made.
One quality a successful baseball player needs is skill.
Awareness of natural talent, knowledge of the game, and a
good choice of bat are not much good without the skill to hit
a curve ball or lay down a bunt. How do baseball players To put your decisions into action, you
must have the skills necessary to do so.
develop new skills? They usually begin by observing and
analyzing their current behavior. Next, they make changes.
Then, there is practice and more practice.
Just like the baseball player who worked to change his
or her swing, you may have some habits you wish to change.
A habit is a pattern of behavior that has become automatic
and is hard to break. It is possible, however, to break old
habits by learning new skills. With practice, your new skills
will become just as natural as the old habits had been. The
Health Skills in this book will help you to develop the skills
you need to put decisions for wellness inter action.

Section Review
1. What is the Illness-Wellness continuum?
2. What is a risk behavior? Give an example of an im­
mediate risk and a long-term risk.
3. What steps should a person take to move toward the
wellness side of the Illness-Wellness continuum?
What Do You Think?
4. Where do you think you are on the Illness-Wellness
continuum? List five behaviors that you currently prac­
tice that influence your level of wellness.

Chapter 1 Choosing Wellness 13

 Leading C auses
3. TAKING CONTROL
of D eath A m ong OF YOUR HEALTH
Now is the time for you to start taking control of your
1. Accidents own health. In the last few years, as you have become more
2. Suicide physically and emotionally mature, you have also become
3. Homicide more independent. You have begun to make many of the
4. Cancer
decisions that used to be made for you by your parents and
5. Heart disease
6. Birth defects other adults. How many of your own food choices do you
7. Stroke now make, for example? Who decides how much exercise
8. Pneumonia and influenza you should do? Who chooses your friends? Who decides
9. Lung disease what yo a do with your friends? More and more, the answer
10. Diabetes mellitus is you.

A
Figure 1-11. Risk behaviors account Accepting Responsibility
for the majority of teenage deaths.
Now that you have so much control over your own life,
you also need to accept responsibility for it. Begin by learning
the answers to these two questions: What are the leading
causes of death among teenagers today? What are the risk
behaviors associated with these deaths?
In Figure 1-11, you can see that the three most common
causes of teenage death are not illness. Would you be sur­
prised to learn that there is a risk behavior common to all
three? That risk behavior is substance abuse, the use of al­
cohol or drugs. Most fatal accidents, for example, involve
cars, and nearly half of all car accidents involve alcohol or
drugs. Many suicides, too, are related to substance abuse.
Homicide also is often tied to drugs and alcohol. The im-

Figure 1-12. Drinking and driving is a ►

risk that is never worth taking.

14 Chapter 1 Choosing Wellness

paired judgment of people under the influence of drugs or
alcohol can lead to violent behavior.
Some other risk behaviors also contribute to the rate of
death among teenagers. These include: taking chances for
the fun of it; being unwilling or unable to talk about problems
or to ask for help; and accepting a known risk just to be one
of the crowd. You will learn more about each of these risk
behaviors throughout this book.
Some of these risk behaviors contribute to another set of
health threats to teenagers: unwanted pregnancy and sex­
ually transmitted diseases. All of these problems have a
major impact on physical, mental, and social health. They
affect not only the quality of your life but that of others.
Making responsible decisions about relationships of all
kinds, including sexual ones, is an important sign of matu­
rity. It shows that you are beginning to take control of your
own health. Thinking about the possible effects of your ac­
tions before you take them may be difficult, but it is an
important thing to do.

Looking Ahead
Figure 1-13. Responsible decision­
Considering the long-term effects of your behavior is an­ making means thinking about all the
other sign of maturity. Earlier in this chapter, you looked at possible consequences of your
the statistics on life expectancy and causes of death for adults actions.
today. The decisions you make and the behaviors уоц prac­
tice now are already influencing the length and quality of life
you can expect in the future.
The most common killers of adults today are health con­
ditions that can be strongly influenced by life style. Life-style
choices include diet, exercise, and the use of tobacco, alcohol,
and other drugs. Your current and future health depend Considering the long-term effects of your
largely on the decisions you are starting to make now. Learn­ behavior is a sign of maturity.
ing to make decisions for wellness and to practice healthful
behaviors is a wise investment that you can make in yourself
and your future. It is an investment that pays the highest
reward—the reward of good health.

Section Review
1. What are the three most common causes of teenage
death today?
2. What kind of accidents kill the most teenagers?
3. What risk behavior is often associated with the three
leading causes of teenage death?
What Do You Think?
4. What life-style changes could you make now to im­
prove your future quality of life?

Chapter 1 Choosing Wellness 15

 ^ H ea lth s k il l s
■■■■■■■■■■
^

Making a Decision
Suppose you had to m ake this decision: You've ju st found D I E I С I I I E ll
the perfect after-school job. It's near hom e, it's fun to do,
and it will pay for the bicycle you need for your bicycling
trip next summer. Then you m ake the basketball team 1. Define the Problem
that you've tried out for three tim es. Unfortunately, the Look carefully at the decision
team practices during the sam e hours as your job. How you are facing, and state the
should you choose betw een the team and the job? issue clearly. Is it important
Although m any of your choices are not this compli­ and complex enough to war­
rant using DECIDE? Some
cated, you som etim es face even harder decisions. They
choices are too easy. You al­
require much thought and soul-searching because they ready know what to do. Others
can make im portant differences in your life. Do you som e­ don't really make much differ­
times "h id e from " tough choices because they make you ence, a flip of a coin would do.
feel anxious? Do you ever rush headlong into decisions
without really thinking them through? There is a process, 2. Explore the
called DECIDE, that m akes decision-m aking easier. This Alternatives
process is simple to rem em ber because each letter in the Make a list of all possible alter­
word DECIDE stands for a step in the process. natives for solving your
problem. Be sure to include
"doing nothing" if it is appro­
priate. If you need more
information to fully under­
stand some alternatives, do the
research now. You may find
some choices unrealistic; do
not include them.

3. Consider the
Consequences
One by one, think through
what might happen with each
alternative. List both positive
and negative results. Consider
what probably would happen,
not what you hope would hap­
pen. Ask yourself: How risky
is each alternative? What are
its chances of success? How

16 Chapter 1 Choosing Wellness

would it affect my future? Re­
member to consider the effects
on other people.

4. identify Your Values

Your values, the things you be­
lieve in strongly, affect how
you live your life and how you
feel about yourself.
Sometimes, your values- in­
fluence your decisions even
when you are not aware of
them. At other times, you may
overlook your values when
you want something badly.
When you do this, though,
your values often affect how
you feel about the decision
later on. Tough decisions are easier to make using the DECIDE process.
Think about your long-term
goals as well as the beliefs of
your family, religion, and com­
munity. Consider your own
APPLY THE SKILL
and others' health and safety,
and your self-respect. Which 1. Imagine that you faqe the plicated, important decision.
of the choices are most in line decision introduced at the be­ Include enough information
with your values? ginning of this feature—to about the problem to show that
choose the job or the team. Fol­ it is a tough choice. Then use
low the steps of DECIDE to DECIDE to work through the
5. Decide and Act determine what you would do decision-making process.
Use the information you have in this situation. Write out Remember, at some times
collected to compare each of your answers for steps 1 there is more than one "right"
the alternatives. Decide which through 5. Be sure to consider choice. Your particular values,
one is best for you. all alternatives; there may be skills, background, and pref­
Act on your decision by first mote than two. (For example, erences all help determine
breaking it down into smaller it may be possible to postpone what is right for you.
steps, and then setting a real­ a choice or to take another 4. Consider a tough decision
istic deadline for accomplish­ route to a goal.) Don't forget to you have made in the past or
ing each step. Then, follow include the step to act on your one you are facing now. Use
through with your plan. decision. DECIDE to determine what
2. List other difficult, im­ you should do (or should have
portant decisions for which done). Write out steps 1
6. Evaluate the Results DECIDE might be useful. Do through 5.
How did your decision work they fall into categories? What Did DECIDE help you fo­
out? What are its effects on categories of decisions would cus on important values or
your life? On others? What did not be suitable for DECIDE? choices you might otherwise
you learn? What would you do 3. Set up a possible situation have overlooked? Which ones?
differently? If you can change like the one in the beginning of Did DECIDE make the deci­
some aspect of the result for this feature. In other words, sion-making process easier?
the better, do it now. imagine a person facing a com­ Why or why not?

Chapter 1 Choosing Wellness 17

 Review
Chapter Summary
■ Health is more than the absence of disease; toward overall wellness. At the midpoint,
it is the well-being of your body, mind, and you are neither ill nor well.
relationships with other people. Risk behaviors increase the chances of illness
■ The holistic concept of wellness emphasizes or death. It is important to analyze the risks
the connection between physical health, of an activity before doing it.
mental health, and social health. You can change your level of wellness by
■ Your behavior, or life style, has the strongest increasing your self-awareness, acquiring
influence on your level of wellness. Other knowledge, making healthful behavior
factors that influence your level of wellness choices, and practicing and using skills.
include heredity, physical and social envi­ The major health hazards for teenagers
ronment, and culture. include accidents, homicide, suicide, un­
■ Your level of wellness can be illustrated on a wanted pregnancy, sexually transmitted
continuum known as the Illness-Wellness diseases, and drug and alcohol abuse.
continuum. As you move in one direction, The life-style decisions you make and carry
you move toward illness or early death. As out now affect both your current level of
you move in the other direction, you move wellness and your future quality of life.

Vocabulary Review
Listed below are some of the important terms in this chapter. Choose the phrase that best describes
the term in the exercise that follows.
continuum heredity life style risk behavior
culture holistic optimum health values
environment Illness-Wellness physical environment wellness
goal continuum quality of life
habit
1 - the way or style in which you choose to 6 - an action that increases the chance of a
live your life harmful outcome
2 . all your surroundings and the influence 7. all the traits passed on biologically from
they have on you parent to child
3. the well-being of your body, mind, and 8 - a pattern of behavior that has become
relationships with other people automatic and hard to change
4- a sliding scale that illustrates your overall 9. all the ideas, customs, and ways of living
level of wellness that characterize a group of people
5. whole 101 the highest level of wellness

What Have You Learned?

1. Briefly describe three characteristics of 3. How much has the average life expectancy
mental health. of Americans increased since 1900?
2. Give an example of how the three aspects 4. How can heredity affect your overall level
of health are interrelated. of health?

18 Chapter 1 Choosing Wellness

 5. List three possible health hazards in the 9. Briefly describe a situation in which a risk
physical environment. Explain how you can is worth taking and explain why.
protect yourself from them. 10. What are two ways to become aware of
6 . Define peer pressure and explain how it your own level of wellness?
can affect your health. 11. What are two good sources of knowledge
7. Use a continuum to illustrate a health- about health?
related change in your life. 1 2 . Explain how values can affect a health-
8. List three risk behaviors that can be fatal. related decision.
------------------------------------------------------
What Do You Think?
1. Describe a problem you recently had to an unhealthful activity. How do the ads try to
face. Then explain how your physical, mental, influence your behavior?
and social well-being played a part in reacting 4. Some people say that teenagers do not take
to the problem and in resolving it. the dangers of risk behaviors seriously. They
2. In spite of all the knowledge available behave as though they think that harm only
about the health risks of smoking, many comes to other people. Do you think this is
teenagers still smoke. Why do you think this is true or not? Give three examples to support
so? What argument against smoking do you your opinion.
think would be the most effective for teens? 5. Give some thought to the term quality of
3. Compare a TV, magazine, or newspaper ad life. What five elements do you think are most
promoting a healthful behavior with one for important to your quality of life? Why?

What Would You Do? ~

1. You have a friend who lives on junk food would you make a well-informed decision
arid smokes cigarettes. He says he knows about this diet?
these behaviors are not harming him because 4. You are happy with your current state of
he feels fine. What would you tell him? wellness, but you want to be healthy in the
2. You are not getting along with your friends future, too. What actions can you take now to
or family. Often, you want to be alone. Should promote your future well-being?
you seek help? From whom? Explain. 5. You have diabetes, a condition that limits
3. All your friends are drinking a diet supple­ the amount of sugar your body can process.
ment instead of eating regular meals. When You need to restrict your diet and check your
you ask about the diet, they give you the blood-sugar levels. How can you achieve
brochure that came with supplement. How optimum wellness?

For Further Study

1. Find out what is meant by the term
preventive medicine. How does preventive
medicine lead to optimum health?
2. Research the disease tuberculosis. Find out
the cause of the disease and what environmen­
tal and social conditions led to its being a
"killer disease" in 1900. Then, explain why
tuberculosis of the lungs, or consumption, is
no longer a major threat in this country.
3. Look in the library for reliable sources of
information about health; ask a librarian for
help, if necessary. Select three sources and
explain why they are reliable.

Chapter 1 Choosing Wellness 19

 Didn't you sign up for
the relaxation workshop
You're not the only one the health department is
I can never sleep the giving? You can learn
night before a big test. the ways a lot of
So, now I'm both athletes relax before a
I'm so nervous about
nervous and exhausted. big game.
that math exam today.
My stomach is killing me.
Yeah, it's a little strange
doing that breathing
and stuff before a test,
but it's worth it. An
exam is tough enough
without having a bad
case of nerves, too.

Mental
Health
2
Your Personality

3
Managing Stress

Understanding Mental
Disorders
 As you read, think about

2 ^

^
the ways in which your personality contributes to
your mental health.
how personality is formed.
► why it is important to learn to express your emotions
in healthful ways.

YOUT
Personality
"---

,
N V our party guests will be ar-
Wk a m riving shortly. You check the
■ U B table again to be sure every­
thing is in order. You rearrange the fruit
bowl, and count the dishes for the third
time. You've been looking forward to your
party for weeks, but now you're feeling
nervous. You take a look at yoiirself in the
mirror and try out your best party smile. You
step back and . . . there goes the doorbell!
Everyone is a bit nervous before a party, al­
though most people aren't likely to admit it.
Everyone feels shy and unsure sometimes. These
are normal feelings that you cannot get rid of en­
tirely. However, you can learn how to keep them in
perspective and how to deal with them positively.
In this chapter, you'll learn about ways to build your
self-image so that you'll feel better about yourself.
You'll also learn how to improve the way you reveal
your personality to others.

You express your unique personality

in everything you do.
 1. PERSONALITY AND
MENTAL HEALTH
Think about a party you have been to recently. Remem­
ber the different ways people were acting. One person may
have been the "life of the party." Perhaps some others en­
joyed dancing, while yet another group of people held a quiet
Check Your Wellness conversation. There might have been another person sitting
quietly on the couch, watching the dancing and appearing
Do your attitudes and behav­
not to have a care in the world.
iors contribute to your mental
health? See if you can answer Did you ever wonder why people act so differently in
yes to the questions below. the same situation? It is because each person has a unique
personality. An individual's personality consists of the traits
1. Do you usually feel good
that make him or her different from everyone else. These
about yourself and your
traits include behaviors, attitudes, feelings, and ways of
life?
thinking that are characteristic of an individual in a given
2. Are you aw are of your
situation. For example, when you are introduced to a new
strengths and your
group of people, you may be characteristically outgoing or
weaknesses?
you may be shy. At school you may be the first to raise your
3. Are you able to give love hand, or you may be daydreaming. You may cry frequently
and receive it? or hardly ever. These traits are all part of your personality.
4. Do you enjoy spending
tim e alone?
5. Can you handle your disap­
Describing Personality
pointments and learn from Flow do you describe someone's personality? Flere is
them ? how four teenagers described their own personalities:
6. W hen you feel sad or an­
Yoon: I have a lot of energy and make friends easily.
gry, do you express your
I love sports and am very competitive. But if things
feelings in appropriate
ways?
don't go my way, I get extremely upset and even
throw tantrums.
7. Can you share your fe e l­
ings w ith close friends and Richard: School doesn't interest me all that much,
fam ily members? but I study enough to get by. Sometimes I just don't
8. Are you open to new ideas feel like talking to people and prefer to be by myself.
and experiences? I like to stick to doing the things that I am used to.
Cory: I'm usually in a pretty good mood. Things just
don't bother me the way they do some people. If a
problem comes up, I can usually figure out how to
solve it.
Sally: People call me the class clown. Sometimes I
like to liven things up with jokes. There are a few
subjects in school that really interest me, so I devote
a lot of time to them. After school I enjoy spending
time with my friends.

In describing their personalities, these teenagers chose

the behaviors, feelings, and thoughts that best defined the
way they are. How would you describe your own personal­
ity? Think about the things you like to do and how you

24 Unit 1 Mental Health

 A Figure 2-1. Your personality causes
you to think and act in a way that is
all your own.

normally act. Do you tend to be friendly and outgoing? This

is called being an extrovert (ek struh vurt). Are you an intro­
vert (in truh vurt), someone who is less outgoing and whose
thoughts are directed inward? Are you moody or even-
tempered? Driven or relaxed? Would you say you are asser­ Behaviors, attitudes, and feelings are
tive (uh sur tiv), able to stand up for yourself and express signs of a person's mental health.
your feelings in a nonthreatening way? Perhaps you are more
passive, holding back your thoughts and feelings and yield­
ing to others, or aggressive, communicating your ideas and
feelings in a forceful or threatening way. Are you satisfied
with the way you are? Are there any characteristics of your
personality that you would like to change?

The Healthy Personality

Look back at the descriptions of Yoon, Richard, Cory,
and Sally. Which of these teenagers would you say has a У
healthy personality? Which would you consider an un­
healthy personality? Why?
When psychologists (sy kahl uh jists), people who study
the human mind and behavior, are asked to describe char­
acteristics of a healthy personality, they often speak of mental
health. Mental health is the state of being comfortable with
yourself, with others, and with your surroundings. People
who are mentally healthy are also:

■ realistic about their strengths and weaknesses.

■ able to take on the responsibilities of daily living.
■ caring toward themselves and others.
■ able to handle disappointments and learn from them.
■ able to feel enjoyment and a sense of achievement.

4 Chapter 2 Your Personality 25

Figure 2-2. Being happy and relaxed ►
with yourself is a sign of mental
health.

Psychologists like to think of mental health as a contin­

uum much like the Illness-Wellness continuum you read
about in Chapter 1. Individuals can move toward the well­
ness end of the mental health continuum by developing the
characteristics listed above. Psychologists have found some
, personality traits are often associated with mental health.
Mentally healthy people tend to be friendly, optimistic, and
loving. They are also able to be assertive, laugh at them­
selves, try new experiences, and strive to do the best they
can. What other personality traits do you think are important
for mental health?

How Is Personality Formed?

Some personality traits appear to be inborn. They are
acquired by heredity, the transmission of traits biologically
Some personality traits are acquired from parent to offspring, just as hair color and eye color are.
through heredity. Other personality traits are shaped by a person's environ­
ment (en vy run ment), the physical and social conditions
surrounding a person. Most personality traits, however, are
believed to be influenced by a combination of heredity and
environment.

HEREDITY Personality traits apparent shortly after birth

are thought to be inborn. In fact, even before birth, some
aspects of personality are evident. For example, some babies
kick and move around a lot inside their mothers, while others
are relatively calm.
After birth, individual differences become more appar­
ent. Some babies are calm and cheerful; others tend to cry a
lot. Some babies hate new surroundings; others seem to

26 Unit 1 Mental Health

thrive on a change of scene. These differences indicate that
each person is born with definite personality traits. Psychol­
ogists are not sure how these early personality traits affect
one's personality later in life.
Scientists believe a person's basic intellect may also be
inherited. It is also thought that talents, such as musical or
artistic abilities, may be at least partly inherited.

ENVIRONMENT Although some early personality differ­

ences persist into adulthood, most are modified by a person's
environment. Your friends, family members, home, school, Environmental experiences have a strong
and even the climate that you live in affect your personality. influence on personality development.
Experiences during childhood strongly influence the de­
velopment of a healthy personality. A baby who is lovingly
cared for learns to trust and love others. Children learn about
feelings, attitudes, and appropriate ways of behaving from
the people close to them. This process is called socialization
(soh shul ih zay shun). As children develop, they copy the
behavior of others. This is called modeling. For example, a
child may learn acceptable table manners by/watching his or
her parents' behavior at the table. Children also learn
through conditioning, or being rewarded for desirable be­
haviors and punished for undesirable behaviors. A child who
is repeatedly praised for trying to do new things for himself
or herself is very likely to grow up self-reliant and willing to
try new experiences.
Beginning with childhood and extending throughout the
teenage years, friends, school, and community become in­
creasingly important influences on personality, American
teenagers spend more than half their time with other teens.
These friends, who are about the same age and share similar

Figure 2-3. A child's personality is

shaped by inherited traits as well as
love and care from family members.

Chapter 2 Your Personality 27

 interests, are known as a peer group. By being part of a
group, you learn how to get along with others. A peer group
Being a member of a healthy peer group also gives you a chance to learn about yourself and to make
can have a positive influence on decisions and to do things without your parents. Being a part
personality development. of a healthy peer group is likely to have a positive influence
on your personality.
By young adulthood, your personality traits are fairly
well established. This does not mean you cannot work to
change personality traits with which you are dissatisfied. In
fact, recognizing weaknesses and working to improve them
is a sign of mental health. At the same time, it is important
to recognize your strengths and achievements.

Your Self-Concept
If you were to ask a psychologist what the most impor­
tant influence on mental health is, the answer would be
self-concept. Your self-concept, the physical and mental pic­
ture you have of yourself and your place in the world,
includes all of the beliefs that you have about yourself. Peo­
ple with a positive self'-concept feel good about themselves
and have a realistic view of their strengths and weaknesses.
They maintain a positive attitude even when they fail at a
task and they take the opportunity to learn about themselves.

careers
Sometimes an effective way to help people understand
themselves and their problems is through creative
expression. Art, dance, and music therapists combine
their artistic talents with therapy programs to help
improve a person's self-concept.
An art therapist may teach people to paint or create
things with their hands. A dance therapist may teach a
person how to move in a graceful manner. A music
therapist may teach a person to play a musical instrument
or sing.
Art, dance, and music therapists work with a wide
range of people from the mentally ill to the physically
handicapped. They may also provide instruction and
therapy for children at summer camps or they may work
with the elderly in nursing homes.
An art therapist can help people For these careers, you need a bachelor's degree in
feel good about themselves and psychology or in art,-dance, or music therapy. You also
their abilities. need a solid background in either art, dance, or music.

28 Unit 1 Mental Health

 They show that they value themselves by taking care of their
health and appearance and by forming close friendships.
Your self-concept begins to form when you are young.
It depends on the responses of others to your behavior and
appearance. Young children need support and encourage­
ment from family members to develop a positive self-concept
and to become confident individuals. As you grow older,
teachers, friends, and other people, as well as events in your
life, influence your self-concept. If you do well in school or
excel at a sport, your achievements and the encouragement
you receive can influence your self-concept in a positive way.
Think about the people and events that influenced your self-
concept. How have these events helped you form a realistic
picture of yourself?
You may realize that you are not always the same person
in different situations. You behave differently in public than
in private. For example, your public self, the way you want
others to see you, may be cheery and outgoing, while your
private self, the real you or the way you are when you are
alone, may often feel shy and insecure. Although it is normal
to have these two "selves/'itis best when your public self
and private self blend into one. People with a positive self- Figure 2-4. Feeling good about
concept are not afraid to reveal their true nature: It is not yourself is the most important
easy to let others see your faults. By revealing your weak­ influence on your mental health.
nesses as well as your strengths, you let others know that
ypu feel good about yourself and about them.
It may be difficult to improve your self-concept, but it
can be done. It is a good idea to take an inventory of your
strengths and weaknesses. Learn to focus on your strengths
and build on the things you do well. Select friends who will
give you support and encouragement to do what you do
best. Focus on activities in which you can excel, but accept
the fact you will not excel in everything. When you do ex­
perience defeat or discouragement, avoid dwelling on it. Try
to learn something positive from the experience and then
move on to something else.

Section Review
1. Define the term personality.
2 . Give five characteristics of mental health.
3. How does a person's environment influence his or
her personality?
What Do You Think?
4 . Your best friend is struggling to overcome a negative
self-concept. She or he asks you for help. What could
you say or do to help?

Chapter 2 Your Personality 29

 I

2. THEORIES OF
PERSONALITY
People's personalities change as they grow and are ex­
posed to new ideas, attitudes, and behaviors. Still, some
Although your personality grows and basic personality traits stay the same throughout a person's
changes, some traits remain with you life. Think back to when you were seven or eight. How has
throughout life.
your personality changed since then? In what ways has it
remained the same?
Psychologists have tried to explain how and why the
human personality develops. These explanations are called
theories. A theory (thee uh ree) is an organized set of ideas
used to explain something. Three important theories of per­
sonality will be described in this section.

Freud
____J n the late 1800s, an Austrian physician named Sigmund
Freud became interested in mental illness. From his work
with the mentally ill, he concluded that each individual's
personality is made up of three parts: the id, the ego, and
the superego. The id consists of biological urges, such as
hunger, thirst, and seeking physical pleasure. The ego is the
thoughtful, decision-making part of the personality. For ex­
ample, if the id urged you to eat, the ego would help you
i
find food. The superego is the knowledge of right and
Figure 2-5. According to Sigmund wrong, or what you might refer to as your conscience. For
Freud, childhood experiences example, the superego would direct you not to steal the food
strongly influence personality. that your id urges you to find.
T According to Freud, people's minds operate at two levels
of thought: conscious (kahn shus) thought and unconscious
thought. Conscious thoughts are those of which a person is
aware. Unconscious thoughts are those of which a person is
not aware. A forgotten childhood event is an example of an
unconscious thought.
Freud believed that people often push unpleasant or
frightening thoughts into their unconscious. These uncon­
scious thoughts influence the individual's personality, even
though he or she may not be aware of their effects. For ex­
ample, a child who was unloved by a parent might, as an
adult, be constantly searching for the approval of people in
authority, people such as teachers or bosses. Such a person
might seem overly obedient and anxious to please others.
To Freud's way of thinking, adult personalities are
shaped mainly by early childhood experiences and conflicts.
These memories are stored in the unconscious. Freud be­
lieved that by undergoing psychoanalysis (sy koh uh nal uh
sis), a form of therapy.that involves unlocking these memo­
ries and bringing them into the conscious mind, the painful
memories can be eased and the inner conflicts resolved.

30 Unit 1 Mental Health

Erikson
One follower of Freud, Erik Erikson, devised an eight-
stage theory of personality development covering a person's
entire life span. Unlike Freud, Erikson believes that an
individual's personality continues to be influenced by expe­
riences beyond the childhood years. According to Erikson,
people continue to develop socially and psychologically up
until their death. Each phase of life has its own particular
problems or crises to overcome. If each crisis is worked out
in a satisfactory way, it has a positive effect on personal­
ity development. If, however, the problem or crisis is not
worked out in a satisfactory way, it has a negative effect on
personality development.
Figure 2-6 outlines Erikson's theory of personality de­ Figure 2-6. In which of Erikson's
velopment. As you can see, you already have faced four of stages is identity established?
Erikson's eight conflicts. The first conflict, that of trust versus Independence?

Erikson's E ig h t Stag es o f D evelo p m ent

Age Stage Important Event
birth to 18 months Trust versus Mistrust Feeding
If cared fo r and loved, in fant gains trust, view s >
w orld as safe place. O therw ise, m istrust and fe a r
develop in infant.
18 months to 3 years Autonomy versus Shame/Doubt Toilet Training
Child learns bodily co n tro l—w a lk in g , talkin g ,
elim ination. W ith enco uragem ent, child gains con­
fid ence. O therw ise, inadequacy and doubt.
3 to 6 years Initiative versus Guilt Independence
Child takes charge m ore, sense o f right and
w ro n g , play-acting. Self-w orth grows, if enco ur­
aged. Low self-esteem and g uilt if scolded.
7 to 12 years Industry versus Inferiority School
Child accom plishes tasks and attem pts n ew things.
If encouraged , feels com petent. If not praised,
may feel like a failu re.
13 to 19 years Identity versus Role Confusion A dolescence
Teen seeks sense o f self. Raises questions ab o u t
sex, religion, role. If not resolved, confusion
results. )' '
Young A dulthoo d Intimacy versus Isolation Love
(20--40) Y o un g adult develops close bonds w ith others, Relationships
shares self. O therw ise suffers loneliness.
M iddle A dulthood Generativity versus Stagnation Parenting
(41-64) A d u lt finds self-w orth helping yo un g er p e o p le . If
self-absorbed, person lacks tru e satisfaction.
Late A dulthood Ego Integrity versus Despair Reflections on Life
(65-death) O ld er adult reflects on and accepts the life lived.
O therw ise, approaches death w ith regret.

C hapter 2 Your Personality 31

 mistrust, occurs during the first year of life. A young child
who is cared for and loved learns to trust. The trusting child
is likely to develop a secure personality.
Each of Erikson's developm ental stages The second conflict, that of self-control and independ-
presents a crisis to w ork through. ence versus lack of self-control and dependence, occurs
during the second and third years of life. This is the time
when children gain control over their own bodies. Children
who are encouraged to gain control over themselves tend to
develop independent, confident personalities.
The third stage involves acquiring self-confidence. Be­
tween the ages of three and six, children begin to explore
who they are through fantasy play and imitating the behavior
of others. They also develop a sense of right and wrong.
Children who are encouraged to initiate activities on their
own and to create fantasies tend to develop a sense of
self-worth.
The fourth stage lasts until the teenage years; children
learn how to accomplish real tasks. They learn how to help
around the home, how to succeed at school, and how to get
along with others. These skills make children feel competent.
Without them, the child may feel like a failure.
The 'fifth stage is the one you are going through right
now. Teenagers are concerned mainly with finding out who
they are and what they want to do with their lives. Erikson
calls this the search for id en tity. Some teenagers resolve their
identity crises by trying new experiences and thinking and
behaving in ways that are different from family teachings.
Other teenagers focus on shaping their identities to go along
with standards set by their family or community. Often, the
search for identity extends beyond the teenage years.
Look again at Figure 2-6. What is the next stage that you
will be going through, according to Erikson? What crisis will
you need to resolve during that stage?

unmo ты

Figure 2-7. Learning about the things ^

you value w ill help you establish
your identity.

32 Unit 1 Mental Health

Maslow
An American psychologist named Abraham Maslow
theorized that everyone has a basic drive to achieve their
fullest potential. Maslow gave a name to the process by
which each person strives to be all that she or he can be: self-
actualization. To define the characteristics of a self-actualized
person, Maslow studied people who, in his view, had at­
tained self-actualization. These people included Abraham
Lincoln, Thomas Jefferson, Eleanor Roosevelt, and many
others. Based on these studies, Maslow arrived at the follow­
ing list of ideal personality traits:
■ realistic
■ accepting
■ spontaneous
■ problem-centered
■ independent, self-sufficient
■ appreciative of life
■ spiritual or mystical
■ concerned about humankind
■ capable of loving others
■ fair, unprejudiced
M aslow's Hierarchy
■ creative
■ hardworking of Needs
■ not afraid to be different
♦
Maslow found that few people ever reached their full poten­
tial. He developed a theory to explain why. Maslow
suggested that before people could achieve self-actualization, Self-Actualization
they had basic needs that had to be met. Maslow put these Esteem Needs
needs in an ascending order, called M aslo w 's hierarchy of
needs. Notice the hierarchy, shown in Figure 2-8, is a pyra­ Social Needs
mid, with self-actualization at the top. At the base is what
Maslow considered to be a person's most urgent needs: phys­ Safety Needs
ical needs of the body. These include getting enough sleep, Basic Physical
exercising, and satisfying hunger and thirst. If these basic Needs
needs are not met a person has little or no energy to pursue
higher needs.
Look again at Figure 2-8; the next need is for safety. This
includes the needs for adequate shelter, adequate income, ▲
and protection from danger. Once the need for safety is met, Figure 2-8. Maslow showed how
a person has the energy to pursue the next level of Maslow's people progress from basic to higher
hierarchy: social needs. needs. Which needs must be satisfied
to gain self-esteem?
Once social needs are met, people can direct their ener­
gies toward the need for self-esteem . Self-esteem refers to
how much one likes oneself and feels good about oneself.
To gain self-esteem, people need to experience competence
and independence. In other words, you need to know what
you do well and you need the opportunity to accomplish
things for yourself. Achieving success will give you a sense
of self-esteem and will gain you the respect of others.

Chapter 2 Your Personality 33

Figure 2-9. Martin Luther King is an
example of a self-actualized person.

Once you have achieved self-esteem, you can then go

on to be creative, accepting, caring, unprejudiced, and to
achieve all the other qualities of a self-actualized person. On
the other hand, if you have low self-esteem, then you are
not likely tQ reach your full potential.
Maslow's hierarchy provides a framework for thinking
i about human needs. It is possible to meet some of your basic
needs only partially and still strive to meet higher needs. For
example, many great artists, such as Mozart and van Gogh,
were extremely creative although some of their basic needs
were not met. Nevertheless, a well-fed person with adequate
shelter is more likely to be friendly, have higher self-esteem,
and perform tasks better than someone who lacks adequate
food and shelter.

Section Review
1 - What is psychoanalysis?
2. What is one major difference between Freud's view
of personality development and Erikson's view?
3- According to Erikson, what three conflicts must
adults resolve?
4. What are some of the characteristics of someone who
has achieved self-actualization?
What Do You Think?
5. Think about one aspect of your personality that you
would like to change. How could you work either to
change this trait or to develop a more positive view of
the trait and use it to your advantage?

34 Unit 1 Mental Health

 3. EXPRESSING EMOTIONS
Read the following four descriptions and identify what
each teenager might be feeling in the situation described:
Patty just received a call from Bob, who invited her
to go with him to the spring dance. This is just what
Patty had been hoping for; she cannot wait to tell
her best friend.
0— r
Clayton has flunked math and science. He dreads Feelings are brought on by the situations
telling his parents about it. Worse still, he knows you face.
that he will have to give up being on the football
team until he brings his grades in those subjects up
to at least a C.
Linda is going to try out for the lead in the class
play. She has already memorized her lines but is
certain that she will forget them at the audition.
Every time she thinks about getting on stage her
heart beats faster, and she feels as if she were going
to faint.
Peter's dad has lost his job. Money is tight at home.
Peter wants to help, but he has not been able to find
an after-school job. Yesterday he spotted a twenty-
dollar bill in his friend Bill's locker. When Bill looked
v away, Peter grabbed the money and stuffed it into
his pocket.

Common Emotions
You and your classmates may disagree about exactly Figure 2-10. You can express love by
what Patty, Clayton, Linda, or Peter are feeling. However, showing affection and concern for
everyone probably would agree that each is experiencing others.
some kind of em otion , or feeling. Psychologists define an ▼
emotion as a reaction to a situation that involves a person's
mind, body, and ways of behaving. The ability to recognize
and appropriately express emotions is an important part of
a healthy personality.

LOVE Many people think of love primarily as a romantic

involvement between two people. While this certainly is a
kind of love, there are many other types of love. Love of self
is the basis for all other kinds of love. A person who feels
self-love has the capacity for loving others. Love may be di­
rected toward friends. Loving friendships are characterized
by mutual respect and caring. The love between two married
people includes a caring commitment to support and respect
each other and act in responsible ways. Love within a family
involves expressions of affection and concern. These expres­
sions include caring enough to set or adhere to limits and to
enforce or obey rules of behavior.

Chapter 2 Your Personality 35

 IШ You can also feel love toward places and things. You
may love your country. You may feel love and concern for
your fellow human beings. Love is perhaps one of the most
positive emotions of which people are capable. The capacity
to give and receive love is essential to mental health.

ANGER It is normal to feel angry sometimes. What are

some situations in which you have felt angry? How did you
express your angry feelings?
Anger can be either helpful or harmful. Anger can be a
strong motivating force; it may provide you with the energy
necessary to try to change things. Consider the case of Clay­
ton, the teenager who flunked math and science. Clayton's
first reaction to his poor grades might be anger toward his
teachers. After thinking about his situation, however, Clay­
ton may realize that he has to change his own behavior. He
may have to give up some after-school activities and spend
more time studying. Anger can also be a destructive emotion.
Suppose Clayton continued to direct his anger at his teacher
or turned his anger upon himself. He might give up on his
schoolwork altogether or become aggressive or even violent.
А These reactions would tend to worsen the situation instead
Figure 2-11. Anger can be either a
constructive or destructive emotion. of improve it.
What is the best way to deal with anger? First, it is im­
portant that you do not deny your feelings or try to ignore
them. Second, find a healthful way of expressing your anger.
For example, find a physical outlet such as jogging or hitting
a punching bag. Third, after you have calmed down, think
Fig-ire 2-12. Fear causes your body to about exactly what made you angry. Writing down what hap-
prepare for action. pened or talking it over with a friend can help. Fourth,
▼ consider what constructive action you can take to improve a
situation that makes you angry or to prevent another angry
episode from occurring.

FEAR Everyone is afraid of something: a figure in the dark,

spiders, or horror films. Fear can be a helpful emotion; it can
cause you to run from life-threatening situations, such as a
fire or a dangerous person. When you feel fear, your heart
races, and your breathing quickens. You are prepared to fight
or flee the situation if necessary. Do you know people who
enjoy scary films or frightening amusement park rides? These
people like to feel the reaction brought on by fear.
Fear can also be a harmful emotion. A person who is
afraid of something may choose to avoid the fearful situation
rather than to confront it. Fear can lead to physical problems.
You have probably experienced indigestion, loss of sleep, or
headaches when you were afraid of something. Over a long
period, fears can lead to physical damage.
Admitting that you are afraid and talking about it with
someone often make a fear more manageable. Sometimes it
helps to picture your worst fears. For example, Linda, who

36 Unit 1 Mental Health

 was nervous about auditioning for the school play, handled
her fear by talking with her mother. Her mother asked Linda
to project the worst thing that could happen. Linda said that
she was terrified that she would forget her lines and every­
one would laugh at her. To give Linda more confidence in
herself, Linda's family acted as an audience for several
nights. Although Linda was nervous the day of her audition,
she got the part.

GUILT You feel guilty when you think you have done
something wrong. Guilt can be a helpful emotion; it can stop
you from doing something you know is wrong, or it can
make you take action to correct something you've done. Feel­
ing too much guilt, however, can make you doubt yourself
and your actions.
The best way to deal with feelings of guilt is to correct
the situation if possible and to talk about your feelings. Peter,
the boy who stole money from his friend Bill, felt both anger
and guilt. He was angry because his father was out of work.
He felt guilty because he stole Bill's money. Peter tried to
justify taking the money, but he knew what he did was
A
wrong. After a sleepless night, Peter decided to tell Bill about Figure 2-13. Happiness is a positive
what he had done. Bill was understanding but said that he emotion that helps you enjoy life.
needed the money back. Together, the two boys worked out
a plan by which Peter could pay back the money.

HAPPINESS Like love, happiness is a strong, positive

emotion. Think about a recent time when you felt happy. Figure 2-14. Feeling sad is a normal
Were you happy about something you accomplished? Or was response when you are faced w ith a
your happiness a result of a pleasant surprise? People feel disappointing event.
happy for many different reasons and sometimes for no par­ T
ticular reason at all. It is a normal response to pleasant events
in one's life.
When a person feels happy, he or she also feels satisfied
with life. Feeling happy makes you feel good about yourself.
What makes you feel happy? Take some time to make a list
of the things you enjoy. Then, try to "build" these happy
times into your daily life. If you enjoy skating with your
friends, for example, make a date with your friends to go
skating. If you like to read books, set aside some time each
day for reading. The good feelings will stay with you for the
rest of the day.

SADNESS Sadness is a feeling of sorrow or grief that can

be a normal response to life events, such as a day when
nothing seems to go right, a poor grade in school or some
other failure, or the death of a loved one. If you feel sad for
too long, however, you may become depressed. D epression
is an emotional state in which you feel hopeless and worth­
less. People who remain in a depressed state for a long time
may require the help of a psychologist.

C hapter 2 Your Personality 37

 If you are sad about the death of a loved one, you will
probably experience a period of deep sorrow known as grief.
Often, one's first reaction is to feel numb and deny the death.
Then you may feel angry toward the person who has died.
You may feel the person has abandoned you. You also may
feel guilty about your angry feelings, because you know that
the person could not help dying. Finally, you may feel de­
pressed. All these feelings are normal reactions to the death
SAD Patients of someone you love.
See the Light W hat can you do to overcome feelings of sadness? It is
Do you su ffer from th e " w in te r
important to admit the emotion and to share your feelings
b lahs" as th e days g et sh o rte r? with a close relative or friend. If you are sad about a failure,
Som e p eop le are not only sad it might also help to make a list of your accomplishments or
in w in te r, th e y have SAD, sea­ do something nice for yourself. If you are grieving, allow
sonal a ffe ctiv e disorder. / yourself to cry and to feel all of the emotions the loss brings
SA D , researchers have discov­
ered , is a d eficien cy d isorder.
I on. It is important not to withdraw from other people or
Just as scurvy is caused by a lack \ isolate yourself. If you do, the feeling can become over­
o f vitam in C, so som e p eop le whelming and may interfere with your ability to cope with
get SAD from a lack of a full everyday events.
rang e o f ligh t, w h ich is n o t ty p ­
ically fo u n d indoors. As th e
supply o f n atu ral ligh t decreases,
tho se w ith SAD begin to sh o w
Coping w ith Y o u r Em otions
signs of d epression. U n like d e­ Sometimes emotions can become too much to handle. In
pressed p eop le, w h o have such cases, people may use coping strategies consciously or
tro u b le sleeping and e atin g ,
unconsciously. A co p in g strateg y is a way of dealing with an
SAD p atients act m ore like hi­
bernatin g anim als. They sleep unbearable feeling or situation. Freud referred to roping
excessively (up to 18 hours a strategies as d efen se m ech an ism s because they are the ways
day), crave starchy foods, and people defend themselves against negative emotions.
gain w eig h t. To some extent, coping strategies can protect you from
T re atm e n t fo r SAD su fferers
painful situations. W hen you use a coping strategy, you tem­
involves p h o to th e ra p y, exposure
to a full rang e of b rig h t lights porarily put off dealing with a problem and the emotions it
fo r tw o hours a day. For 80 p er­ causes. You experience a feeling of temporary relief, which
ce n t of SAD su fferers, th e light allows you to think through the problem with a clear mind.
tre a tm e n t seem s to lo w e r the W hen overused, however, coping strategies can stunt emo­
level of certain substances in th e
tional growth. If you become too dependent on coping
body, w h ich relieves th e sym p­
tom s of SAD. strategies, you may not learn to express your true feelings.
Researchers suggest tw o sim ­ By using coping strategies to avoid problems, you may not
ple cures fo r norm al “ w in te r develop the skills that are important for mental health.
b la h s " —takin g a w a lk outd oors Figure 2-15 describes some common coping strategies. A
during d aylig h t and increasing
few will be discussed here to illustrate how they relate to
th e ligh t level in yo u r hom e.
your emotions. More will be said about coping strategies in
the next chapter, which deals with stress.

D E N IA L Refusing to recognize an emotion or problem is

called d en ial. For example, suppose Clayton, the teenager
who failed math and science, tried to hide his failure by "for­
getting" to tell his parents of his poor grades. By doing this,
he has not only hidden the truth from his parents but from
himself as well. By denying the situation, Clayton put off
Phototherapy relieves SAD. dealing with it until the initial pain has lessened. He might
then be better able to deal constructively with his failure. He

38 U nit 1 M ental Health

may be able to come up with a plan for studying harder,
perhaps even asking his parents for help. If, however, Clay­
ton continued to use denial to ignore his problem, he would
not take action to correct the situation. This would be a nega­
tive use of the coping strategy.
Sometimes denial can allow a person to escape from an
extremely painful experience, such as the death of a loved
one. In this situation, denial may be a necessary step in the
person's recovery process. At some point, however, the
grieving individual has to allow him- or herself to, feel the
pain and accept the loss.

DISPLACEMENT Sue is furious with her boyfriend be­

cause he is, once again, late for their (date. Sue may vent her
anger in different ways: she can purtch a pillow, or she can Figure 2 -1 5 . Which strategy have you
scream at her little sister, even though her sister has done used to cope with strong em otions?
▼

Common Coping Strategies

Compensation: m a k in g u p fo r w e a k n e s s e s in Projection: p u ttin g y o u r o w n fa u lts o n to a n ­
one a rea b y e x c e llin g in a n o th e r a rea o th e r p erson
You do poorly in school so you make up for A t your after-school jo b you do not complete
it by becoming the lead saxophone player in yo u r tasks. When you get fired, you blame
the school orchestra and starting up'your yo u r boss, saying she was too lazy to explain
own ja z z band. the tasks to you.
Daydreaming: c re a tin g m a d e -u p situ a tio n s in Rationalization: m a k in g excuses fo r a ctio n s or
your m ind a n d in d u lg in g in p e rio d s o f fa n ta sy fe e lin g s
to escape u n p le a s a n t e v e n ts You w ork in a convenience store on w eek­
You wish that you did w ell a t sports. You im­ ends. When no one is watching, you take
agine scoring the winning basket in your some candy and magazines. You figure it's a
school's most im portant basketball game. large store and they can affo rd it.
Denial: re fu sin g t o re c o g n iz e th e e x iste n ce o f Reaction Formation: b e h a v in g in a w a y o p p o ­
an e m o tio n o r p ro b le m site to th e w a y y o u 're fe e lin g
Your parents are getting divorced, but you You feel guilty smoking a cigarette. You
act as though nothing is wrong. When con­ cover up your feelings by bragging to friends
cerned friends ask how you feel about it, you about yo u r smoking.
laugh and tell them it does not bother you.
Regression: re tu rn in g to im m a tu re b e h a v io r to
Displacement: tra n s fe rrin g e m o tio n s fro m th e exp ress e m o tio n s
o riginal so u rce to a n o th e r You are m ad at yo u r brother fo r using your
You are arguing with a friend and slam the bicycle. You scream a t him and your parents
door to yo u r locker. and run into your room and slam the door.
Identification: assu m in g t h e q u a litie s o f a p e r­ Sublim ation: c h a n n e llin g e n e rg y in to an a cce p t­
son you a d m ire a b le g o al ra th e r th a n an u n a c c e p ta b le o n e
You admire yo u r older brother so much that You always seem to argue w ith people. You
you begin to talk and act like him. jo in the debate team at school.

Chapter 2 Yo ur Personality 39
 nothing wrong. Have you ever taken out the anger you feel
toward one person on someone or something else? If so, you
When you displace feelings, you may have used the coping strategy known as displacem ent,
sidestep problems rather than deal w ith the transferring of an emotion from the source to another
them directly. person or object.
Although venting your emotions on an object is better
than taking them out on an innocent person, it is best to
discuss your feelings with the person who caused them. Dis­
placement can be useful because it allows you time to calm
down before you confront the problem. In Sue's case, if she
is angry because her boyfriend is always late, she should tell
him how she feels. Together, they can work out a solution
to the problem. If Sue does not confront the situation, she
has used displacement to avoid the problem.

RATIONALIZATION When a person makes excuses for

his or her actions or feelings, it is called rationalization. Usu­
ally people use rationalization to avoid risking their self-
concept or feeling guilty. For example, Denise wanted to ask
William out to a movie. She was nervous because she did
not know whether William would accept her invitation.
Denise convinced herself that she had too much homework
to do to go to a movie. By rationalizing, Denise was able to
avoid a possible rejection by William. If Denise admits her
fears, she may be able to convince herself not to let them
ч stand in her way. If, however, Denise continues to make
excuses to herself, she may miss out on an important op­
Figure 2-16. Behavior like this does portunity for growth. When rationalization is overused, a
little to solve the problem. person does not learn how to deal with problems effectively.
▼
REGRESSION Exhibiting emotional behavior that is char­
acteristic of young children is called regression . You can see
a lot of regression during a traffic jam at rush hour: adults
leaning on their horns or screaming at the top of their lungs.
For the most part, regression is not a constructive coping
strategy because it does not solve the problem at hand. In­
stead, the childish behavior that indicates regression often
makes a situation worse.
In most cases of regression, it is better to find another
way of expressing frustration or anger. If you feel a tantrum
coming on, take an emotional break by calling a friend, taking
a walk, or by counting to ten before you react to the problem.
The break will allow you to think more clearly about the
situation and about a mature solution.

OTHER COPING STRATEGIES Some other coping

strategies that people use to deal with their emotions include
com p en sation , dayd ream ing, identification, p rojection , re­
action form ation , and sublim ation. Look over the definitions
and examples of these coping strategies in Figure 2-15. Can
you think of times when you used each of these coping

40 Unit 1 Mental Health

 A Figure 2-17. A trusted friend or
relative can help you to cope w ith
d ifficu lt em otions.

strategies? Did you use the coping strategy in a positive or

negative way? How could you have turned a negative use
into a positive one?
Learning to express your emotions in positive ways is
not an easy skill to master. Most.people need help dealing
with their emotions from time to time. Strong emotions can
interfere with your ability to concentrate on or think clearly When coping strategies stop you from
about a situation. If you find that your emotions are pre­ facing a problem, they are not effective.
venting you from participating in your normal activities, it
may be time to ask for help. Try talking to a trusted friend
or family member about your problem. Sometimes, just talk­
ing about your feelings will help you see things more clearly.
Other times, mental health counselors may be available to
help you learn how to cope with life situations.

Section Review
1. How do psychologists define emotion?
2. Name five common emotions.
3. Give an example of a coping strategy.
4. Why should you avoid using coping strategies too
frequently?
What Do You Think?
5. Describe a situation in which you or a friend ex­
pressed an emotion in an unhealthful way. How could
the emotion have been expressed in a healthful way?

Chapter 2 Your Personality 41

a Positive Way
Matthew had been dating Joan for a year, and he thought
things were great between them. Joan felt differently. She 1. Accept Your Feelings
wanted to start dating other boys. Matthew was so Strong emotions, even un­
stunned he couldn't even describe his feelings. pleasant ones, are normal.
How would you react if you were in Matthew's situa­ Denying them will not make
them go away, and it may
tion? Yell? Cry? Pound a pillow? Act as if you didn't care?
cause them to erupt later in
Pick a fight with your little sister? Talk to Joan? All of destructive behaviors. It is im­
these behaviors are possible responses to strong feelings. portant to identify and accept
They are ways of trying to cope with emotions that can your feelings; then you can
seem overwhelming. While you cannot control what you start to work on expressing
feel, you can control what you do, or your behavior. them constructively.
Some responses to strong feelings improve the situation
or at least make you feel better. Others can make a bad 2. Inventory Your
situation worse. The following guidelines will help you Current Behavior
learn to express your feelings constructively. Everyone experiences emo­
tions, such as love, fear,
sadness, and anger. Are you
aware of how you usually react
to these feelings? On index
cards, inventory your recent
responses to each of these
emotions. Briefly describe

Anger
1. My sister w ore my blouse. I
yelled at her. She yelled
back. Mom got mad. I was
frustrated.

/2. Argued w ith Dad about

the car. W ent for a bike
ride. Cooled off. Then
talked to Dad. Felt better.

42 Unit 1 Mental Health

when and how you expressed
each feeling in the recent past
and how the situation was re­
solved. Circle those responses
that led to a positive outcome.

3. Seek Constructive
Alternatives
Your inventory will show what'
has worked well for you in the
past. Here are some other tips
to help you deal with your
emotions in a positive way:
Communicate your feelings: Find
someone trusted to talk to or
"a shoulder to cry on." Don't
lash out and hurt people's feel­
Remaining friends after a breakup is difficult. How can expressing
ings; that just adds to your— emotions help?
and their—problems. Try not
to withdraw from those who
eating, drinking, smoking, ! APPLY THE SKILL
care about you. They can be a
doing drugs, or taking extreme \
big help if you let them.
physical risks may help you •
Let off steam: Do something you forget your problems for a mo- 1 1- Review Matthew's situa­
ehjoy that requires physical or ment, they can do damage that | tion. What do you think his
creative energy. Run or do lasts a lifetime. feelings were? List two posi­
some other physical activity; tive and two negative ways he
paint or play an instrument. could have expressed those
Even taking a walk to clear 4. Evaluate Your emotions. For each, what
your head can help. Smashing Progress might the results have been?
things does not help. While If the way you currently ex­ 2. Make a response inventory
you may feel better for a mo­ press your emotions works, for fear, love, sadness, and an­
ment, you will have to deal keep it up. If not, try to stop ger. Write each emotion at the
with the damage later. and think a moment before top of an index card. Briefly de­
you act. Recall your own posi­ scribe three times in the recent
Confront the cause of the feeling:
tive experiences (from your past when you have experi­
Once you have calmed down,
inventories) and the tips enced that feeling, how you
talk to the person who caused
above. Consider the conse­ expressed it, and the outcome.
the emotion. Make clear how
quences of possible responses. What responses worked best
you feel without blaming the
At first it may take a lot of for you? Worst? Why?
other person. You may find it
was all a misunderstanding or
self-control to change your re­ 3. Look over your invento­
that the person is now sorry. sponses to strong emotions, ries. Make a new card for the
but the more you practice con­ emotion that gave you the
Even if the situation cannot be
structive behaviors, the more most trouble. For a week, re­
reversed by clearing the air,
automatic they will become. If, cord each time you express
you may feel ready to move on.
however, persistence doesn't that emotion. Make a real
Avoid "drowning your sorrows'': help, or if you often feel over­ effort to improve your re­
Do not turn to destructive be­ whelmed by your emotions, it sponses. If your progress is not
haviors as a smokescreen. is time to ask a trusted adult for satisfactory to you, consider
Although overeating or not some help. asking someone for help.

Chapter 2 Your Personality 43

 Chapter
Review
Chapter Summary
■ An individual's personality consists of all the become aware of these experiences and
traits that make the person unique. resolve the conflicts.
■ People with good mental health are comfort­ Erikson developed an eight-stage theory of
able with themselves and the world around personality development. Each stage is
them, realistic about their strengths and characterized by different crises.
weaknesses, and able to handle the respon­ Maslow theorized that every individual has a
sibilities of daily living. basic drive to live up to his or her potential
■ Some personality traits are thought to be and achieve self-actualization. Most people,
inherited, while others are shaped by a however, are not able to satisfy that drive
person's environment. Most traits are because other more basic needs have not
influenced by both heredity and environment. been met.
■ Self-concept, the view a person has of him- The ability to recognize and appropriately
or herself, is the most important influence express emotions, such as love, anger, fear,
on mental health. Self-concept is mostly guilt, happiness, and sadness is an important
influenced by people and events in an component of mental health.
individual's early years. Coping strategies are ways of temporarily
■ Freud believed that personality is shaped by dealing with overwhelming feelings or
early childhood experiences and conflicts situations. When coping strategies are
that the individual may not even remember. overused, a person may not learn to solve
Through psychoanalysis, the person can problems or express his or her true feelings.

Vocabulary Review
Listed below are some of the important terms in this chapter. Choose the term that best matches
the phrase in the exercise that follows.
conscious thought extrovert personality self-concept
coping strategy id psychoanalysis self-esteem
denial identity rationalization superego
displacement introvert regression unconscious thought
ego Maslow's hierarchy self-actualization
emotion of needs
1. all the traits that make each person 6 . reaching one's full potential
different from everyone else 7. the degree to which one likes oneself or
2. the part of an individual's personality that feels good about oneself
distinguishes between right and wrong .
8 a reaction to a situation or event that
3. a thought of which a person is not aware, involves a person's mind, body, and ways of
but which affects a person's behavior behaving
4. the mental and physical picture one has 9. transferring an emotion, such as anger, to
of oneself an innocent person or object
5. an ordering of a person's needs from .
10 a conscious or unconscious way of dealing
most basic to self-fulfillment with a strong feeling or difficult situation

44 Unit 1 Mental Health

What Have You Learned?
1. Describe a mentally healthy person. .
8 Explain why love is such a positive and
.
2 Explain how heredity and environment important emotion.
interact to shape personality. .
9 How can guilt and fear be positive
.
3 Why are peer groups an important emotions? How can they be negative emotions?
influence on a teenager's personality? 1 0 . Describe some of the emotions that a
.
4 What factors affect self-concept? person who has experienced the death of a
.
5 What did Freud believe to be the most loved one might be feeling.
important influence on personality? .
11 How can frequent, long-term use of
6. Compare and contrast the personality coping strategies be harmful?
theories of Freud, Erikson, and Maslow. 1 2 . Give an example, other than the ones
.
7 According to Erikson, what crisis must discussed in the text, of how a coping strategy
teenagers resolve? can be beneficial.

What Do You Think?

1. How do you think emotions add! to the .
3 Why is a loving home so important to the
enjoyment of life? development of a healthy personality?
.
2 Which do you think has the most impact .
4 Explain how school affects self-concept.
on personality: heredity or environment? .
5 Describe a person you know who you
Explain your answer. would say has achieved self-actualization.

What Would You Do?

.
1 You are feeling angry because your friend .
3 If a good friend moved far away, what
bjoke one of your favorite records and refuses would you do to ease your sadness?
to pay for it. What would you do to work out .
4 Describe what you are doing or hope to do
your anger in a healthful way? to resolve your identity crisis. How will these
.
2 Imagine you have been grounded for poor actions help you develop a secure identity?
grades. Your parents say you cannot go out .
5 Imagine that every time you fail at some­
with your friends until you bring your grades thing, you rationalize your failure. How might
up to a С average. How would you feel and this behavior be harmful? Think of a way that
what would a healthful response be? the habit of rationalizing could be broken.

For Further Study

.
1 A SwisS psychologist named Jean Piaget
(1896-1980) developed a theory accounting for
how intellectual abilities develop in children.
Research Piaget's theory of cognitive develop­
ment. Explain his theory in a written report.
.
2 At the library, find out the name of one
person Maslow considered to have achieved
self-actualization. Write a report describing the
person's positive, healthful personality traits.
Do you agree that this person achieved self-
actualization?
.
3 Interview five teenagers to find out how
they are resolving their identity crises. Discuss
the results with your class. With the help of
your classmates develop a list of healthful
ways to resolve an identity crisis.

Chapter 2 Your Personality 45

 As you read, think about
what stress is and how you react to stressors in your
life.
^ how your body responds to stressful situations.
^ how your personality and coping strategies affect the
way you experience stress.
^ how you can manage stress in a healthful way.

Managing
Stress
Y
ou crouch on the starting plat­
form, gripping the edge with
your fingertips. Every muscle in
your body is tense as you wait to dive into
the pool. All your physical and mental en­
ergy will be channeled into this race. You
listen for the starting gun.
But what if the gun never sounds? W hat
happens to the energy and tension stored in
your body? How does it get released?
There are many occasions when you are pre­
pared to take action and can't. Sometimes, it's
because you are worried or excited too far in ad­
vance. Som etim es, it's because you don't know
what action to take. There are some things you can­
not change no matter what you do.
The result of situations like these is stress. The
stresses of living, growing, and changing are part
of your everyday life. In this chapter, you will learn
about stress and how it affects you. You will also
learn how to cope with stress and how to redirect it
in positive ways.

You can use stre ss to chan n el yo u r

energies in p o sitive w a y s.
 1. WHAT IS STRESS?
Stress is a reaction of the body and mind to something
in everyday life. You experience stress when situations
events, or people make demands on your body and mind
These demands are often part of your daily routine. The
Check Your Wellness sound of an alarm clock, for example, can cause stress. When
Stress is a normal part of life.
you hear the alarm, you know that you must open your eyes,
How well do you cope with
sit up, and start the day. Your body and mind react to the
it? If you can answ er yes to
ringing alarm, and you experience stress.
the questions below , you
Many situations, events, and people can cause stress
show good stress m anage­
The cause is not always obvious, but all stress is caused by
ment skills.
something in your life. The causes of stress are called stres­
so rs. The alarm that wakes you is one example of a stressor.
1. Are you aw are of the
Other stressors in your life may be upcoming tests or games
things th at cause you
or arguments with friends. These stressors make demands
stress?
on your body and mind and cause you to react. Can you
2. Do you plan your tim e to think of other stressors that you experience daily?
avoid last-minute rushes?
3. Do you take tim e every
day to relax and do things
W h at's G ood A b o u t S tre ss?
you enjoy? Stress is a necessary part of living. Without stressors and
4. Do you get eight hours of the demands they make, you might not face many of tht
sleep a night, eat a bal­ challenges that lead you to accomplish things. Think about
anced diet, and get regular a recent accomplishment—perhaps you defeated a tough op
Exercise? ponent in tennis. You may remember the feeling of stres
5. Do you avoid tobacco, a! you experienced. Do you think that you performed well a
cohol, caffeine, and other a result of the stress? Although people speak of stress as<
drugs? negative experience, stress can be a positive experience.
Stress that produces positive effects is called eustres
6. Can you laugh, cry, and ex­
(yoo stres). Not all stress is eustress. The positive or negativi
press your emotions freely?
effect that a stressor has on you is often the result of you
7. W hen you feel stress, do ability to manage, or cope with, the stress it produces. A;
you use relaxation tech­ you know, coping strategies help you manage your difficul
niques, such as meditation emotions. Coping strategies also help you manage stress.
or deep breathing?
When coping strategies are constructive, they an
8. Can you share your prob­ healthy. W hen they are unconstructive, they are unhealthy
lems with close friends or Suppose you must take a major test next week, and you fee
relatives? you must do well on it. In the week before the test, there an
9. Do you know w here to get many ways you can cope with the stress it causes. Construt
help if the stresses in your tive coping strategies might include setting aside time tl
life seem overw helm ing? study each day, asking a friend to review with you, or a skin
the teacher for help. Unconstructive coping strategies migh
include ignoring the test until the day before or complainin
to the teacher after the test that it was too hard.
Constructive coping strategies are skills that help yot
solve a problem. They last a short time and are appropriat
for the situation. No matter what coping strategy you use
once the stressor has occurred, you have solved the problem
You will be healthier, however, if you learn skills that mat
a stress a positive experience whenever possible.

48 Unit 1 M ental Health

What's Bad About Stress?
People who complain about being under too much stress
are usually talking about distress, or negative stress. Distress
can be caused by unconstructive coping strategies, by too
many stressors at one time, or by situations or events that
are distressful. These situations or events are often unhappy
but unavoidable. For example, the death of someone you
love always causes distress. Although you learn to cope with
the loss, the experience is still a negative one.
Figure 3-1 lists some significant stressors for high-school
students. Many of these stressors are changes in one's family
or school life. These changes threaten a person's sense of
security or self-concept. Not all of the changes are distressful.
Each change is measured in "life-change units" and given a Figure 3-1. Add the number of
score. The number of life-change units you accumulate dur­ life-change units for each event you
ing a year is one way to measure the amount of stress you experienced last year. If your score is
experience. Even if the changes are for the better, many less than 150, you have experienced
little stress; between 150 and 300,
changes in a short time can cause distress. you have experienced moderate life
Distress in everyday life is often caused by too many change; over 300, your life has
stressors at one time, such as too many things to do in the changed greatly.
▼

Ranking of Stressors by High-School Students

Life Event Life-Change Units Life Event Life-Change Units
Getting married 101 Being suspended from school 50
Being pregnant and unwed 92 Having a newborn brother or sister 50
Experiencing the death of a parent 87 Having more arguments with parents 47
Acquiring a visible deformity 81 Having an outstanding personal achievement 46
Going through a parent's divorce 77 Observing an increase in the number of
Becoming an unwed father 77 arguments between parents 46
Becoming involved with drugs or alcohol 76 Having a parent lose his or her job 46
Having a parent jailed for a year or more 75 Experiencing a change in parents'
Go.ing through parents' separation 69 financial status 45 У
Experiencing the death of a brother or sister 68 Being accepted at the college of your choice 43
Experiencing a change in acceptance Being a senior in high school 42
by peers 67 Experiencing serious illness of a brother
Having an unwed, pregnant teenage sister 64 or sister 41
Discovering that you are an adopted child 64 Experiencing father's increased absence from
Having a parent remarry 63 home due to change in his occupation 38
Experiencing the death of a close friend 62 Experiencing departure from home
Having a visible congenital deformity 62 of a brother or sister 37
Having a serious illness requiring Experiencing the death of a grandparent 36
hospitalization 58 Having a third adult added to the family 34
Moving to a new school district 56 Becoming a full-fledged member
Failing a grade in school 56 of a religion 31
Not making an extracurricular activity 55 Observing a decrease in the number of
Experiencing the serious illness of a parent 55 arguments between parents 27
Breaking up with a boyfriend or girlfriend 53 Having fewer arguments with parents 26
Having a parent go to jail for 30 days or less 53 Havfng mother begin to w ork outside
Beginning to date 51 the home 26

Chapter 3 Managing Stress 49

▲
Figure 3-2. Stressful situations make time available. For example, Sandra is a good student, but
demands that you cope with in either she is taking advanced courses. This year, she is also on the
a positive or negative way.
field hockey team and has the lead in the class play. Each
day after school, she attends either rehearsals or field hockey
practice. She has little time in the evenings for homework
and studying. Sandra has coped with the stress by complet­
ing her assignments on weekends. This weekend, however,
she has promised to help with the housework. With the time
she has left, she will have to choose between doing her
school work and visiting her friends.
If Sandra's problem continues, she may experience other
stressors. She may begin to sleep or exercise less than she
should. Her grades may suffer. These problems also can be­
come stressors and lead to feelings of helplessness, anger, or
fear. Sandra will then have to cope with her emotions and
the stressors. The result can become a complicated series of
problems that interfere with her health.

Section Review
1- What is stress?
2. What is a stressor? Give some examples of stressors
from your own life.
3- What is a coping strategy?
4. How can stress be good or bad?
What Do You Think?
5- From the list in Figure 3-1, choose the stressor fhat
you feel would Cause you the most distress. Which one
would cause the most eustress?

50 Unit 1 Mental Health

 2. HOW STRESS AFFECTS
YOUR BODY
When you encounter a stressor, physical changes take
place in your body. These changes allow you to react quickly
and to use your body's resources to cope with the stressor.
The changes that occur can be either helpful or harmful.
Their effect depends on your response, the length of time
they last, and the coping strategies you use.

Stages of Stress
4
As your body copes with stress, it must adapt, or adjust,
to the stressor and the changes it causes. This process of ---- r
adapting, called the general adaptation syndrome, occurs in The body adapts to stress in three
three stages. The three stages—the alarm stage, the resist­ stages: the alarm stage, the resistance
stage, and the exhaustion stage.
ance stage, and the exhaustion stage—can happen quickly,
or they can happen slowly. Your body's responses as you go
through these stages depend on the stressor and the way in
which you deal with it.
Imagine that you are walking through a forest. Just as
you are enjoying the sights, sounds, and smells of the forest,
a huge black bear appears in front of you. How would your
body react?
: ?
ALARM STAGE As soon as you become aware of some­
thing you consider dangerous, such as the bear, you enter
the first stage of stress, the alarm stage. Your body releases
a substance known as adrenaline into your bloodstream,
which gives you a burst of energy and causes many other
changes in your body. Your heart begins to beat faster, in­
creasing the flow of blood to your muscles. Your breathing
quickens, providing more oxygen for your body's activities.
Your muscles tighten, making you ready to run. Less blood
flows to your stomach and digestive system, so your arms
and legs can have all the blood they need. Your pupils widen,
allowing more light into your eyes. A lump develops in your
throat as your throat muscles contract to help open the air­
ways to your lungs and make breathing easier.
These changes take only a few seconds, but once they
have taken place, your body is ready to react. You can react
in one of two ways: you can stand and fight, or you can run
away. This reaction is called the fight or flight response be­
cause the changes prepare you to either "fight" the stressor
от take "flight" and escape.
Scientists believe that these reactions were essential for
primitive people who had to survive wild animals and other ▲
dangers. The same reactions still occur to some degree With Figure 3-3. When faced with a
any stressor. When faced with a challenge, such as a difficult danger, you enter the alarm stage,
test or a theatrical performance, your body reacts with some much like this cat does.

Chapter 3 Managing Stress 51

 More blood goes to brain
Pupils open wide to take in more light
Hearing ability increases

Sweating increases —
Heart rate and blood
Rate of breathing increases - pressure increase

Adrenaline is released Blood receives more

energy-producing substances
Urine production decreases
Digestive system slows

Amount of stomach Blood clotting ability

acid increases ----- increases

Blood vessels carry less blood

to skin and digestive system
Body cells release
energy faster —

Muscles tense

Figure 3-4. When you encounter a of the same physical changes. These physical changes, which
stressor, your body and mind prepare are shown in Figure 3-4, make it possible for you to choose
you to fight or take flight.
between "fight" and "flight."
As your body responds to the stressor, your mind also
reacts. During the alarm stage, you become more alert. You
take in information and concentrate better. You also experi­
ence a greater level of anxiety, which can lead to either
constructive or unconstructive coping strategies.
For example, Bill, who had a major part in a class play,
reacted with fear and anxiety on the opening night of the
play. By concentrating on his role and ignoring the audience,
he did well and did not forget his lines. In other words, Bill
used the energy that the fight or flight response gave him to

52 Unit 1 Mental Health

concentrate on his role. At the play's second performance,
Bill did not cope constructively. He watched the audience
and allowed the lump in his throat to keep him from deliv­
ering his lines clearly. His muddled lines caused him even
more anxiety, and he forgot some of them altogether.

RESISTANCE STAGE The resistance stage is the second

stage of the general adaptation syndrome. During this stage,
the body tries to recover from the alarm of the first stage.
The heart and breathing slow down. Pupils return to their
normal size. Muscles relax. Blood returns to the stomach and
digestive system. This normal, balanced state is called
homeostasis (home ее о stay sis). When your body is in
homeostasis, its internal functions stay the same, even when
the external environment changes. You then have the energy
to do the things you usually do.
If coping strategies are constructive and last a short time,
the stress response ends at this stage. The body has resisted
the stressor effectively and can regain homeostasis. When
Bill coped constructively with the anxiety of opening night,
his body was able to regain homeostasis soon after the cur­ ▲
tain went down. Figure 3-5. When you cope
negatively with stress, your body
When Bill did not cope constructively, he experienced does not regain homeostasis quickly.
further distress, and his body did not return to homeostasis
quickly. He continued to feel anxious for several days. His
distress and unconstructive coping kept both his mind and
his body from functioning well. He felt tired, irritable, and
unable to face new stressors.

EXHAUSTION STAGE Imagine that Bill used uncon­

structive coping strategies to deal with other stressors in his
life. He ignored his homework assignments. When his
grades began to drop, he blamed his teachers and classmates
for his problems. He withdrew from friends and school ac­
tivities. As his distress became overwhelming, he began to
feel exhausted and ill.
If Bill's coping strategies continue to be extremely un­ The exhaustion stage can occur when
constructive, Bill may enter the exhaustion stage, the third distress continues and feels
stage of the general adaptation syndrome. The exhaustion uncontrollable.
stage does not occur with each stress response. If it did, your
body would wear out. Exhaustion occurs only if distress con­
tinues for a long time—usually weeks; months, or even
years. People often enter the exhaustion stage when they
experience stress that is beyond their control—such as a di­
vorce or other serious family problems. In the exhaustion
stage, you become less able to resist new stressors, and your
body has more difficulty returning to homeostasis. As your
body's balance remains disturbed, making judgments, inter­
acting with people, and maintaining your health become
more difficult. In extreme cases, the exhaustion stage can
lead to unhealthy behavior, serious illness, or even death.

Chapter 3 Managing Stress 53

 '

To remain healthy, your body needs to regain homeo­

stasis soon after experiencing stress. To help your body do
this, you need to learn constructive coping strategies.

Stress and Illness

Once you understand the fight or flight response, you
can identify some of your own physical responses to stress.
Understanding Muscle tension, "butterflies" in your stomach, flushing of
Headaches your face, and a pounding in your head can all be symptoms,
or evidence, of stress. Physical symptoms such as indiges­
What gives you a headache?
Anxiety over an upcoming test? tion, skin rashes, backaches, or headaches can be caused by
Skipping meals? Eating a partic­ prolonged stress. These symptoms are sometimes called psy­
ular food? Bright lights? These chosomatic (sy kuh soh mat ik) symptoms. Psycho means "of
and other stresses of daily life the mind," and somatic means "of the body"; psychosomatic
can lead to headaches. Until symptoms therefore are evidence of the ways in which the
now, millions of headache suf­
ferers have relied on painkillers mind affects the body.
to relieve their headaches. By itself, stress does not usually cause serious illness.
Recently, scientists have be­ Most of us experience physical symptoms from time to time
gun looking at the chemical and but regain homeostasis rather quickly. Severe or prolonged
electrical changes that occur in distress, however, can affect your health. It can lower your
the brain during a headache.
They have found that the level body's resistance to illness, and it can make some diseases
of neurotransmitters, the chem­ more serious and harder to control.
ical messengers of the brain,
often falls just before a head­ LOWERED RESISTANCE Normally, the body protects
ache starts. The brain's electrical
activity also dulls, limiting blood
itself from disease through the immune (ih myoon) system.
flow throughout the brain. The immune system protects the body through a complicated
Knowing this, doctors can now process involving a number of specialized body cells. When
deal more directly with head­ you speak of "fighting off" the flu or a cold, it is the immune
aches. For people who suffer system that does the fighting. When your immune system
from severe daily headaches,
doctors now prescribe drugs that
functions well, you are able to resist some illnesses, even
restore the chemical balance of when you are exposed to them.
the brain and improve blood Scientific research has shown that prolonged stress or
flow. Other headache sufferers distress can keep the immune system from functioning well.
are taught how to use biofeed­ If your immune system is not working well, you may have
back and relaxation techniques
to reduce the pain.
minor illnesses, like colds and flu, more often. You may also
be more likely to develop a serious illness. Scientists have
found that many infections and even certain kinds of cancer,
the uncontrolled growth of cells, are more common among
people who experience prolonged stress or distress. Al­
though stress is not the major cause of these diseases, it can
be one of many causes that combined lead to illness.

Stress-Related Illnesses
The changes that occur in the body because of stress can
lead to illness. For example, for some people, the experience
Now research offers help to the of stress increases the amount of acid in the stomach until
headache sufferer. they develop ulcers. Ulcers are open sores in the lining of
the stomach, caused by too much acid. The increased acid

54 Unit 1 Mental Health

 then keeps the ulcer from healing. Additional stress—per­
haps just the stress of worrying about the ulcer—can make
the ulcer worse.
Some diseases become worse during stressful experi­
ences. People with asthma (az muh), a type of lung disease,
may react to stress with an asthmatic attack. During an asth­
matic attack, the person has trouble breathing and gasps for
air. Although these symptoms usually can be controlled with
medication, people with asthma need to recognize their bod­
ies' reactions to stressors so that they can manage serious
asthmatic attacks.
Another disease that causes problems for people under
stress is diabetes (dy uh bee tis). Diabetes is a disease in
which the body has difficulty maintaining a balanced amount
of sugar in the blood. Because sugar is a source of energy for
the body, unexpected changes in energy levels can cause
problems with a diabetic person's sugar balance. Diabetic
people often need to take medication or control their diets
so that their bodies regain homeostasis. Because stress
changes the body's energy level, recognizing and coping ▲
with stress are especially important for people with diabetes. Figure 3-6. It is important not to let
Stress can even contribute to diseases that take years to stress take your mind off what you
appear. Heart disease, for example, can be caused partly by are concentrating on.
stress. Stress raises a person's blood pressure. High blood
pressure occurs when the blood pushes hard against the
blood vessels as it flows through them. Over time, high
blood pressure can contribute to heart attacks. Coping con­
structively with stress is one way to help control high blood
pressure and lower the risk of heart attacks.
Stress also contributes to accidents and injuries. People
who are tired, distracted, or careless are more likely to injure
themselves and others. When stress affects your ability to
concentrate or to think clearly, you need to be especially care­
ful. Recognizing stress allows you to take extra care.

Section Review
1. Name and describe the stages of the general adapta­
tion syndrome.
2. What is the fight or flight response?
3. Name some ways stress is related to illness.
4. What are some illnesses that are caused partly or
made harder to control by stress?
What Do You Think?
5- Choose a major stressor that you think you may en­
counter in the near future. How would you cope with
the stressor? Trace how your body and mind would,
react as you progress through the stages of stress.

Chapter 3 Managing Stress 55

 Common Emotions
3. STRESS AND BEHAVIOR
and Behaviors While stress, both eustress and distress, is a normal part
Associated with Stress of life, your response to stressors and the ways in which they
Anger
affect you is unique. No two people experience stress in the
Anxiety
same way. Each person reacts to events, situations, and peo­
Boredom
ple with a different personality and with his or her own series
Depression
of coping strategies. Figure 3-7 lists some common feelings
Fear
and behaviors that people experience when under stress. As
Feeling bothered
you can see from the list, there is a wide range of emotions
Forgetfulness
and behaviors associated with stress. Which of these reac­
Frustration
tions do you experience? Do your friends and family
Hurrying
members react to stress in a similar or a different manner?
Indecisiveness
Irritability Personality
Lack of motivation
Laughter As you learned in Chapter 2, your personality affects the
Loss of appetite way you see the world and the way you interact with those
Nail biting around you. One theory on personality claims that there are
Nervousness two basic personality types: type A and type B. This theory
Overeating was first proposed by a group of researchers who were study­
Overcritical thoughts and ing heart disease and its possible causes. The researchers
actions discovered that personality was one important factor in an
Poor attention span individual's reaction to stress.
Tears People with type A personalities frequently create some
Teeth grinding of their own stressors. These people tend to be rushed, trying
Upset to accomplish as much as possible in the shortest time pos­
W ithdraw al sible. Type A personalities tend to be competitive. They want
to succeed and will drive themselves hard to accomplish their
▲ goals. They also have high standards for themselves. If they
Figure 3-7. Which of these common fail to meet these standards, they can become angry and frus­
reactions have you experienced trated. Type A personalities may experience stressors as
during stressful situations? challenges,, but they can easily experience distress.

Figure 3-8. The success-driven ►

go-getter and the calm, unhurried
person are two basic personality
types.

56 Unit 1 Mental Health

 ------------------------------------------------------------------------
Type В personalities are less competitive and less
rushed. They are calmer and less concerned about accom­
plishment. Type Б personalities are less likely to experience Type A and В personalities experience
distress if they do not meet high standards for success. They stressful challenges differently.
also are less likely to develop stress-related symptoms and
illnesses. Some type В personalities, however, have difficulty
fadng challenges. They may cope with stressors by ignoring
them. Doing this, they may miss opportunities for learning
and achievement. They may be bored and unable to set goals.
These problems can create another kind of distress in which
the person needs to learn to recognize stressors and react.
In reality, few people are entirely type A or type В per­
sonalities, most people are a combination of both types. The
difference between the types, however, can be useful in
thinking about stress and the ways in which you cope with it.

Coping Strategies
Everyone uses a variety of coping strategies to react to
the stressors in their lives. The coping strategies you choose
depend on your age and experience. Babies, for example,
have no experience with coping and can only cry when faced
with a stressor. As you grow older, you learn new coping
strategies, and experience shows you which ones are most
constructive.
t The coping strategies you use are linked to your self-
concept, personality, and emotions. As shown in Chapter 2,
part of staying healthy is learning to recognize and express
your emotions. Emotions are often stressors, because they
challenge your body to react. It is not surprising, then, that
many of the same coping strategies you use to express emo­
tions, you also use when you deal with stress.
The following section describes some coping strategies
that are used by high-school students and adults. Remember
that these are only a few of the ways in which you may cope
with stress. Remember, too, that a coping strategy is con­
structive if it is appropriate to the situation and if it is a short­
term method for dealing with a problem.

DENIAL Denial is a way of ignoring a stressor by acting

as if it did not exist. Denial can be constructive when you Denial is used to block a stressor out of
are coping with many stressors at one time. For example, your mind.
suppose that you had to take four final exam£ in three days.
At first, you might feel overwhelmed, frustrated, and almost
ready to give up. As you begin to cope with the stress, how­
ever, you might try ignoring, or denying, all but one of the
exams at any one time. In this way, you could concentrate
on one exam at a time without worrying about all four at
once. This coping strategy may work because it lasts only a
short time and helps you to meet the challenge of taking all
four tests.

Chapter 3 Managing Stress 57

 Of course, you also can use denial unconstructively.
Suppose you denied all four exams and did not study at all,
When faced with taking each exam, you would probably en­
ter the alarm stage. Because you would not be ready to meet
the challenge, you would have trouble coping with the stres­
sor, and your body would not regain homeostasis quickly.

SUBLIMATION Sublimation is a way of shifting your at­

tention and energy from a stressor to something else in your
life. Sublimation gives you an appropriate way to express
emotions that are stressful. David, for example, was angry
when his parents refused to let him go to an evening party.
After a few angry words, he spent the afternoon playing
A constructive coping strategy is both football with his friends. By evening he was too tired to go
appropriate to the situation and a to the party, and his anger was over. He had released his
short-term method for dealing with it.
anger and the stress he experienced by coping constructively.
Physical activity, playing football, shooting baskets, tak­
ing walks, can be a constructive form of sublimation. It can
also be unconstructive. If David had coped with his anger by
breaking windows, his use of sublimation would have been
unconstructive. His behavior would have become an addi­
tional stressor, and he probably would have remained angry.

DAYDREAMING Most people use daydreaming once in

a while as a way of escaping stressors for a short time. Day­
♦ dreaming can be constructive if it helps you concentrate on
a goal or feel less anxious about a stressor. For example,
Emily was worried about her gymnastics competition and
found concentrating on her routine difficult. That afternoon,
before she was scheduled to perform, she began daydream­
ing, imagining that she had won first place. To her surprise,
she performed better than ever, winning second place.

Figure 3-9. Daydreaming can take ^

your mind off stress and can help
you to cope with it better.

58 Unit 1 Mental Health 4

 Figure 3-10. Humor can be art
effective way to ease tension and
provide relief from stress.

In this instance, Emily's daydreaming was constructive.

It lasted only a short time, took her mind off the stress, and
thus helped her to accomplish her goal. Daydreaming, of
course, can also be unconstructive. If Emily had daydreamed
during class, for example, or if her daydreaming had kept
her from performing other activities, she would have coped
unconstructively with the stress she experienced.

HUMOR Humor can be an effective way to deal with some Learning how to use coping strategies in
stressful situations. If you have ever laughed at yourself after constructive ways is important.
'doing something that was not really funny, such as slipping
on a wet floor or saying something embarrassing in front of
a group of people, you may have realized your laughter
helped to relieve the feeling of stress the event caused. Hu­
mor can be a constructive coping strategy because it allows
you to deal with a stressor and quickly reestablish homeo­
stasis. Humor can also be an unconstructive way of handling
stress. If a person uses laughter to cover up his or her true
reactions to a stressor, or if a person laughs inappropriately
at a serious situation, the coping strategy may be unhealthy.

Section Review
1. What is the difference between a type A personality
and a type В personality? _
2. How do you know whether or not a coping strategy
is constructive?
3. How are denial, humor, and daydreaming used to
cope with stress?
What Do You Think?
4. Review the list of coping strategies in Figure 2-15 on
page 39. Do you use different coping strategies to cope
with stress than you did five years ago? Explain.

Chapter 3 Managing Stress 59

 4. MANAGING STRESS
Because stress affects your health in many ways, stress
management is essential to staying healthy. In a sense, every­
Your state of health is related to how thing you do to maintain your health is a way to manage
you manage stress. stress. Eating right, exercising regularly, expressing your
feelings, managing your time well, developing hobbies, par­
ticipating in a variety of activities, saying no to drugs and
alcohol—these are all ways in which a healthy person man­
ages stress.
You will learn more about these skills in later chapters.
Here, you will learn about some methods that help to coun­
teract the negative effects of stress.

Relaxation
Many special methods can help you achieve relaxation,
a state in which your body and mind are resting. When you
are relaxed, you may be awake and alert, but you are not
responding actively to stressors.
Taking a hot shower or bath, stretching, or having some­
one massage your neck can help relax tense muscles.
Stretching the muscles in your neck, shoulders, and upper
back is an especially useful way to relax because these mus­
cles often become tense when you sit for long periods.
i One method for relaxing tense muscles is called pro­
gressive relaxation. It is a technique in which you relax by
concentrating on each group of muscles in your body, one
at a time. Progressive relaxation is described in the Health
Skills on page 64.
Deep breathing is a good way to manage short-term
stress when you can't take time for progressive relaxation.
When you breathe deep, you take in as much air as you can,

Figure 3-11. Relaxing alone can help

you to handle stress more
effectively.

60 Unit 1 Mental Health

 Simp* cises

Turn your head slowly to the Roll v forward and Place your right hand on your
left and then to the right. Re­ backward. Then raise both left shoulder. With your left
turn to normal position. shoulders toward ears and drop hand, grab your right arm
them down as far as possible. above the elbow. Pull to the
Keeping your head straight left while looking over your
slowly touch your left shoulder right Hold, breathe
to your left ear. Then touch deeply and release. Repeat with
your right shoulder to your other side.
right ear. Relax.

ч ▲
making sure that your abdomen as well as your chest ex­ Figure 3-12. These relaxation
pands. By breathing this way, you take in more oxygen, exercises help to ease tension in the
which helps your body to function better. Deep breathing muscles of the back and neck.
helps you relax muscles throughout your body. It is also use­
ful with other relaxation methods.

Creative Visualization
Another method of stress management is called creative
visualization (vizh oo ul у zay shun). It is a way of using The ability to visualize stressors can lead
your imagination to cope with stressors. When you visualize, to greater control over them.
you imagine that the stressor is an object that you can see,
or sometimes hear, and you act on the stressor by doing
something to what you have imagined.
Suppose, for example, that you come home from school
feeling overwhelmed with work and worries. You might try
imagining that each of your problems is a piece of clothing.
You might imagine that you are picking each piece of clothing
off the floor and hanging it in your closet. As you visualize
your closet filling with clothes, you can feel your problems
disappearing.
When you first begin to use creative visualization, you
will find that your problems constantly reenter your mjnd.
Creative visualization, like most methods of stress manage­
ment, requires practice.
i
Chapter 3 Managing Stress 6i
 Biofeedback
Biofeedback is a special method of stress management
Biofeedback assists in managing stress in which you learn to control some of your physical functions
by allowing you to control physical by recognizing your body's signals. To learn biofeedback,
functions.
you use special equipment that allows you to know what is
happening in your body. A trained health professional usu­
ally teaches this method.
The health professional might, for example, attach a spe­
cial device to the muscles in your back. The instrument will
let you know when you begin to tense these muscles. By
paying attention to your thoughts as your muscles become
tense, you can learn to control the tensing of the muscles by
changing your thoughts.
With training and practice, people can master biofeed­
back. Many do not need special equipment to visualize and
control their tension. Biofeedback has been useful for people
who have stress-related symptoms or illnesses such as head­
aches, high blood pressure, or asthma.

Getting Help When You Need It

Learning ways to manage stress is important, but most
people need extra help at some time. Another skill that keeps
you healthy is recognizing when the stresses in your life are
becoming overwhelming. At these times, you may want to
find someone to help you with your problems. For many
people, changes in their lives create special problems for a
while. Because high school is a time of many changes, high-
school students often find themselves in need of help.

Friend to Friend
George:
I’m so worried about this big paper due next week, I
don’t even know where to begin.

Larry:
I know what you mean. I feel like that at times, too.

George:
Well, what helps you when you feel that way?
 Sometimes, all you need is someone to talk to. Sharing
your problems can help you see them more clearly. Just de­
scribing your concerns to someone else often helps you to Stress can be overwhelm ing. When this
understand them better. occurs, talk w ith someone you tru st
Many people are willing to talk if you take the time to
ask. Friends, parents, teachers, school counselors, school
nurses, and clergy are usually available for support. If you
have a specific question and do not know whom to ask, any
of these people can refer you to someone who can answer
your question and address your concerns.
At some time in your life, you may want or need some
kind of long-term counseling. There are many specialists
available to help people who need special attention. Some
specialists are trained to treat mental illnesses, which you
will learn about in Chapter 4. Others are trained to help you
identify stressors and learn constructive coping strategies.

Section Review
1. What is relaxation? Name and describe three relaxa­
tion techniques.
2. Explain how the process of creative visualization can
help you manage stress.
3. What is biofeedback? / ,>
What Do You Think?
4. Suppose, after a particularly stressful day, you find
yourself unable to fall asleep. How would you relax?

Larry:
When I have a big project to do, I think of all the
steps I have to follow to get it done. Then, I make a
list of all the steps and figure out how long each step
will take me.

George:
That sounds like a approach. Do you think' you:
can help me plan the steps involved in doing this
paper?

Larry:
Sure. Why don’t we meet in the library after school
and talk about it then?
 Hea lth s k il l s

A Relaxation Technique
It is nine o'clock at night, and Pam is busy studying for
the three exam s she has this w eek. Although she has a 1. Getting Ready
lot of work ahead of her, Pam feels calm and relaxed. Her ■ Find a quiet environment
mind is alert and focused on her studies. where there will be few
distractions. Choose a com­
How does Pam stay in control while faced with this
fortable position, either
workload? She uses progressive relaxation to help her re­ sitting or lying down. Make
lax. Pam has found that this 15-m inute technique relieves sure that your arms and legs
fatigue, reduces anxiety, and helps her feel more alert. are uncrossed.
D uring progressive relaxation, you focus on relaxing ■ Close your eyes and take
each part of your body, from your head down to your several deep breaths. Con­
sciously relax your body,
toes. This helps you release any tension that has been
releasing tension each time
building up in your body. you exhale. Try to imagine
The technique of progressive relaxation is outlined b e­ that you are in a peaceful en­
low. You will discover that the m ore you practice the vironment, for example, by
technique, the better you becom e at m anaging stress. a mountain stream or in a
beautiful meadow.

2. Relaxing Your Muscles

Begin with your forehead and
work your way down to your
toes. Tighten each muscle
group and hold for 10 seconds,

64 Unit 1 Mental Health

then relax and go to the next
muscle group. Try the follow­
ing sequence:
■ Forehead: Wrinkle your
forehead—try to make your
eyebrows touch your hair­
line.
■ Eyes: Close your eyes as
tightly as you can.
■ Mouth: Form a frown with
the corners of your mouth.
■ Shoulders: Raise your
shoulders up to your ears.
■ Upper arm s: Bend your el­
bows and tense your upper
arms.
■ Hands and forearm s: Tight­
ly clench your fists.
■ Back: Gently arch your back.
■ Stomach: Tighten your
stomach muscles.
■ Hips: Tighten your hip and
buttock muscles.
■ Thighs: Squeeze your legs Practicing some form of relaxation regularly makes it easier to cope
, together. w ith stress.
■ Feet: Bend your ankles back
toward your body.
■ Toes: Curl your toes under APPLY THE SKILL
as tightly as you can.
■ Whole body: Tense all the
1- Choose a time when you 3 . For a quick relaxation tech­
muscles in your whole body.
are feeling tense or tired and nique, simply tense the
Relax, breathe deeply, and
try the progressive relaxation muscles in your whole body,
release any remaining ten­
method. Find a quiet spot and as in the last part of step 2.
sion in your muscles. Stay
spend about 15 or 20 minutes Hold for 10 seconds and re­
still and just enjoy the feel­
doing the exercise. lease. Repeat three times. Try
ing of deep relaxation for a
Before you begin, write this technique when you feel
few moments.
down how you feel and what stress during the day, such as
is on your mind. After you fin­ before an exam or competition.
ish, write down how you felt Did the technique help you to
3. The Final Step during and after the exercise. relax? List some other times
2. Teach the progressive re­ during a typical day that this
Now you are ready to come out
laxation technique to a friend technique might be helpful.
of your deeply relaxed state.
or relative. After they have 4, For one week, practice the
■ Count backwards from ten tried it, discuss with them their progressive relaxation tech­
while you gradually start reactions to and feelings about nique twice a day. Try to set
moving your toes, fingers, the technique. What other aside some time each morning
and limbs. techniques have they used to and evening to do the exercise.
■ Open your eyes and stand handle the stress in-their lives? Each time, record how you felt
up slowly. Your whole body How does this technique com- before, during, and after doing
should feel rested and alert. pare to those? the exercise.

Chapter 3 Managing Stress 65

 Review
Chapter Summary
■ Stress is a reaction of the mind and body to Personality affects the response to stressors.
a stressor—a situation, event, or person— Type A personalities view stressors as chal­
that makes a demand on the individual. lenges but may experience distress. Type В
■ Stress can be positive or negative. Positive personalities tend to ignore stressors and
stress is eustress; negative stress is distress. may miss opportunities.
■ People manage stress with coping strategies. The coping strategies used to handle stress
■ A number of life changes over a short time can be either constructive or unconstructive.
can lead to distress. Constructive coping strategies last a short
■ People undergo a three-stage reaction to time and are appropriate to the situation.
stress, called the general adaptation syn­ Common coping strategies include denial,
drome. The stages of the syndrome are sublimation, daydreaming, and humor.
alarm, resistance, and exhaustion. Most of the skills used to maintain health
■ During the alarm stage, the body prepares are also ways to manage stress.
itself to deal with the stressor. This is known Methods for managing stress include relax­
as the fight or flight response. During ation, creative visualization, and biofeedback.
resistance, the body tries to regain homeo­ Many people need help in managing stress
stasis. If the body remains under stress, it from time to time. Many sources of help,
enters the exhaustion stage. including friends, family members, teachers,
■ Stress can lower the body's resistance to clergy, school counselors, and other special­
illness and make some diseases worse. ists, can help people deal with stress.

Vocabulary Review
Listed below are some of the important terms in this chapter. Choose the term that best matches
the phrase in the exercise that follows.
adrenaline exhaustion stage psychosomatic stressor
alarm stage fight or flight response symptoms symptoms
biofeedback general adaptation relaxation type A personality
creative visualization syndrome resistance stage type В personality
distress high blood pressure stress ulcer
eustress homeostasis

1. stress that produces positive effects 6 . personality that is competitive, driven to

2. reaction of the body and mind to some­ achieve, and likely to create stressors
thing in everyday life 7 . the state in which the mind and body are
3. series of stages by which the body reacts at rest
to a stressor .
8 method of using the imagination to cope
4. ways in which the mind affects the body with stressors
5. state in which the body's internal functions 9. open sore in the lining of the stomach
remain balanced, even when the external 1 0 . substance that produces a burst of energy
environment changes in the body

66 Unit 1 Mental Health

 What Have You Learned?
1. What is stress? What is a stressor? 7 . Why does the body need to regain
2. Explain how eustress and distress differ. homeostasis after facing a stressor?
3. What are coping strategies? .
8 In what ways can stress lead to illness?
4. What happens to your body during the 9 . How does your personality affect your
fight or flight response? experience of stress?
5. How can you use the physical changes of 1 0 . What is the difference between a con­
the fight or flight response to help you cope structive and unconstructive coping strategy?
with stress? 1 1 . Why is good stress management healthy?
6. Describe the general adaptation syndrome. 12- Describe some relaxation techniques.

What Do You Think?

1. Name three things your school could do to 4 . Why do you think distress is linked to
help reduce student stress. changes in a person's life?
2. Many people who experience serious 5 . How would the fight or flight response
distress do not seek help. Why is this so? help you if you were in a car accident?
3. What might life be like if there were no .
6 What special stress management methods
stress at all? would be most useful to you? Why?

What Would You Do?

1. Last year you found that you experienced a 4 - You have a friend who is involved in so
lot of distress at exam time. Imagine that in many activities that he no longer has time for
four weeks, it will be exam time again. What you. Lately, he complains that he "can't think
could you do to cope better with the stress? straight anymore." What advice would you
2. Your best friend is complaining of stiff, give him?
cramped muscles. The problem has become 5- You become overwhelmed during a test
worse since her parents separated. How would and have difficulty concentrating. What can
you help her? you do to help yourself regain control?
3. You have decided to run for class president 6 - Review Figure 3-1 and determine how
and must make a speech in front of the much life changes might be affecting the level
student body. What can you do to help of stress you are now experiencing. If your
yourself perform better during your speech? stress is high, how might you reduce it?

For Further Study

1. Keep a stress journal for one week. During
the week, note the stressors you face, the
ways in which your mind and body react to
these stressors, and the coping strategies you
use. At the end of the week, determine
whether your coping strategies were construc­
tive or unconstructive. Consider other coping
strategies that you might have used.
2. At the library, find out more about the
work of Hans Selye, the scientist who first
identified the general adaptation syndrome.
What else did he say about stress in our lives?
What other research did he do?

Chapter 3 Managing Stress 67

 As you read, think about
► what mental disorders are and what may cause them.
► how mental disorders are recognized and classified.
► how to recognize signs of suicide and how to help
prevent it.
► how mental disorders can be prevented and treated.

Understanding
Mental
Disorders
hen you begin your sculpture,
you don't fully concentrate on
what you are doing. You're feeling
anxious and depressed, and your thoughts are
on your troubles. As your fingers knead the
clay, you find you are focusing on the form you
are shaping, and you realize that you are feeling
a little better.
Expressing your feelings through some art form
or by talking with another person often can relieve
feelings of depression. Sometimes, however, emo­
tions can get out of control. Then, special help is
needed. In this chapter, you will learn about various
mental disorders, how they develop, and what can
be done to control them. You'll also find out about
the services that are available for help in times of
emotional crisis.

Everyone is depressed now and then.

Having an outlet helps when you feel
"down."
 1. WHAT ARE MENTAL
DISORDERS?
When are some types of behavior considered normal and
appropriate? Why are some types of behavior considered ab­
normal and inappropriate? As you read about the teenagers
described below, would you say they were displaying
Check Your Wellness healthy or unhealthy behavior?
How much do you know In the last six months, Linda has become more and
about m ental disorders? more concerned about germs. She washes her
To test your know ledge, hands at least 100 times a day, scrubs the doorknobs
decide w h e th e r each of the in her house, and insists that her knives, forks, and
statem ents b elow is true or spoons should be boiled before she uses them.
false.
Bob is an avid skateboarder. Since his parents' di­
1. Some physical diseases,
vorce, he has used his skateboard in increasingly
such as brain tum ors, may
dangerous situations. Now, he regularly dodges
lead to mental disorders.
cars and trucks as he skateboards across a four-lane
2. If feelings of depression highway near school.
are long-lasting and inter­
fere w ith everyday Pat is five feet six inches tall and weighs 97 pounds.
activities, a person should For the past year, she has been on a strict diet of
seek professional help. cottage cheese, lettuce, and water. She still consid­
ers herself heavy and wants to lose five pounds.
3. Some m ental disorders,
such as clinical depression, Willy enjoys collecting pictures and descriptions of
tend to run in fam ilies. past wars. Outside of school, he spends all of his
4. Eating disorders, such as spare time in his room organizing his collection. He
anorexia nervosa and buli­ has no time for friends or social activities.
mia, are really mental
disorders.
5. Many suicide victims talk
Recognizing Mental Disorders
about com m itting suicide Most mental health specialists would agree that each of
before they actually do it. these teenagers shows signs of a mental disorder. A mental
6. Some w arn ing signs of disorder is an illness that affects the mind and prevents a
m ental illness are: sudden person from being productive, adjusting to life situations,
personality change, inabil­ and getting along with others. Most mental disorders are
ity to concentrate, risky characterized by abnormal thoughts, feelings, or behaviors
behaviors, and persistent that make people uncomfortable with themselves or at odds
feelings of hopelessness. with others. Abnormal means that a.person behaves, feels,
7. Help for mental problems or thinks in a way that is highly unusual and inappropriate
is available from many in a given situation. Washing your hands before eating is
sources, including school considered normal behavior. Washing your hands 100 times
counselors, hotlines, crisis a day like Linda is considered abnormal. When a mental dis­
centers, clergy, local hospi­ order is present, its signs usually occur frequently and over
tals, and m ental health a long period of time.
clinics. Labeling a person as mentally ill is difficult. It involves
making a judgment. Unlike a cold or the flu, the signs of
mental disorders are not always easy to identify. For exam­
ple, it is sometimes hard to tell if someone is seriously
V '
depressed or just appropriately sad.-

70 Unit 1 Mental Health

 Since each person exists as part of a particular society
and culture, each person's notion of mental illness is shaped
by his or her culture, as well as his or her family and com­
munity experiences. Culture is the ideas, customs,
expectations, and ways of living that characterize a particular
group of people. A behavior or way of thinking that might
be considered normal in our culture may be considered ab­
normal in another culture. Look at Figure 4-1. Would these
behaviors be considered abnormal in another culture? Are
they considered normal in our culture?
You may be surprised to find that not everyone in your
class agrees on what is normal or abnormal behavior. Mental
health specialists also do not always agree. For this reason,
mental health specialists meet every so often to discuss men­
tal disorders. They define and describe mental disorders and
group them according to similar symptoms, which are the
signs or evidence of an illness.
Over the years, the descriptions and classifications of
mental disorders have changed. Today, over 230 types of
mental disorders are recognized. Although many experts
agree on the kinds of mental disorders, there are still many
different opinions about the causes.

Causes of Mental Disorders

* Some mental disorders have been traced to physical
causes. When the cause of a mental disorder is physical, the
▲
mental disorder is classified as an organic disorder. The type Figure 4-1. Some unusual behaviors
of brain damage caused by the misuse of alcohol or drugs, may be considered normal in our
such as cocaine, is an example of an organic disorder. The culture.
mental confusion and loss of brain function that can occur if
an individual has a growth, or tumor, in the brain is another
example. This condition is known as dem entia (dih m en
shuh). There are other diseases that also lead to dementia.
Mental disorders not due to alcohol, drugs, or disease
are called functional (fung shuh nul) disorders. These dis­
orders can be caused by personal experiences, such as painful
childhood experiences or a series of stressful events. These
experiences are known as environm ental factors.
The exact cause of many mental disorders is not under­
stood. Sometimes, there are a combination of factors
involved. These factors can include inborn causes, early ex­
periences, and current causes.
f
INBORN CAUSES Some mental disorders may be inher­
ited, or passed on to an individual before birth, like other
physical characteristics, such as eye color and body type.
Sometimes, an individual may inherit a tendency toward a
disorder. The disorder may only become apparent when.it is
set off by an environmental factor, such as repeated physical
abuse or a series of difficult events.

) Chapter 4 Understanding Mental Disorders 71

Figure 4-2. Positive parent-child ►
interactions affect a child's
personality.

EARLY EXPERIENCES Other mental disorders may be

the result of unresolved conflicts. As you may recall from
Chapter 2, Sigmund Freud, the founder of psychoanalysis,
believed that these unresolved conflicts often involve child­
hood or early life experiences. Today, psychoanalysts help
people to connect the symptoms of mental disorders with
*
difficult early experiences and unresolved inner conflicts.

Mental disorders may be due to CURRENT CAUSES Some mental health specialists think
inherited, physical, or environmental that current environmental influences are more important
factors such as stressful experiences.
than early childhood experiences in explaining a mental dis­
order. They consider the significant people in the individual's
life, as well as the individual. When treating an individual,
these mental health specialists often include persons, such
as the patient's family, who are important to the patient.

Section Review
1 . What is a mental disorder?
2. Why is it sometimes difficult for someone to recog­
nize a mental disorder?
3. What is the difference between organic disorders and
functional disorders?
4. Give four examples of various possible causes of
mental disorders.
What Do You Think?
5. Why do you think that some people seek a doctor's
help for a physical disease, such as flu, but hesitate to
seek professional help for a mental disorder?

72 Unit 1 Mental Health

 2. KINDS OF MENTAL Common Phobias
DISORDERS
Acrophobia
Every mental disorder has many different symptoms,
depending upon the individual. For this reason, it is difficult Agoraphobia
to describe in detail specific mental disorders. A case history, ...
a brief description of someone who suffers from a disorder,
is often used to give a general picture of the disorder. A case ■■.■■■■■I. : ................
history focuses on only a few symptoms of a disorder, but Algophobia
these symptoms are usually the ones most frequently expe­ i■
■■.:■ '. .. ::
rienced. You should remember when you read a case history . . . .
that only a trained, experienced mental health professional '■
■■
■ ; , ; :r : '■ ■ :

can diagnose a mental disorder. :; - ". ...............

There usually is more than one way to treat a mental
disorder. The particular therapy, or treatment technique,
chosen depends upon the individual and the training of the ■ 7.
therapist, the mental health professional. More will be said ,.
about the different types of therapies in the last section of : . : ' . '
this chapter. Hydr-

Anxiety Disorders M onophobia

Have you ever been afraid of a situation, person, or ob­ M ysophobia

ject that you knew could not really harm you? Have you been . .. .....
fearful without knowing why? If so, you have experienced Nyctophobia
anxiety (ang zy ih tee). Anxiety is fear that does not have an ' , k: .
identifiable source or fear caused, by a danger that no longer . \ r ". :
exists. Severe anxiety can cause people to flee from situations
or objects that cannot really harm them. Pyrophobia
.
Case History: Martin was going on a job
: ■ ■. ■
. ...........................
interview. As he walked toward the elevator, he
began to feel dizzy and nauseous. His heart began
■
■
■ ' . ............................
to pound, and he had trouble catching his breath.
He knew he could not face getting into the elevator
: J ". : . .
so he climbed three flights of stairs to get to his
interview on time.
. ::: i ' :: : '.
Everyone experiences some anxiety at one time or an­
other. For example, you may feel anxious before a final exam, ▲
a big date, or tryouts for the basketball team. These feelings Figure 4-3. Which phobias might
are normal and usually short-lived. When anxiety persists interfere w ith norm al, everyday
and interferes with normal, everyday functioning, however, activities?
it may be a sign of an anxiety disorder.

When anxiety is related to a spe­

cific situation or object, it is called a phobia (foh bee uh).
One of the most common phobias is agoraphobia (ag uh ruh
foh bee uh), the fear of going out alone. People with agora­
phobia are often too frightened to leave their own homes.
Figure 4-3 lists some common types of phobias.

Chapter 4 Understanding Mental Disorders 73

Figure 4-4. People with daustro- ►
phobia might feel uneasy in a
large crowd.

When Martin, the person in the case history, sought help

in handling his severe anxiety, he was diagnosed as having
claustrophobia (klaw struh foh bee uh). Claustrophobia is
the fear of small, closed places. Martin overcame his fear
1!
through psychotherapy (sy koh thehr uh pee). Psychother­
apy is conversation with a trained therapist who helps an
individual understand and overcome the cause of a mental
problem. In Martin's case, the therapist discovered that as a
small child, Martin had fallen into a well and had been
trapped for several hours. The terror Martin had felt during
this experience was the source of his anxiety. Once Martin
was able to understand the roots of his anxiety and that the
danger he associated with closed places no longer existed,
he was able to overcome his fear.

GENERAL ANXIETY AND PANIC DISORDERS

When a person is anxious and cannot specify a cause for the
anxiety, it is called a general anxiety disorder. When attacks
of extreme anxiety come and go for no apparent reason, it is
called a panic disorder. A person with a panic disorder can
be anywhere when he or she suddenly starts to feel panicky
or extremely anxious.

OBSESSIVE-COMPULSIVE DISORDER Sometimes,

people respond to anxiety by letting an idea or thought take
over their mind. An idea or thought that takes over the mind
and cannot be forgotten is called an obsession (uhb sesh un).
Obsessive-compulsive disorders lead to
A person with an obsession that leads to a compulsion (kum
an uncontrollable need to think or act in puhl shun), an unreasonable need to behave in a certain way,
a certain way. has an obsessive-compulsive disorder.

74 Unit 1 Mental Health

 Remember the case history of Linda at the beginning of
this chapter? Linda suffers from an obsessive-compulsive dis­
order. Because of some deep-seated anxiety, she is obsessed
with catching germs. This causes her to behave in a com­
pulsive way: washing her hands constantly, scrubbing
doorknobs, and boiling knives, spoons, and forks.

Affective Disorders
When the moods or emotions a person feels become ex­
treme and interfere with the person's daily life, it is known
as an affective disorder.
Case History: Ever since Jason's girlfriend broke Signs of Clinical
up with him, he has been feeling sad and hopeless. Depression
Jason used to love playing in the school band, but
now he has decided to quit playing the drums A person probably is suffering
altogether. He is having trouble sleeping and feels from clinical depression if the
tired all the time. His grades have fallen from a В person feels sad and hopeless
average to a D average. and has at least four of the
follow ing symptoms nearly
Everyone feels depressed now and then. It is normal to every day for at least tw o
feel depressed if you experience an important loss or a failure w ee кь:
in your life. For example, you would expect to feel depressed 1. Change in appetite: either
if you just broke up with someone you loved, if you had poor appetite w ith
recently moved to a new school, or if you didn't make a team significant w eight loss or
you tried for. Usually, however, the feeling of depression increased appetite w ith
lifts after a few days or weeks, and you get on with your life. significant w eig ht gain
In Jason's case, however, his feelings of hopelessness and
2. Change in sleep patterns:
depression are taking over his life, leaving him unable to
either difficulty sleeping or
cope with everyday activities.
sleeping .too much

CLINICAL DEPRESSION When a person is over­ 3. Change in activity level:

whelmed by sad feelings for months and stops being able to either increased physical
carry out everyday activities, it is called clinical depression. activity or slowed down
Clinical depression can be caused by a stressor, or it can be levels of activity
a symptom of another disease, such as alcoholism. Depres­ 4. Loss of interest or pleasure
sion also tends to run in families. Negative attitudes learned in usual activities
early in life may also contribute to clinical depression. 5. Loss of energy, feeling
Many people receive treatment for depression outside of tired all the tim e
a hospital or clinic. If a depressed person becomes extremely 6. Feelings of worthlessness;
withdrawn, dangerous, or suicidal, it may be necessary for excessive or inappropriate
the person to enter § hospital for treatment. guilty feelings
Some of the eariy signs of clinical depression are listed 7. Difficulty thinking or
4n Figure 4-5. Some teenagers who develop clinical depres­ concentrating
sion lose interest in most of their usual activities and become
8. Recurrent thoughts of
withdrawn like Jason. Other teenagers may become overly
death and suicide
active or put themselves in risky situations like Bob, whom
you read about at the start of this chapter. Anyone who has
A
the symptoms of clinical depression should seek help from
Figure 4-5. What would you do if a
a parent, teacher, guidance counselor, physician, or another friend showed signs of clinical
health-care professional. depression?

Chapter 4 Understanding Mental Disorders 75

 With help, clinical depression can be eased and will usu­
ally go away. With help, individuals suffering from clinical
depression can learn new strategies for coping with prob­
lems. Jason and Bob found the help they needed through
group therapy. G roup therapy involves talking with others
who share the same problems as you. A therapist usually
leads the group. Group members give each other emotional
yONT\V support and work together to develop better coping strate­
Manic Depression: gies and a more positive outlook on life.
An Inherited Defect?
Recent studies suggest th a t MANIC-DEPRESSIVE DISORDER Normally, people
some form s o f m anic depression have moods that shift from happy and lively to sad and
may be inherited through the somewhat disinterested, depending on what is happening in
body's chrom osom es. Scientists their lives. People who suffer from a m anic-depressive dis­
studying th ree Am ish fam ilies in
ord er shift from one emotional extreme to another for no
Pennsylvania recently linked
m anic depression to a defect on
apparent reason. During a manic episode, manic depressives
the tip of chrom osom e 11. A usually become overly excited and restless. They may talk so
sim ilar study of non-Amish fa m ­ rapidly that you cannot follow what they are trying to say,
ilies in the United States found They may have difficulty concentrating for long on any one
no evidence of this defect. Since
thing. They frequently show poor judgment. They may over­
th ere are m any m anic depres-
sives w ho are not Am ish, this
spend during a shopping spree, for example, or they mayl
finding supports the theory th a t drive recklessly. These manic episodes alternate with periods
manic depression may be the of deep depression. In between these periods of extreme
result o f tw o defects. moods, manic depressives may behave normally.
A study of five fam ilies in
Manic depression can be treated with a combination of
, Israel suggests th a t manic
depression is also linked to a psychotherapy and drug therapy. D rug therapy is the use of
defect on th e X chrom osom e. special medications to relieve some or all of the symptoms
Scientists th in k th a t this defect, of a mental disorder. Often, people with mild cases of manic
which has not been identified depression receive treatment outside of a hospital. People
yet, may be responsible fo r one-
with more severe cases may need to be hospitalized so that
third of all cases of manic
depression. they can undergo treatment.
Once these chrom osom e de­
fects are identified, researchers
w ill be able to study individuals Eating Disorders
w ho have inherited one or more
Perhaps you recognized the symptoms of an eating dis­
of them . These studies could
lead to an understanding of the order when you read the case history of Pat at the beginning
factors th a t cause the disease. of this chapter. An estimated 4 percent of the teenaged girls
in this country suffer from an eating disorder called anorexia
n ervosa (an uh rek see uh nur voh suh). Anorexia nervosa
is a refusal to eat normally or to retain food in the body. The
main symptom is an extreme loss of body weight. A person
suffering from anorexia nervosa can starve to death.
%K»Sl Because of her extreme weight loss, Pat was hospital­
ized. After her weight anck eating habits were stabilized, she
■ i •*: i
received psychotherapy along with the members of her fam­
4 J p */ » , ily. With prompt attention from a mental health professional
and cooperation from the patient and family members, an­
w® ^ % *
orexia nervosa can be treated successfully.
Can chromosomes carry defects Another eating disorder found among teenaged girls is
leading to manic depression? bulim ia (boo lim ее uh). Individuals go on eating binges
followed by purging, or getting rid of the food they have

76 Unit 1 Mental Health

 eaten. Often bulimics get rid of the food they have eaten
through self-induced vomiting. Aside from mental problems,
bulimics may also have some serious physical problems, in­
cluding damaged kidneys, teeth, gums, stomach, and heart.
As with anorexia nervosa, persons suffering from bulimia
require the assistance of a mental health professional as soon
as possible.

Somatoform Disorders
A mental disorder in which a person complains of phys­
ical symptoms, such as pain, but there is no underlying
physical cause for the symptoms is known as somatoform
(soh mat uh form) disorder.
Case History: Juanita is convinced that she is
about to become seriously ill. Each morning she
takes her temperature. After school she reads
popular health magazines for the symptoms of
major illnesses. At least once a week, she goes\to
the school nurse's office complaining of chest pains,
headaches, or stomachaches. She blames her poor
performance in school on her poor health. The
school nurse and the school physician tell Juanita
that there is nothing wrong with her physically, but
Juanita does not believe them.
Juanita is suffering from a somatoform disorder com­
monly known as hypochondria (hy puh kahn dree uh).
Sometimes, the underlying cause of hypochondria is anxiety
or depression. In Juanita's case, the cause was anxiety. Juan­
ita was extremely anxious about doing well in school because
her older brother and sister had both excelled in school. Juan­
ita was helped through psychotherapy.
Figure 4-6. Through psychotherapy
Many people confuse somatoform disorders such as hy­ and strong family support, this
pochondria with the stress-related symptoms and illnesses young woman overcame anorexia
discussed in Chapter 3. Stress-related conditions are char­ nervosa.
acterized by real physical damage to the body. With
somatoform disorders, a person complains of disease symp­
toms, but no physical damage can be found.

Personality Disorders
Every person has a different way of dealing with life
- situations. You may like to have every minute of your day
carefully planned, or you may love to do things on the spur
of the moment. You may be neat, or you may be messy. You
may crave time to yourself, or you may always like being
with others. As you learned in Chapter 2, these long-lasting
patterns of behavior are formed during your childhood - They
are a part of the normal range of traits that, together, make
up your personality.

Chapter 4 Understanding Mental Disorders 77

Figure 4-7. Most people can get
along with people with different
personalities.

Some Common
Personality Disorders
■ Antisocial: Disregard for
rights of others; inability to A personality disorder is characterized by behavior that
hold a job or stay in school; is inflexible and interferes with a person's pursuit of a happy,
impulsive w ith no regard healthy life. Because personality traits usually are deeply en­
for the consequences. Early trenched by young adulthood, these disorders often require
signs freq uen tly include long-term treatment. Figure 4-8 lists a number of personality
lying, stealing, and fighting. disorders in addition to the ones described below.
■ Dependent: A llow s and
'seeks others to assume COMPULSIVE PERSONALITY DISORDER Following
responsibility fo r actions; a set routine can be helpful, but some people carry this ac­
lacks self-confidence; tivity to an extreme. It is the focus of their lives.
cannot function
independently; usually gives
Case History: Alex is obsessed with doing
everything on a set schedule. For example, every
in to w ishes of others.
morning he follows an unvarying routine of
■ Histrionic: O verly dram atic;
exercises, followed by tidying up his room. Alex
needs to alw ays be the
becomes extremely agitated if his routine is
center of a tten tio n ; seeks
interrupted for any reason.
excitem ent; overreacts.
■ Narcissistic: Exaggerated Alex is showing the symptoms of a compulsive person­
sense of self-im portance; ality disorder, which is characterized by the compulsion to
has fantasies of unlim ited do things in a set way over and over again. People with this
success; usually needs disorder need to have a set routine for everything they do.
constant attention and
adm iration. PASSIVE-AGGRESSIVE PERSONALITY DISORDER
■ Paranoid: Suspicious fo r no Persons with passive-aggressive personality disorders de­
reason; envies and mistrusts pend on others to direct them. At the same time, the^resent
' others; overly sensitive; being told what to do. Unable to express their anger openly,
lim ited em otional reactions; they vent it indirectly.
rarely seeks help.
Case History: LeRoy hates his after-school job.
Every day he arrives late and leaves early. His boss
A
Figure 4-8. People with personality criticizes him for doing his work slowly and
disorders are often unaware that a sloppily. Half the time, LeRoy “forgets" to do what
problem exists. his boss has told him.

78 Unit 1 Mental Health

 LeRoy shows many of the signs of a passive-aggressive
personality: chronic lateness, forgetfulness, slowness, and
sloppiness. He expresses his resentment indirectly, through
his failure to be reliable.

OPPOSITIONAL DISORDER Some mental health spe­

cialists think that a passive-aggressive personality disorder
has its roots in a childhood disorder called an oppositional
(ahp uh zish uh nul) disorder. An oppositional disorder is
characterized by behavior that causes constant conflict with
others. For example, a child or a teenager with an opposi­
tional disorder is often stubborn, may frequently disregard
the rights of others, has outbursts of temper, and argues
constantly with other people.

SCHIZOID PERSONALITY DISORDER People who

are totally withdrawn from others, that is, who show no
warm feelings toward other people, may suffer from a schiz­
oid (skit soyd) personality disorder. They often avoid
contact with others. Any criticism of their behavior tends to
make them withdraw further. Willy, the boy in the case his­
tory at the beginning of this chapter, shows some of the
symptoms of a schizoid personality disorder.

.DISSOCIATIVE DISORDERS Suppose you read a

Vnewspaper article that began "Joan Smith was found wan­
dering the streets of a major city in winter. She was wearing
summer clothing and did not know who she was." What
would you think? A dissociative disorder is a mental disor­
der in which persons become disconnected from, or
dissociated from, their former identity. Joan shows signs of
amnesia (am nee zhuh), the sudden loss of memory. Am­
nesia may be brought on by a severe trauma (trow muh), a
painful physical or emotional experience. For example, a per­
son who witnesses the death of a loved one may develop
amnesia. Amnesia may last a short time or for the rest of a
person's life.
Another dissociative disorder is called multiple person­
ality disorder. People with this disorder change between two
or more separate personalities. Usually, they are not aware
of the different personalities coexisting within their minds.
They are also unable to control or predict their changes in
personality. Although in real life multiple personality dis­
order is extremely rare, you may know about it from some
popular books or movies.

SCHIZOPHRENIA Severe mental disorders characterized

by unpredictable disturbances in thinking, mood, awareness,
▲
and behavior are known as schizophrenia (skit suh free nee Figure 4-9. The movie Sybil portrayed
uh). Schizophrenia means "split mind." People with this a woman suffering from multiple
mental disorder have minds that are "split off" from reality. personality disorder.

Chapter 4 Understanding Mental Disorders 79

Figure 4-10. These self-portraits, ^
done by a schizophrenic, reflect the
artist's mental state before (left) and
after (right) receiving treatment.

Schizophrenics are rarely harmful to others. At times

they may appear to be normal. As the disease progresses,
schizophrenics become more and more withdrawn and seem
to lack emotion.
Schizophrenic disorders that are characterized by the
false belief that others are trying to harm or influence a per­
(Hr son are known as paranoid (par uh noyd) schizophrenic
Schizophrenics withdraw into a world of disorders. People with paranoid schizophrenic disorders
make-believe as their minds “ split/' or may believe that they are being controlled by aliens or that
become detached, from reality. there is a worldwide plot against them.
Figure 4-10 shows drawings done by a teenager who is
schizophrenic. The drawing on the left shows a state of men­
tal confusion. The drawing on the right shows that, with
successful treatment, the artist's mental state has improved.
The treatment for schizophrenia varies. In many cases,
drug therapy has helped. Drug therapy may be used alone
or in combination with other kinds of therapies.

Section Review
1 . What is a phobic disorder and how can it be treated?
2 . How can you tell if a person is appropriately de­
pressed or clinically depressed?
3. What is a somatoform disorder? How does it differ
from a psychosomatic illness?
4. What are the symptoms of schizophrenia?
What Do You Think?
♦
5. How would you react if you found out that a friend
was taking medication regularly for a mental disorder?

80 Unit 1 Mental Health

3. SUICIDE
It takes tolerance
Not to give in to death,
To resist the temptation
How easy just to die.
To keep on living an empty life
Takes patience from an empty person.
A teenager named Vivienne wrote this poem. She com­
mitted suicide when she was fourteen. From this poem,
would you have realized Vivienne was thinking of suicide?
Suicide affects all kinds of people: young, old, bright,
average, handsome, homely, rich, poor, female, male. In this
country, it is one of the leading causes of death among teen­
agers. In fact, in the last 25 years, the number of suicides has
tripled among young people between the ages of 15 and 24.

The Warning Signs

Suicides can be prevented if people know how to rec­
ognize and help potential victims. How much do you know Figure 4-11. Why is it important to
about the problem of suicide? Figure 4-11 presents some of reveal a friend's "secret" about
the myths and facts about suicide. Severe depression may suicide?

Myths and Facts About Suicide

1. Myth: People w ho talk about suicide seldom 5. Myth: If a depressed, suicidal person suddenly
actually attem pt suicide. seems better, you do not need to worry.
Fact: Suicide victims often talk about commit- Fact: A suicidal person's sudden shift in mood
ting suicide before they actually do it. from depressed to happy may indicate
2. Myth: If you dare a suicidalperson to go ahead that he or she has resolved to commit
and do it, the person is not likely to at­ suicide and needs help.
tem pt suicide. 6. Myth: If people try to take their own lives and
Fact: Daring a suicidal person to go ahead do not succeed, they usually will not try
and attem pt suicide may only confirm in to do it again.
that person's mind that nobody really Fact: Suicide victims often have a history of
cares and may strengthen the person's several attem pts on their own lives.
resolve to commit suicide. 7. Myth: If people have a history of suicide in
3. Myth: Suicidal persons are always tired, sad, their fam ilies, they are unlikely to at­
and inactive. tem pt suicide because they know how
Fact: Some suicidal persons, teenagers in par­ much pain it can cause to others.
ticular, may suddenly become overly Fact: People may become suicidal because of a
active and aggressive before attempting loss of a fam ily member or they may feel
to take their own lives. that the tendency to commit suicide runs
4. Myth: If a suicidal person confides in you and in their fam ily and there is nothing they
makes you promise not to tell anyone of can do about their own suicidal feelings.
his or her plans to commit suicide, you 8. Myth: Suicide attem pts should be kept secret
should keep the secret no m atter w hat. because the inform ation could ruin a sui­
Fact: By sharing the secret w ith a parent, cidal person's future life.
teacher, or other responsible adult, you Fact: The suicidal person may have no future
may save the suicidal person's life. unless professional help is sought.

Chapter 4 Understanding Mental Disorders 81

 cause a person to give up. Anyone who is suffering from a
major depression should be watched carefully.
Of course, any previous attempt at suicide is a signal
that a person needs help, but there are other, less obvious
Earlier suicide attempts or radical signals. Radical changes in a person's personality often are
changes in behavior are warning a sign of possible danger. An outgoing person suddenly
signs that a person may be planning withdraws from people, for example, or a shy, retiring per­
suicide.
son suddenly becomes aggressive, irritable, or overly active.
These people may be showing signs of severe depression and
could be thinking about suicide.
Sometimes, a person's actions are a warning sign. If a
person stops doing things that he or she enjoys and gives
away favorite belongings, the person may be in need of help.
Another sign, which is especially common among severely
depressed teenagers, is a sudden increase in risk-taking be­
havior and accidents. Bob's case history at the start of this
chapter is a good example of this type of behavior. Bob was
risking his life every time he skateboarded across the high­
way near his school. Bob's depression led him almost to the
edge of suicide.
Sometimes a major trauma may bring a person to the
brink of suicide. Moving to a new place, losing a boyfriend
or girlfriend, getting a serious illness, having a family mem­
ber or friend die, or going through a family divorce, all can
lead to depression and, sometimes, suicide.
Sometimes a suicide or an attempted suicide triggers a
particularly tragic form of suicide known as cluster suicide.

Friend to Friend
Laura:
I’m really worried about Joan. She seems so
depressed lately. She acts like a zombie.

Carla: о
I’m worried too. On Tuesday, she didn’t show up at
the movies as we planned. She didn’t even apologize
to me. She didn’t seem to care. It’s just not like her.

Laura:
I can’t believe it. And, yesterday, when I stopped by
her house to see why she missed school, she asked
me if I would take Pappy.

Carla:
She wanted you to take Pappy? But, she adores that
dog. It just doesn’t make sense.
 Cluster suicides, which are frequently associated with teen­
agers, occur when several people in the same school or social
group attempt to kill themselves within a short period of
time. To prevent cluster suicides, all the people in the school
or social group where a suicide or an attempted suicide has
occurred should receive counseling.
The warning signs of suicide can be deceptive. If a per- Suicide signals can be deceptive,
son you know has been severely depressed and suddenly
becomes happy and carefree, you may conclude that the
problem has passed. This is not necessarily so. A sudden
change from depressed to happy may mean that the person
has resolved to end his or her life. The person feels happy
because the decision is made.
Suicidal behavior is a cry for help in dealing with prob­
lems that seem impossible. Showing your care and concern
is only the first step in getting help for the person.

Prevention
If people act promptly to get professional help, often
suicides can be prevented. Figure 4-12 offers some of the
"do's" and "don't's" for dealing with people who are poten­
tial suicide victims.
Suicidal teenagers often feel that they have looked to
others for support and have received no response. It is vital
for friends and relatives to respond with concern and inter­
est. If you believe that a friend is thinking of suicide, or if

Laura:
Remember that program on suicide last month?
The speaker said that one of the warning signs of
suicide is when a person gives away her favorite
possessions. I think Joan may be in serious trouble.

Carla:
I think you’re right. What should we do?

Laura:
We’ve got to talk to someone. This is no time to keep
things to ourselves. Let’s go talk to Mr. McCarthy, my
counselor. He’ll know what to do.
 How to Help a Suicidal Person
Do Don't
Trust your feelings if you believe the person may Dare the suicidal person to go ahead and make
be suicidal. the suicide attem pt.
Take seriously a suicidal person's threats. Judge the suicidal person.
Tell the suicidal person how concerned you are Analyze the suicidal person's motives.
and how much you care about him or her. Argue or try to convince the suicidal person of
Listen carefully to the suicidal person. reasons w hy he or she should not attem pt suicide.
Talk calmly with the suicidal person. Keep the suicidal person's self-destructive
Find professional help for the suicidal person. thoughts or actions a secret.
Stay with the suicidal person until help arrives. Leave a suicidal person alone with no help.

Figure 4-12. What is the most you become aware of a suicide pact among a group of teen­
important thing that a friend can do agers, you should report it immediately to an adult, such as
to help a suicidal person?
a parent, teacher, or physician. Sometimes, a friend mayj
make you promise not to tell anyone about a plan to commit
suicide. Whether or not your friend realizes it, by confiding
in you, your friend is asking for help. To help your friend,
you must break the promise and notify an adult that your
friend is in danger.
Suicide is not a reasonable or useful solution to a prob­
lem. Suicidal people usually want to get rid of their pain oi
sense of helplessness, not their lives. You can help by listen­
ing to and providing support for friends or family members
who are feeling depressed, hopeless, or overwhelmed by
stress. When the support you dffer is backed by professional
intervention, a life may be saved.
In most communities, crisis centers and suicide preven­
tion hotlines provide support for suicidal and depressed
people. Some communities have hotlines that are staffed by
specially trained, concerned teenagers who help depressed
teenagers. The telephone number of the crisis centers and
hotlines in your area can be obtained by calling the infor­
mation operator in your area.

Section Review
1 . What are four warning signs of suicide?
2. Is it "true” that a person who talks about committing
suicide never does? Explain.
3. What should you do if someone is suicidal?
4. How can cluster suicides be prevented?
What Do You Think?
Figure 4-13. If you are depressed, 5. Why do you think cluster suicides occur most fre­
instead of being alone it is better to quently among teenagers?
talk to people you trust.

84 Unit 1 Mental Health

4. TREATING MENTAL
DISORDERS
Can mental disorders be prevented? To some extend
they can be. The surest way to prevent mental disorders is (J—*
to work constantly to improve your mental health. Here are working to improve your mental health
a few ways that you can promote your own mental health. is a lifetime goal.

■ Express your feelings to others.

■ Set realistic goals for yourself.
■ Recognize your strengths as well as your weaknesses.
■ Accept your shortcomings.
■ Show respect for yourself and others.
■ Keep a list of things you enjoy and things you do well.
■ Maintain friendships.
■ Reward yourself when you achieve a goal, such as main­
taining your proper weight or exercising daily.
■ Take good care of yourself by getting enough rest and
eating a healthful diet.
■ Practice behaving in an independent, responsible way.
■ Handle problems as they come up.
■ Try to do your best but do not expect to be perfect.
■ Be honest with yourself and others.
■ Avoid alcohol and drugs.
■ Keep disappointments in perspective.
■ Seek the help of a physician or mental health profes­
sional if you think you need it.
Are there other ways to promote your mental health?

When to Seek Help

About one out of every five adults in this country is
likely to suffer from a mental disorder at some time during
his or her life. The first step toward recovery is recognizing
the need for help. Do not ignore the warning signs of mental Knowing that you may need help is the
illness. Some of these warning signs include: first step toward recovery.

■ a sudden, radical change in personality

■ self-destructive actions: overeating, undereating, alcohol
or drug abuse, and risky behaviors
■ violent, uncontrollable shifts in mood
■ persistent feelings of worthlessness or hopelessness
■ deepening sadness that interferes with functioning
■ sleep disturbances
■ inability to concentrate on anything
■ trouble getting along with others
■ paralyzing attacks of fear or anger
■ frequent illness without a physical cause
■ obsessive thoughts or compulsive actions
■ delusions or hallucinations

Chapter 4 Understanding Mental Disorders 85

 [

А
Figure 4-14. Social workers,
occupational therapists, and hotline Where to Find Help
counselors are specially trained to
In most communities, it is not difficult to find help,
help people with problems.
Often, a parent, teacher, school counselor, physician, or re­
ligious leader can tell you about locaLm ental health
professionals. Information on support groups for the families
of the mentally ill can be obtained by calling or writing the
National Alliance for the Mentally 111 in Arlington, Virginia,
i In many communities, local hospitals have mental health
centers. Other communities have special mental health cen­
ters or clinics. The Family Service Association of America also
has agencies throughout the country that offer counseling
and mental health education programs. Some communities
have drop-in centers for teenagers. The counselors in these
centers provide teenagers with help and guidance.

Types of Help
There are many types of mental health professionals.
These are people who are specially trained to recognize and
treat mental disorders. The type of treatment they offer de­
pends upon their training.

PSYCHIATRISIS Doctors who specialize in the treatment

of mental disorders are called psychiatrists (sy ky uh trist).
Psychiatrists are M.D.s (doctors of medicine) with advanced
training in the treatment of mental illnesses. They are trained
to look for physical, as well as nonphysical, reasons for men­
tal illnesses. They not only talk with the patients, and often
the patient's family, to identify symptoms of a mental dis­
order but also examine the patient for signs of a physical
cause of the illness.’ After diagnosing a disorder, a psychia­
trist may treat the disorder in a variety of ways. Because
psychiatrists are medical doctors, they can prescribe medi-

86 Unit 1 Mental Health

cations. Another approach is the use of psychotherapy.
Frequently, psychiatrists use a combination of drug therapy
and psychotherapy. If a psychiatrist suspects that a patient's
symptoms may have an organic cause, he or she may rec­
ommend testing by a neurologist (nu rahl uh jist). A
neurologist is a physician who specializes in detecting and
treating organic disorders of the brain and nervous system.

PSYCHOLOGISTS The study of the mind and behavior

is called psychology. A psychologist is someone who has
earned an academic degree in psychology. Psychologists are
not medical doctors, but they usually have a master's degree
or a Ph.D. in psychology or a related field.
Clinical psychologists are mental health professionals Psychiatrists and psychologists are
who specialize in recognizing and treating abnormal behav- mental health specialists who diagnose
ior. In addition to a Ph.D. degree in psychology, they usually
have at least two years of practical training in a psychiatric
hospital. Because they are not medical doctors, clinical psy­
chologists cannot prescribe medications.
Psychologists often work with psychiatrists. A psychol­
ogist may help a psychiatrist diagnose a mental disorder or
give tests to determine the psychological condition of a pa­
tient. Others also treat patients with psychotherapy.

SOCIAL WORKERS Social workers usually complete

four years of college and two years of study in a school of
social work. Psychiatric social w orkers specialize in helping
the mentally ill and their families accept and adjust to mental
illness. Most psychiatric social workers work in hospitals,
mental health clinics, or family service agencies.

OTHER MENTAL HEALTH SPECIALISTS There are

many other people who help people with mental disorders.
Psychiatric nurses work in hospitals, mental health facilities,
or in private practice and specialize in the care and treatment
of the mentally ill. O ccupational therapists help the mentally
ill become productive riiembers of society by teaching them
practical skills. Pastoral counselors are members of the reli­
gious community who have had practical training in
counseling people With mental and social problems.
Some mental health counselors work with specific prob­
lems or specific groups. Substance abuse counselors, for
example, work with people who have drug or alcohol prob­
lems. School adjustment counselors work with students who
are having problems in school. Youth counselors work with
teenagers who are having problems.
Whatever the problem, there are people to help you.
Parents are a good place to start. Although it may be difficult,
try to share your problems with a parent, guardian, or other
responsible adult. Facing up to a problem and talking about
it are the first steps to overcoming it.

Chapter 4 Understanding Mental Disorders 87

 Kinds of Treatments
Issues in Health After a mental disorder has been diagnosed, it may be
treated in a number of ways. These ways include drug
therapy, psychotherapy, and hospitalization. Often, a com­
Should bination of treatments is used.
Criminals Be DRUG THERAPY Many mental disorders, such as anxi­
Allowed to ety disorders, affective disorders, and schizophrenia, can be
treated effectively through medication. Although the medi­
Plead Insanity? cations may not cure the mental disorder, they do relieve the
In 1981, John Hinckley, Jr. shot symptoms, which allows many patients to function normally
President Ronald Reagan and two again. Unfortunately, some people experience negative side
other men. Hinckley was declared effects from the drugs and can also develop a dependency
not guilty by reason o f insanity. on the medication.
Not guilty by reason o f insanity is
a legal phrase, not a psychological PSYCHOTHERAPY Depending on their training and ex­
one. It means the jury has decided perience, psychotherapists can use a variety of methods in
a person was mentally ill when he treating mental disorders. A few examples are analytic, be­
or she committed a crime and, havioral, cognitive, and client-centered therapies. Along with
therefore, could not understand
any of these therapies, therapists also may use family ther­
that the actions were wrong. The
apy, group therapy, role-playing, and, for younger patients,
person is sent to a mental institu­
tion instead of to jail. play therapy.
Some people feel the insanity Analytic psychotherapy is based on the idea that mental
defense protects citizens whose disorders are the result of unresolved inner conflicts. Freud­
mental states prevent them from ian psychoanalysis is an example of an analytic approach.
distinguishing right from wrong. Behavioral therapies try to relieve the symptoms of a
These citizens are mentally ill, mental disorder by helping people alter their behavior. One
they argue, not criminals. They way this is accomplished is by rewarding healthful behaviors
should be put in mental institutions while ignoring or mildly punishing unhealthful behaviors.
where they can get treatment and Cognitive therapies involve changing a patient's atti­
counseling.
tudes or ways of looking at the world. For example, a
Other people feel the insanity
depressed patient might be asked to keep a daily record of
defense should be eliminated be­
cause it has been misused. The key things that make the patient feel happy, hopeful, or worth­
witnesses in these trials are psy­ while. This record helps the patient to develop a more
chiatrists, who base their testi­ positive outlook on life.
mony on opinions rather than In client-centered therapy, the patient, or client, sets the
facts. There have been cases where pace and the goals for therapy. The tkerapist shares his 01
people have acted mentally ill dur­ her personal experiences with the client and provides a sup­
ing their trials, only to be declared portive environment for the client to figure out ways of
sane soon after they are institution­ solving his or her own problems.
alized. Once released, some of While using these therapies, mental health professionals
these people have repeated their
may encourage their patients to act out problem situations
crimes. In other cases, people stay
in mental institutions much longer or new behaviors. Sometimes this may be done through role-
than they would have been jailed. playing. For example, if a person has difficulty saying no to
Do you think we should do friends, the therapist may take on the role of a demanding 4
away with the insanity defense? friend. The person can use this nonthreatening situation to \
Why or why not? practice how he or she would say no to the friend. For young
patients, play therapy may be used. Children undergoing s
play therapy use toys, such as dolls, to act out problem situ- f
ations or to try out solutions to problems.

88 Unit 1 Mental Health

 A Figure 4-15. Family therapy can be
an effective means of solving some
mental problems.

HOSPITALIZATION People with mental disorders who

need constant attention or who are in danger of harming
themselves are usually hospitalized. During the time that
they are in a hospital, they may be given drug therapy, psy­
chotherapy, or both. In some cases of severe depression,
where other treatments are not effective, the patient may be
given electroconvulsive therapy, or ЕСТ. ECT involves pass­
ing an electric current through the brain for a fraction of a
second. Although it is not yet understood why, ECT has been
found to relieve symptoms of severe depression.
During hospitalization, the hospital staff work with pa­ Some people with mental disorders may
tients to prepare them for the time when they are able to be treated in a hospital where they are
helped to adjust to normal, everyday life.
leave the hospital. Occupational therapists teach patients
practical skills, which will help them manage on their own
outside of the hospital. After the patient leaves the hospital,
psychiatric social workers provide continued support to help
the patient readjust to everyday life.

Section Review
1. What is the best way to prevent mental disorders?
2. What are four warning signs of mental illness?
3. Name three types of mental health professionals and
describe their training.
4. Describe three treatments for mental disorders.
What Do You Think?
5. Suppose that-a friend of yours has been acting
strangely for the past six months. You think that your
friend may need help. What would you do?

Chapter 4 Understanding Mental Disorders 89

 Review
Chapter Summary
■ Mental disorders are illnesses that affect the ■ In somatoform disorders, ^person complains
mind. They prevent a person from being of physical symptoms, aljhough there is no
productive, adjusting to life situations, and underlying physical cause.
getting along with others. ■ When an individual's personality traits
■ Mental disorders may be caused by organic prevent him or her from functioning normally
(physical) factors, functional (environmental) and interacting with others, he or she may
factors, or a combination of both. have a personality disorder.
■ In anxiety disorders, a person's fears interfere ■ In dissociative disorders and schizophrenia,
with normal, everyday functioning. Phobias a person loses touch with reality and with
are fears that are related to specific objects his or her identity.
or situations. ■ Suicide frequently can be prevented if
■ Affective disorders, such as clinical depres­ people recognize the problem and know
sion, result when moods or negative how to help potential victims.
emotions persist over time and interfere with ■ Mental health professionals, such as psy­
normal activities. chiatrists, clinical psychologists, and
■ Eating disorders, such as anorexia nervosa psychiatric social workers, are trained to
and bulimia, are mental disorders found recognize and treat mental disorders.
mainly in teenage girls. With these disorders, ■ Mental disorders can be treated with drug
prompt professional help is crucial for therapy, psychotherapy, role-playing, group
effective treatment. therapy, play therapy, and hospitalization.

Vocabulary Review
Listed below are some of the important terms in this chapter. Choose the term that best matches
the phrase in the exercise that follows.
affective disorder clinical psychologists mental disorder psychiatric social
anorexia nervosa dissociative disorder obsessive-compulsive workers
anxiety disorder drug therapy disorder psychiatrists
bulimia functional disorders organic disorder psychotherapy
clinical depression manic-depressive personality disorder schizophrenia
disorder phobia somatoform disorder

1. mental disorder marked by mood swings 7. interactions between a trained therapist

2. a mental disorder with a physical cause and a patient, which help the patient identify
3. anxiety about a specific situation or object and overcome mental problems
4. doctors who specialize in the diagnosis 8 . a mental disorder in which a person is
and treatment of mental disorders overwhelmed by sad feelings
5. severe mental disorders characterized by 9. a mental disorder characterized by severe
unpredictable disturbances in thinking, mood, weight loss due to a refusal to eat
awareness, and behavior 1 0. a, mental disorder in which patients suffer
.
6 a mental disorder marked by a person from symptoms, such as pain, that have no
forgetting or changing his or her identity underlying physical cause

90 Unit 1 Mental Health

 What Have You Learned?
1. Define mental disorder. Give one example. 7- Why is schizophrenia one of the most
2. What are some causes of organic disorders? severe of the mental disorders? What is an
3. Give an example of how a mental disorder effective treatment for schizophrenia?
might be caused by an environmental factor. 8 . Why is depression linked to suicide?
4. Explain how an anxiety disorder might be 9. List four common myths and then four
treated by a mental health professional. facts about suicide.
5. How are anorexia nervosa and bulimia 1 0 . How can you promote your mental health?
similar? How do they differ? 11. Which mental health specialist is qualified
6. Distinguish between compulsive, passive- to give drug therapy? Which mental disorders
aggressive, and schizoid personality disorders. are generally treated with drugs?

What Do You Think?

1. In some states, the mentally ill have been 3 . Families of the mentally ill frequently need
released from institutions. Some now live support and counseling. Why do you think
on the streets, where they receive little or no this is so? Do you think it is a good idea for
help. What, if anything, should be done about families to seek help? Why or why not?
these mentally ill, homeless people? 4 . A child's family experiences influence his
2. People recovering from mental disorders or her mental health. Give four examples of a
sometimes live in “halfway houses" where healthy parent-child interaction.
they get treatment and readjust to life. Many 5. Why do you think that eating disorders are
neighborhoods object to having halfway classified as mental disorders? Do you agree
houses. How do you feel about it? with this classification? Why or why not?

What Would You Do?

1. A friend of yours has dieted her weight 3 . Every time you have a big exam coming
down to 75 pounds from 120 pounds. You are up, you feel really anxious. What could you do
very concerned about your friend's health. to help ease your anxiety?
What would you do? 4 . You feel down in the flumps sometimes,
2. Your parents are getting a divorce, and you but you always snap out of it quickly. Should
are having trouble sleeping, eating, and you seek help? Why or why not?
concentrating on your schoolwork. What steps 5 . List five ways in which you can improve
could you take to help yourself? your mental health.

For Further Study (

1. Using your phone book, look up mental
health facilities. Call five facilities to find out
what services they provide. List the facilities,
their phone numbers, and services.
2. Some veterans of the Vietnam War suffer
from post-traumatic stress syndrome. Use your
library to find out about this mental disorder
and how it is treated. Do people other than
veterans suffer from this disorder? If so, why?
3. Research the drug lithium. What mental
disorder is it used to treat? How does it work?
How effective is this drug?

Chapter 4 Understanding Mental Disorders 91

 But, staying m arried isn't
a lw ays easy. My folks
e n d ed up going to a
co u n se lo r to get back
to g e th e r. Y o u k n o w th e
W hy n o t? Being m arried big th in g th e y learn ed
looks good to m e. It w as ju st h o w to ta lk to
m eans th e re 's alw ays each other.
Did you k n o w th a t
so m eo n e th e re fo r you.
p eo p le used to get
Th at's w h a t my sister
m arried at 11 or 12? Boy,
s a y s - a f t e r her tw o years
w o u ld n 't w a n t to get
of experience!
tied d o w n th a t yo u n g .
M ayb e never.
Yeah, talking is the key.
When I can get my
brother to listen to me
we do all right.

Developing Relationships

6
Marriage and Family
 As you read, think about
► why relationships are important to your health.
► how communication skills affect relationships.
► how you can develop close, lasting friendships.
► why emotional intimacy is important in close
relationships.

Developing
Relationships
ou and your friend are al­
most finished painting this
part of *he mural. You ask her
to hand you the bucket of yellow paint.
But, before you get a firm grip on the han­
dle, she lets go. The paint bucket crashes
to the ground and spills.
You open your mouth to shout at he
causing the accident, but then you have
thoughts. "Accidents happen!" you say.
gives you one of her big smiles, and you both get
to work cleaning up the mess. You're still friends.
Getting along with people isn't always easy. In
this chapter, you'll find out about the various ways
people relate to each other—at home, at school, at
work, and within their communities. You'll also
learn about the different kinds of communication
that help shape relationships. Finally, you'll look at ШГ
the various types of relationships that are especially
important during the teen years.

Coping with the ups and downs of

friendship helps you learn about
yourself and others.
 1. YOU IN YOUR
RELATIONSHIPS
Do you have a close friend whom you have known since
early childhood? If so, as preschoolers you may have spent
hours together building whole cities with wooden blocks.
Later, you may have discussed sports or favorite television
Check Your Wellness programs. Now, as teenagers, you talk about problems you
Are the relationships you face at home or at school and give each other advice and
have with others healthful encouragement. This bond that you and your friend have
and satisfying? See if you can established over the years is one kind of relationship. A re­
answer yes to the following lationship is an association that develops between people
questions.
who share similar interests or goals and exchange informa­
tion, feelings, or ideas over a period of time.
1. Are you friendly with a va­
riety of people, including
boys and girls? How Relationships Develop
2. Do you have close friends
Relationships often begin by chance—you happen to
with whom you feel you
meet the person who lives in the apartment across the hall
can be yourself?
from you, who sits in the desk next to you at school, or who
3. Are you able to show your wbrks as your lab partner in a science class. The person
friends that you care about across the hall from you may have lived there for the past
them ? Can your friends five years but still be only an acquaintance (uh kwayn tuns),
show caring tow ard you? a person you are familiar with but not close to. On the other
4. Can you w ork out prob­ hand, the lab partner you have known only a few months
lems that arise between may have already become a close friend.
you and your friends? What determines whether a relationship will remain cas­
5. Are you able to express ual or become a close, lasting friendship? Social scientists
your feelings w ithout feel­ have found that most people form close relationships with
ing anxious or hurting others who are like themselves in some important ways. It
others? is reassuring to discover that another person agrees with you
6. Can you carry on conversa­ or has similar goals and interests. You and your lab partner,
tions w ith people you fcpr example, may begin the relationship by sharing the goal
would like to get to know? of completing an experiment and writing up the lab report.
7. Do you stick to your limits
As you work together, you may discover that you two also
for expressing affection on
have similar interests. You may both enjoy backpacking and
dates? Do you respect the
listening to jazz music. The person across the hall may be
limits set by others?
about your parents' age and enjoy classical music. Although
you may exchange greetings, your relationship remains cas­
ual because you have little in common.
Common interests and goals are not the only reasons
why people form close relationships. Some studies have sug­
gested that people may get along better with other people
whose personalities complement their own. In other words,
a friend may have some positive qualities that you lack, and
you may have some positive qualities that your friend lacks.
Your lab partner, for example, may take risks: she may like
trying new ways of setting up experiments. You, who are
more cautious and well-organized, may admire her adven­
turous qualities. She may value your organizational ability

96 Unit 2 Social Health

and your attention to detail. The two of you may get along
well with each other because you respect and admire each
other's abilities.
For a relationship to be healthy, it must change as the
individuals involved in the relationship change. Perhaps you
have noticed some changes taking place in your present re­
lationships with close friends. You may be able to argue with
a friend now and then and not feel it is the end of the rela­
tionship. In fact, you may feel better about each other after
an argument than before. You may have discovered that you
can go for days or even weeks without seeing a friend and
still feel close. These are some of the signs of healthy, grow­
ing relationships.
You and your parents probably are adjusting to a
relationship. The new relationship that you are establishing
may be based more on shared responsibility and decision­
making than it was before. As with all types of change,
changes in a relationship sometimes create tension. By work­
ing together to resolve the problems and conflicts that are
bound to arise, a relationship, and the individuals involved
in it, can grow.

The Importance of Relationships

Although you may like to be alone at times, relationships
jvith others are important to your health. As you read in
Chapter 1, your social health affects your overall wellness
A
and your position on the Illness-Wellness continuum.
Healthy relationships fulfill important emotional and physi­
cal needs throughout your lifetime. In fact, the need for
relationships runs so deep that some social scientists believe
it is as basic as your need for food and sleep.
If people are deprived of human company for too long,
they may become depressed, lose interest in eating and car­
ing for themselves, and even die. For our ancestors, groups i
provided protection-fromjhe dangers they faced every day.
Today, the family and sociahgroups within which a person
lives are important for other reasons. Family groups, for ex­
ample, usually provide love and guidance. Social groups
provide a sense of belonging and independence. Often, you
learn more about yourself and what you believe when you
are a member of a group. It is within the family group, for
example, that young children first begin to develop their
physical and mental skills and begin to form their opinions
about themselves. The family also teaches young children
social skills, such as how to cooperate with others and how
to behave in different situations, which allow them to get
along in other social groups.
Most teenagers consider it important to be part of. one ▲
or more groups outside their families. These groups may in­ Figure 5-1. Relationships fulfill many
clude school groups, religious groups, sports teams, social needs during your lifetime.

Chapter 5 Developing Relationships 97

А
Figure 5-2. Being part of a group clubs, political groups, or hobby clubs. The support of a
provides a sense of belonging and group of people you trust helps to build your confidence and
builds confidence and self-esteem. self-esteem, feeling good about yourself and being proud of
who you are.
When you are part of a group, many of the things you
do become more fun. All kinds of activities, like studying for
a test, going to a show, or roller skating, can be more enjoy­
able when you do them with others. Something that might
seem silly doing alone, like dressing up in a costume, can be
fun to do with friends.
Right now, some of your most important relationships
may be with a small group of close friends. Close friends can
give each other confidence and bring out the best in one
another. When you are feeling sad or discouraged, it is reas­
M ost teen ag ers need the support and suring to have a friend who will listen to you and help you
com fort th at close frien d s provid< through the hard time,

Section Review
1 . Identify two things that people look for in friends.
2. What tends to cause stress in relationships between
teenagers and their parents?
3. Why is being part of a group or groups especially im­
portant during the teenage years?
What Do You Think?
4. Think about an important relationship in your life.
How has this relationship had a positive influence on
your overall wellness?

98 Unit 2 Social Health

2. COMMUNICATION IN
Levels of
RELATIONSHIPS Communication
When you laugh at someone's joke, hug your younger 1. Small talk
sister or brother, listen to a friend's problems, ask for advice, "I heard it's going to rain
or write a letter, you are communicating. Communication is today."
the process of sharing information, thoughts, ideas, or feel­ "That's a nice hat you're
ings. It happens whenever you use words, sounds, gestures, w earing ."
or body movements to interact with other people. "W ho w on the gam e last
You communicate for many reasons: to make plans, to
get your point of view across, to receive comfort, or to share
good times with other people. Learning to communicate ef­ 2. Sharing ideas
fectively can help you make friends and get along with other "W hy don't w e try doing it
people. It can help to ease tensions between you and your this w ay ?"
parents and create a trusting atmosphere in which each of "I think they should ban
you respects the other's opinions. sm oking here. W hat do
you th ink ?"
"W hich college do you
Levels of Communication think is best for studying
When you chat with a stranger at the bus stop, you may philosophy?"
talk about the weather, the local political campaign, or the 3. Self-disclosure
bus schedule. As the examples in Figure 5-3 show, this type "I'm so nervous about the
of casual or trivial conversation is called small talk. try-outs."
Now suppose that you happen to see the same person "I'm having trouble
a»fewdays later. You continue your chat about the campaign. getting along w ith my
This time, you say how interested you are in politics and m om ."
reveal that you are delivering campaign fliers in your neigh­ "I don't think I'm ready for
borhood. You discover that the person you are speaking to a serious relationship."
supports the same candidate and lives in your neighborhood.
At this point, you introduce yourselves and say that you
hope you will see the person at the next political rally, which
A
Figure 5-3. Close relationships are
will be held in the high school. You discover that you both formed by advancing from one level
attend the same school. of communication to the next.
Your relationship has now moved fronvthat of stranger
to acquaintance, and the level of your communication has
changed as well. You and your new acquaintance are no
longer engaging in small talk; you have begun to share ideas.
When you see each other again, you may continue to talk
about the campaign and what you expect the candidate to
do for the community. As the conversation continues, it may
shift from talking about the campaign to talking about your­
selves. When people express personal feelings and reveal
information about themselves, the communication is called
self-disclosure. Some examples are given in Figure 5-3.
Although most relationships do not develop as smoothly
as the one described here, this one may show the connection
between the closeness of a relationship and the level of com­
munication. Social scientists have found, for example, .that
college roommates tend to make few self-disclosures early in
the semester. As the relationship becomes closer and more

Chapter 5 Developing Relationships 99

 trusting during the semester, the level and number of self­
disclosures increases.
Sometimes a person may offer personal information or
“secrets" too early in a relationship. When this happens, the
other person may feel threatened and withdraw, at least tem­
porarily. Farther along in the relationship, however, offering
privileged information frequently gains the other person's
liking or acceptance.

Style in Communication
Communication is more than just speaking words; you
communicate in your own personal style. Style is your de-
Your style of communication is revealed livery, or the attitude you express as you speak, listen, and
in the w ay you speak, listen, and respond. Your style is a combination of behaviors. Each be-
respond. havior helps to determine the kinds and quality of
relationships you have with friends, parents, siblings, teach­
ers, and others.
Body language is a way of communicating information,
mood, or attitude through body movements, posture, ges­
tures, and facial expressions. Body language can send a
message along with spoken words, or it can send a silent
message of its own. For example, some people slouch to
show that they are at ease; others stand tall to show that they
are confident.
* Experts in kinesics (kih nee siks), the science of body
language, say that most body language is learned behavior.

Figure 5-4. Communication is more ►

than spoken words. Are you aware
the messages sent by your body
language?

100 Unit 2 Social Health

By observing others, children learn early in life that a kiss is
a gesture of affection, a wave signals a greeting or a depar­
ture, and a scowl shows anger.
You may find it interesting to observe your own and
others' body language. You may find, for example, that you
use body language to hide feelings of anxiety when you
speak before a group. Perhaps you smile and stand in a way
that makes you appear more relaxed. Or, you may see your
brother, head lowered, shoulders slumped, moving heavily Helping the
across the soccer field after his team's defeat. Your brother's Speech-Impaired
posture and body movements convey his disappointment
For some people, physical disa­
without his saying a word.
bilities make communication
Eye contact, or meeting someone's gaze, is another way w ith others difficult. But, with
to communicate. Teachers may use eye contact to establish the help of recent technology,
akind of connection with their students. Eye contact can help this situation is changing.
teachers to know whether students are listening or whether A new com puter system,
called an Assistive Comm unica­
they understand what is being taught. As you talk with a
tion Device (ACD), is a welcom e
friend, eye contact and little noises, such as "uh-huh" and developm ent for people who
"yeah," let each of you know that the other is listening. Fail­ are not able to speak. ACDs en­
ure to make eye contact with a person, on the other hand, able these persons to "speak"
may be interpreted as shyness, shame, indifference, or even using the voice generated by a
sneakiness. speech synthesizer that is part
of the system.
A range of emotions can be implied through eye move­ The design of an ACD depends
ments. Happiness can show in eyes that "dance" or sparkle. on the needs of the person us­
Disgust can be displayed in rolling eyes or anger in glaring ing it. Some ACDs are equipped
eyes. Even eyebrows can convey a variety of messages. They with a typical keyboard. The
com puter simply speaks the
may shoot up when you question what someone has said,
words typed in. Other ACDs
or they may move closer together when you hear something have keyboards with pictures
that you find disturbing or hurtful. instead of letters. This simplifies
Did you know that a statement can have different mean­ typing since each picture substi­
ing depending on how you say it? Suppose, for example, tutes for an entire word. These
systems are best for people who
that you use low tones or even whisper as you tell someone,
have limited use of their hands.
"Leave the package on the desk." This may imply that you Despite the power and com­
want to be secretive. If you "bark" the same sentence in plexity of a typical ACD, many
quick, sharp tones, it may be interpreted as an impatient or are lap-sized and portable. ACD
angry order. The difference is in your tone of voice, or how users can now take their own
something is said. Tone of voice can be loud and demanding, "speech" w herever they go.
soft and understanding, or cool and indifferent.

Communicating Effectively
The best way to get your point across is to send a clearly
stated message. If you do that, there is little question about
what you really mean. But, it is not always easy to send a
clear signal. In fact, communicating effectively is an acquired
skill, much like learning to ride a bicycle. When you first
started to ride a bicycle, you probably hesitated and fell. The
more you practiced, however, the less you needed to think
about what you were doing and the better cyclist you be­ An ACD allows a speech-impaired
came. Your skill at riding eventually became second nature, person to speak.
and once learned, you will never forget it.

Chapter 5 Developing Relationships 101

 MIXED MESSAGES As with bicycling, part of learning
how to communicate effectively is knowing what not to
as well as what to do. In communication, it is important to,
avoid giving mixed messages. A mixed message occurs when
one part of a message contradicts another. Parents, for ex­
ample, may tell their daughter that she is too young to
wearing eyeshadow and blush. Later in the conversation,
they may say, "Can't you act more grown up? You're not a
child anymore, you know."
Mixed messages also are sent when the spoken words
clearly differ from the message conveyed through body lan­
guage or tone of voice. For example, if someone warns you
about the dangers of smoking but lights? up a cigarette while
talking, you will be confused about the message. Although
people often do not realize it, their actions may speak louder]
than their words.

" \ ” MESSAGES One of the most important steps in

learning to communicate effectively is to take responsibility
Figure 5-5. Crying at a happy event, for your own feelings. Feelings can be difficult to commu­
such as a graduation, may send a nicate, especially feelings of anger or frustration. Think about
mixed message.
the last time you were angry with someone. How did you
let the person know you were upset?
In order to express your feelings accurately^ you may
want to practice using "I" messages. An " I " message is
statement of your feelings and expectations that does not
blame or judge the other person. Suppose you are upset with
a friend who forgot to call you. When you speak to your
friend the next day, you shout, "Can't you remember any-!;
thing?" The question could put your friend on the defensive
and cause a serious disagreement. Instead, it would be better
to focus on how the situation made you feel. By saying some­
thing like "I'm upset because we didn't talk on the phone
last night," you opeiy the lines of communication between
you and yourfri

ACTIVE LISTENING Learning to listen is one of the most

useful communication skills you can acquire. Although it is
not a difficult skill to learn, it does require a lot of effort
because listening is more than just hearing words.
Active listening is focusing your full attention on what
Listening is one of the most useful the other person is saying and, at the same time, letting that
communication skills you can learn. person know you understand and care. Active listening is
truly active. The listener makes the speaker feel comfortable
about opening up and expressing personal feelings. The
Health Skills feature on page 114 explains how you can be­
come a more effective listener.

ASSERTIVENESS How do you express your opinions

and feelings when they differ from another person's opin­
ions? Are you passive, holding back your true feelings and

102 Unit 2 Social Health

 Assertive, Passive, and Aggressive Communication
Assertive Behaviors Passive Behaviors Aggressive Behaviors
Using "I" messages to explain Hoping the other person will Using “you" m essages to blame
your feelings guess your feelings i the other person

Actively listening to the person Alw ays listening, rarely talking Interrupting th e other person;
being sarcastic

Trying to understand th e per­ Denying your ow n feelings; j M aking fun of th e other per­
son's feelings m aking excuses son's feelings; using name-
calling
Г ........ ................................... ................... ................................ ....... .......................

Expressing appreciation; being Criticizing yourself; always Criticizing the other person;
respectful apologizing never giving a com plim ent

Seeking a compromise that does Alw ays giving in to the person A lw ays w anting your ow n w ay
not go against either of your
values

Speaking clearly and confi­ M um bling; looking aw ay; fid g­ Yelling or refusing to talk;
dently; making eye contact; eting nervously pointing your fin ger; glaring;
appearing interested using physical force

▲
going along with the other person? Are you aggressive? That Figure 5-6. Which of the assertive
is, do you communicate your opinions and feelings in a way communication behaviors do you
that may seem threatening or disrespectful to other people? need to work at?
When you are assertive (uh sur tiv), .you express your true
feelings in a way that does not threaten the other person or
make you feel anxious.
People who are assertive tend to have healthier, more
satisfying relationships than those who are either passive or
aggressive. This is because assertive behavior communicates
respect both for yourself and for the other person. What do
you think passive behavior communicates? What does^ag--
gressive behavior communicate? A ssertive behavio r com m unicates respect
Figure 5-6 compares assertive communication behaviors fo ^ yo u rself and fo r others.
to passive and aggressive behaviors. Like all skills, assertive­
ness can only be mastered with practice.

Section Review
1. Why is communication important?
2. Describe three levels of communication.
3. Name and describe the three components of style in
communication.
4. Describe two ways to communicate your thoughts
and feelings effectively.
What Do You Think?
5. How can knowing yourself better help you to com­
municate more effectively?

Chapter 5 Developing Relationships 103

 3. FRIENDSHIPS
Friendship is a give-and-take relationship based on mu­
tual trust, acceptance, and common interests or values.
People look to friends for honest reactions, for encourage­
ment during bad times, and for understanding if they make
mistakes. Friends offer a sense of belonging and a handy way
to remember an important fact: there are other people who
understand and care about you.
Friendships give you an opportunity to develop and use:
communication skills. Friendships allows you to try out a
variety of roles: leader, helper, advice-seeker, or supporter.
Experimenting with roles can help you learn about yourself
and how you relate to others. This knowledge will be im­
portant throughout your adult life—as you enter the work
world, marry, start a family, and participate in community
groups and decisions.

Types of Friendships
Friendships range from the casual acquaintances you
greet in the halls at school to the friends who share your
most intimate thoughts and most of your free time. Between
these two extremes are many other categories.
Casual friendships are ones that often do not go beyond
the sharing of ideas. Some casual friendships are friendships
of convenience. You and a neighbor may mow lawns to­
gether or go sledding after a snowstorm. Even though you
have little in common, you get together occasionally because
you can amuse each other when there is no one else around.
You may be involved insofne other casual friendships.
When you and a classmate are assigned to the same project
or to seats next to each other, a classroom friendship may
begin. Common-interest friendship^ are based on mutual in­
terests or hobbies. You may, for example, meet a person
who, like you, does volunteer work at the local hospital or
enjoys hiking just as much as you do. These friendships that
develop may remain casual, or they may lead to deeper, more
long-lasting friendships.
What makes the handful of people you think of as close
friends different from those in the other categories of friend­
ships? A close friend is a person you feel you can be yourself
with, a person who can be honest with you but is not out to
put you down or hurt your feelings. In a close relationship,
each of you is able to overlook at least some of the other's
shortcomings. A close friend is generally reliable: your friend
is there to support you during the hard times as well as to
share with you during the good times.
Figure 5-7. Close friendship may During adolescence, it is common for young people to
develop between casual friends who develop close friendships. These friendships offer a way to
share similar interests. pull away from the family. By forming close friendships, ado-

104 Unit 2 Social Health

 lescents can feel part of a small group, much as they did
within the family, but still act independently.
Although some friendships are casual, and others are
important enough to last a lifetime, each is valuable for dif­
ferent reasons. Short-term, casual friendships offer the
chance to have fun, to try new things, and to learn to be
comfortable with many different people. Emotional support,
self-disclosure, and the 'opportunity to see yourself as others
see you are all possible in a close friendship.

Friendships with the Opposite ^cfx

When you were younger, you probably formed friend­
ships with children of your own sex. This is because
traditionally boys and girls have been socialized differently,
or taught different types of behaviors. Boys, for example,
often were encouraged to be competitive. As a result, young
boys tended to form casual friendships with groups of boys
with whom they could compete in sports or other activities.
Girls, on the other hand, were taught to nurture, or care for,
others. They tended to form close one-to-one relationships
with other girls.
The behaviors and attitudes a person has because they
are socially accepted as either masculine or feminine are
called sex roles. Today, sex roles are less rigid than in the
,, past. Many people now participate in activities and behave
in ways that traditionally were reserved for members of the
other sex. These people recognize that each person has a
range of characteristics that cannot be labeled either mascu­
line or feminine. In choosing friends, they look for people of
either sex with interests and goals similar to their own. With
less rigid sex roles, both males and females learn to express'"
a variety of emotions including tenderness, compassion, or
whatever a situation calls for. Opposite-sex friendships de­
velop more frequently today than in the past. Friendships
between males and females can be satisfying and close but
not involve romance. These friendships help you to feel com­
fortable with members of the opposite sex and allow you to
develop fully as a person. Some opposite-sex friendships
may develop into romantic relationships as they progress.
Many others simply remain friendships.

Forming and Maintaining

Friendships
How would you describe your friendship pattern? Do
you like having many friends or do you prefer just a few
close friends? Are your friendships long-lasting or more A
Figure 5-8. Because sex roles are not
short-term? No matter what your pattern is, developing a
as rigid today, it is common for
friendship is always a two-step process: making a friend and friendships to develop between boys
keeping a friend. and girls.

Chapter 5 Developing Relationships 105

 MAKING FRIENDS Whatever your friendship pattern,
it is likely that forming friendships with other teenagers is
important to you. All you need to do is get started. But how?
What do you look for in friends? Certainly, you may be at­
tracted to people who are popular, good-looking, fun to be
with, and witty. But outward appearances may not tell the
whole story. You want friends who are trustworthy and
loyal. A true friend would not cheat you or talk negatively
about you to others.
Look for people with whom you are compatible. Com­
patibility, the ability to exist in harmony, makes it possible
for friends to have occasional disagreements and still get
along well together. Of course, it is difficult to judge whether
you will get along with someone before you know the per­
son. With experience, you will become a better judge of the
types of people with whom you are most compatible.
It is also a good idea to look for friends who are sensitive
to another person's hurts, losses, or failures and who will
lend support for future success. A caring friend might say,
__ ’ "I know how much it hurt you when the debate team didn't
accept you, but I hope you'll try again." Or, "I know how
hard this assignment is. Maybe we can work on lt together."
A good friend should be able to Words like these show em pathy (em puh thee), an ability to
understand how the other person feels. understand how another person feels.
Once you have identified a person who has qualities that
t are particularly important to you, how do you approach him
or her? Asking for the person's telephone number and fol­
lowing up with a call is one way to begin. Being sincerely
complimentary about something—“You were terrific in last
night's gam e"—is another way to open up the lines of com­
munication. Sometimes, simply letting someone know
Figure 5-9. Which of these tips could directly that you want to be friends is the best approach,
help you to make new friends? Figure 5-9 gives some additional suggestions for making new
▼

Making New Friends

To Meet New People To Start a Conversation To Keep Up a Conversation

■ Go up to someone new and M Choose som eone who is not in ■ Use active listening
introduce yourself. a rush and looks friendly. techniques.
■ Ask your friends to introduce ■ Com plim ent the person and ■ Ask questions that require
you to someone you'd like to follow w ith a question. more than a yes or no answer.
meet.
■ Join a new club or team ; do ■ Introduce yourself and talk ■ Mention things you both have
volunteer w ork in your about something that you like in common.
community. to do.
■ Go to museums, libraries, ■ Ask the person about things ■ Talk about something you've
sporting events, or parties. he or she likes to do. done that you think would
interest the other person.

106 Unit 2 Social Health

 friends. The most important thing to remember is to be your­
self. Putting on an act to win a friend will only make both of
you feel uncomfortable.

KEEPING FRIENDS Forming friendships is only half the

story. Maintaining them is just as important and sometimes
far more difficult. Lasting friendships are built on sharing:
sharing experiences, feelings, responsibility. For a friendship
to grow, friends must spend time together. It is the quality
of time, rather than the quantity of time, that is most im­
portant to a relationship. Friends do not need to see each
other every day, or even every week, in order for them to
build a lasting friendship.
Friendships also grow when friends are able to under­
stand and trust each other. Understanding and trust develop
from self-disclosure, that is, talking honestly about yourself,
your feelings, and your needs. Both friends must also take
equal responsibility for a relationship. You may be involved
ina friendship in which one of you is always the “giver" and
the other the “taker." Givers may feel that they are always
-helping their friends but getting little in return; takers may
feel as if their friends do not trust them enough to ask for
help. Relationships like these are not satisfying for either

SHOULD YOU TELL A FRIEND

THAT YOU ARE ANGRY?
You and Cal have been friends for years, so it's hard to
believe he didn't invite you to his party. All the other
kids in your old group are going. That's how you found
out about it: Ted asked you for a ride. Cal's also invited
some people you don't know well but would like to
meet. Maybe he doesn't think you're good enough for
this crowd.
You're angry and hurt. It might feel good to tell Cal
off, but what about your friendship? There are still three
days left before the party, and Cal sits next to you in
homeroom.
1. Use the DECIDE process on page 16 to decide what
you would do in this situation. Explain your reasons for
making this decision.
2. How might this situation become more difficult if • What should you do when a good
you choose not to talk to Cal before the party? friend hurts your feelings?

Chapter 5 Developing Relationships 107

 person and usually do not last long. For a friendship to Iasi]
both people must learn to be the "giver" sometimes and the
"taker" other times.
In all friendships, even strong ones, problems arise and
must be dealt with. Jealousy, for example, can cause prob­
lems in any friendship, ^ p e r s o n may be jealous of a friend's
accomplishments, appearance, possessions, or something
else. Sometimes, jealousy results when a friend wants toГ
branch out of one group or best-friend relationship and de­
velop other close relationships. This can represent a threat
to the existing group or friendship and can cause feelings of
anxiety about being left out.
When jealous feelings arise, it is important to use your
communication skills to discuss the problem. First, get you!
feelings out in the open. It is best to do this in person, but
if this is too difficult, you can write a letter explaining youil
feelings. Be sure to listen to your friend's point of view and
try to understand his or her feelings.
It also may be helpful to discuss what each of you ex­
pects and needs from your friendship. It may be that youi
expectations are different frojri your friend's or that they
Figure 5-10. When jeaiousy arises, changed without your being aware of it. Perhaps you wanted
friends need to discuss the problem someone to confide in, or you hoped the friendship would
and work things out. make you more popular at school. Thinking about and dis­
cussing these things helps you to gain a better understanding
of friendship and of ways to work things out.
Occasionally, a friend may act cruelly toward you. You
may have done something that angered your friend, or your
friend may be facing problems at home, school, or elsewhere,
Unfortunately, sometimes people transfer the pain or anxietj
they are feeling onto their close friends. If you are the victim
of a friend's cruelty, you should confront your friend to find
out what the real problem is. By conffonting your friend, you
communicate that you are not willing to be mistreated, and
you also show your concern and desire to work things out,

Section Review
1. Why do you need friends hip?
2. Why are close and casual friendships important for
personal growth?
3. How have changes in traclitional sex roles affected
rrienasmp patterns <
4. Describe two qualities that are desirable in friends.
What Do You Think?
5. What do you see as the irLost important problem that
can arise within a friendship? HOW would you handle
this problem?

108 Unit 2 Social Health

4. INTIMATE
RELATIONSHIPS
Developing as a person means developing also as a sex­
ual being. As teenagers become aware of their sexuality,
some tough questions arise: How can I show physical affec­
tionwithout it leading to sex? Are my sexual feelings normal?
Are my partner and I emotionally ready right now for a sex­
ual relationship?
There are no easy answers for these questions. The val­
ues you learn from your family, religious teachings, personal
experiences, and friends influence your thinking about ques­
tions involving physical intimacy. The important thing is that
you think about these questions, gather as much information
as you can, and then make decisions that feel comfortable
and right for you.

Physical Attraction
The teenage years are a time when most young people
▲
experience intense feelings of attraction. Perhaps you have
Figure 5-11. Questions about
had a crush on a rock star or a teacher. You may have spent intimacy and sexuality may arise
a great deal of time daydreaming about him or her. This during the teenage years.
feeling of intense, sometimes overwhelming, interest in an­
other person is called an infatuation. From these normal,
healthy feelings of infatuation you have as a teenager, you
develop the ability to form strong attachments as an adult.
During the teenage years, most people develop an at­
traction to members of the other sex. Being sexually attracted
to people of the other sex is called heterosexuality (het uh
roh sek shoo al ih tee). Some people are sexually attracted
topeople of their own sex, which is known as hom osexuality
(hoh mo sek shoo al ih tee). Homosexuality is still not well
understood. Some teenagers who have close, caring relation­
ships with members of their own sex wonder if they are
homosexual. Close, caring friendships between members of
the same sex do not indicate sexual preference. Homosex­
uality also is not determined by your physical appearance,
style of dress, hobbies, or interests.
Homosexuals have sometimes been the target of unflat­
tering jokes, discrimination, and even violence. With educa­
tion, it is possible that more people may accept the fact that
sexual preference does not determine honesty, loyalty, car­
ing, or other valuable qualities.

Dating
While some teenagers have begun to date by high
school, others do not start dating until later. Dating is a way
for a teenager to get to know a person to whom he or she is

Chapter 5 Developing Relationships 109

/
 attracted. Dating often grows out of group activities that in­
clude both boys and girls. A group pf you may enjoy skating
together on a Saturday afternoon, for example, or going to
school sports events and meeting for pizza afterward.
During mixed-group activities you may discover that
you especially enjoy being with a ctertain friend of the other
sex. You may enjoy being with someone who shares your
interests or has a similar sense of humor. You may also be
physically attracted to this person. It is natural and healthy
to feel physical attraction and to want to get to know the
person better. This may lead to dating, either in a group or
by yourselves.
Dating gives you an opportunity to learn about members
of the other sex. It may help you develop communication
Dating provides an opportunity to learn skills and to learn how the other person views the sex roles
more about yourself and the other that he or she learned as a child. You may even discover
person. what qualities you want in the person you choose to marry.
Dating practices vary with individuals and according to
family guidelines. Although it has been traditional for males
to initiate dates, today many young women make arrange­
ments for dates, provide transportation, and pay their share
of expenses.
At first, most teenagers date in a random, casual way,
They may not focus on one special person or stick to a pattern
of dating every Friday or Saturday night. After a few dates,
H however, some couples decide to go steady, that is, to forn
a relationship in which it is understood that the partners wil

Figure 5-12. A mixed-group date is a ^

good way to get to know members
of the opposite sex.

110 Unit 2 Social Health

 see each other regularly. Some couples go steady because it
is a form of security: each is guaranteed a date whenever the
need arises. For some couples, going steady also can be a
time of courtship, a period that often leads to engagement
and then marriage.
Having a "steady" does give you a chance to know the Although going steady provides a sense
other person well, but dating on a steady basis also has some of security, it also limits your chances of
drawbacks. By dating the same person, you limit your meeting other people.
chances of meeting other people with whom you might like
to develop long-term relationships. You may also feel pres­
sured to make decisions about physical intimacy before you
are ready. If conflicts arise and the relationship does not work
out, it is sometimes difficult to break up with a steady boy­
friend or girlfriend.

Teenage Pregnancy
It is normal to have sexual feelingsTfor someone to whom
you are physically attracted. It is also normal to be confused
and unsure of how to handle these feelings. Most teenagers
try to think ahead and to set limits for expressing their sexual
feelings on dates. By setting limits before a situation arises,
it is easier to stick to the standards you set.
Unfortunately, some teenagers do not always think
through the possible consequences of sexual behavior. One
se|ious consequence is teenage pregnancy. In this country,
at least 1 million girls between the ages af 15 and 19 become
S - . *’

^ Figure 5-13. Teenage pregnancy is

one of the most serious problems
facing our country today.

Chapter 5 Developing Relationships 111

 pregnant each year. About 40,000 pregnant teenagers are un­
der the age of 15. In fact, the pregnancy rate for teenagers
aged 14 and younger has been increasing at an alarming rate,
Teenage pregnancy is a serious health problem. Babies
born to young mothers are often smaller and less healthyГ
than those born to older women. Teenage mothers them­
selves are more likely -to have health problems during
pregnancy than older women. This is because pregnant teen­
agers do not always eat well or get adequate medical care
during pregnancy, especially in the early months.
Aside from the health problems, how does having a
baby affect the lives of a teenage couple? Teenage parents
often report feeling trapped and overwhelmed by the re­
sponsibilities of parenthood. Many teenage mothers drop out;
of school. Some fathers do not help support or care for the
child; others drop out of school and work at jobs that pay
much less than what a high-school graduate can earn. As a
result, many teenage parents never complete their educa-
ions, often live in ppverty, and must depend on public
assistance programs for survival.
Although many young people are aware of the health,
economic, and social problems teenage parents face, they
often do not believe pregnancy can happen to them. Few
teenagers want to become pregnant. Statistics have shown,
however, that one in six teenagers who engage in intimate
sexual contact become pregnant. Sexual intimacy is a high-
risk behavior for anyone who is not ready to accept the life­
5 long responsibility of children.
Figure 5-14. Over time, couples can
develop strong emotional bonds.
Emotional Intimacy
In a public television program that dealt with adolescent
sexual feelings, one young man who had been going steady
for two years noted that he and his partner had decided that
their relationship came before sex. "We're not ready foi
sexual intimacy, but we share lots of other intimate experi­
ences," he said.
Perhaps you are wondering how two people can share
intimate experiences without being sexually active. You may
be surprised to discover that you and your partner are shar­
ing intimate experiences when you trust each other witl
personal feelings or fantasies that you have not told to any
one else. You may exchange "inside" jokes or have pet
names for each other that other people are unaware of. You
may study together or practice lines for your school play and
find that you are not embarrassed even when you make mis
takes. You may enjoy hobbies or sporting events togethei
and frequently feel like best friends.
When young couples share experiences like these and
can express how they feel about each other without physical
intimacy, they are giving their relationship a chance to ma

112 Unit 2 Social Health

 ture through emotional intimacy. Emotional intimacy is a
kind of communication that involves sharing innermost feel­ How Sexual
ings and being supportive. Trust is absolutely necessary for Intimacy May Leave
this sort of intimacy. When people are emotionally intimate, You Feeling
each trusts the other to listen and accept what is being said
without making judgments. ■ Guilty for going against
Sometimes, however, sexual feelings become so strong your values
and confusing that it can be hard to resist experimenting. ■ Disappointed th a t sex fails
Part of experimenting in anything you do is making mistakes. to m easure up to your
Usually, mistakes make little difference in the long term, and expectations
you learn from them. Mistakes in sex, however, can be seri­ ■ Hurt th a t p artner seem s
ous, especially if they result in pregnancy, sexually m ore interested in physical
transmitted disease, or low self-esteem. If you are sexually gratification than em otional
active or are considering sexual activity, ask yourself whether closeness
or not you are prepared to cope with the kinds of problems, ■ Anxious ab o ut pregnancy
regrets, and disappointments that are listed in the chart in and sexually transm itted
Figure 5-15. disease
Contrary to what you may think, not every teenager is ■ Fearful th a t parents w ill
sexually experienced. Often those who talk the loudest do find out
the least. They may be exaggerating or even fantasizing about
their sex lives. Today millions of young people under the age A
of eighteen are choosing to postpone sexual activity for a Figure 5-15. Sexual intimacy without
variety of good reasons. After all, saying "n o" is the best a close emotional relationship can
method of birth control there is. have unwanted results.
If you happen to be sexually active now and believe that
building a relationship around emotional intimacy makes
more sense, you and your partner can change. If your partner
tries to make you feel guilty about abandoning the sexual
aspects of your relationship, then he or she is not interested
in respecting your feelings or getting to know you more
deeply. Rather than stay in an unhealthy relationship, try to
meet people who understand the importance of dealing re­
sponsibly with sexual feelings and maintaining constructive,
emotionally close relationships.

Section Review
1. How does dating usually begin?
2. What are the benefits of having a steady boyfriend or
girlfriend? What are the drawbacks?
3. In what ways does having baby change the lives of
teenage parents?
4. How can partners maintain emotional intimacy with­
out physical intimacy?
What Do You Think? '5
5. How will your relationships with the opposite sex
help you to determine the qualities that are important in
a marriage partner?

Chapter 5 Developing Relationships 113

 ^ Hea lth
\
s k il l s
■■■■■■■■■■
^
lX i

Being an Effective
Listener
Tom 's friend M eg ran up to him in the hall betw een ■шииииинимям и ^ и
classes and grabbed his arm . She looked very upset. 1. Start with Passive
Listening
"I really need to talk ," M eg w hispered. “ C an you com e
When you're listening, you
over after school? You w on 't believe w hat h ap p en ed !"
can show that you're paying
M eg has done this before, and Tom is alw ays willing
attention and interested with­
to listen. O nce M eg starts to explain w hat's bothering her, out actually speaking in
though, she gets em barrassed and stops talking. Som e­ return. Passive listening tech­
times she even gets m ad at Tom . H e know s that talking niques include making eye
things over would help M eg a lot, and he w orries that contact, nodding your head,
he's not a good enough listener. W hat can he do? leaning forward, and letting
your facial expression reflect
The guidelines that follow give concrete suggestions for
your response. Short, encour­
being an effective listener. They can help you translate aging verbal responses such as
your good intentions into real help for a friend. "uh-huh" and "oh?" are also
part of passive listening.

2. Emphasize Active
Listening
Passive listening does not al­
ways indicate that you fully
understand what the other
person is saying. To show ac­
ceptance, respect, sympathy,
and encouragement, be an ac­
tive listener.
и Use verbal responses, such
as "I see," "I know what you
mean," "Then what hap­
pened?" or "Really?" and
"That's wonderful!" or
"How terrible!"
■ Comment directly on what
the other person is saying or
restate the speaker's ideas in

114 Unit 2 Social Health

 your own words. Resist tell­
ing the person what to do.
Instead, assure the speaker
that you are understand-
ing-not judging—what is
being said. This can encour­
age the person to explore
unexpressed feelings. Listen
for the emotions behind the
words. Phrase your re­
sponses so they communi­
cate: "This is what I under­
stand your ideas and
feelings to be. Am I correct?"
Try these strategies:
Restating: "Do you mean
.. .?"
Comparing: "Was it like. . .? "
Encouraging unexpressed
feelings: "I guess you f e l t . . ."
Encouraging more informa­ Effective listening shows the speaker that you care.
tion: “Tell me more a b o u t. . ."
, APPLY THE SKILL
3. Use Door Openers
1 . Review Tom's situation. son. In what way would you
Many people find it difficult to
What do'you think he might change your responses? Why
express their feelings. They
have been doing to make Meg would you change them?
need direct encouragement, or
embarrassed, frustrated, or an­ 3 . Observe two people in con­
door openers, to continue
gry? Explain. How might he versation in such places as the
speaking. You may also use
improve his listening skills? cafeteria, on line at the movies,
door openers at the start of a
conversation in order to help a
2. Imagine that a friend has or at your own dinner table.
just said the statements below Pay attention to signs of ef­
speaker begin.
. to you. How would you com­ fective listening. Jot down
Try these door openers: municate that you have heard examples of passive and active
"Do you want to talk about it?" what is being said and that you listening techniques. Also list
"You seem upset about . . . " understand and accept the negative listening practices.
“Why does that b< 'heri/ou?” friend? How successful was the con­
(a) "My math teacher gives too versation. Why?
much homework. 1 can never 4. Ask one person to tell you
4. Be Natural get it all done. I don't even about his or her day. As the
The guidejines above indicate know where to begin.” person speaks, practice effec­
types of responses. Exactly (b) "I don't want to talk about it. tive listening. Then ask the
what you say will depend on You wouldn't understand any­ speaker if he or she noticed any
you and the person you're lis­ way. No one understands— difference in the way you lis­
tening to. Being an effective especially my parents!" tened. Did you notice any
listener means ■ responding (c) "Don’t telLjm yone, but I improvement in your listening
"from the heart," not "by the think I'm in love!" techniques? Explain. Was this
book." You are the best judge Now imagine that these con­ conversation more or less suc­
of what words to use when a versations are taking place on cessful than others you've had
friend needs a good listener. the telephone instead of in per­ with this person? Explain.

Chapter 5 Developing Relationships 115

 | Chapter
Review
Chapter Summary
■ Relationships develop over time when Some desirable qualities in friends are
people who share similar interests or goals honesty, loyalty, trustworthiness, compati­
exchange ideas, thoughts, and feelings. bility, and empathy. In trying to make a
■ Being part of a group may provide a sense new friend, be sincere and act natural.
of belonging, an opportunity to learn social To keep a friend, it is important to share
skills, an awareness that you are not so dif­ experiences, feelings, and responsibilities,
ferent from others, and a way to have fun. and to work out any problems that arise.
■ Friendships provide an opportunity to try Dating provides an opportunity to under­
out a variety of roles, to build self-esteem, -to stand the other sex, develop communication
see yourself as others see you, and to skills, and learn what you want in a mate.
develop and use communication skills. Going steady guarantees a certain kind of
■ Communication is important to relationships. security and offers a chance to know another
In a close friendship, both friends must be person well. It also may mean limiting your
able to disclose personal information, to chances of meeting other people, conflicts
actively listen, and to take responsibility for over physical intimacy, and difficulties if the
their own feelings. relationship ends.
■ 'Male and female friendship patterns have When teenagers begin to date, they must
differed because of the different ways boys make difficult decisions about their sexuality.
and girls were socialized. As sex roles Millions of teenagers maintain emotionally
become less rigid, more boys and girls will intimate relationships while postponing
form close, nonromantic friendships. sexual activity.

Vocabulary Review
Listed below are some of the important terms in this chapter. Choose the term that best matches
the phrase in the exercise that follows.
acquaintance compatibility heterosexuality relationship
active listening emotional intimacy homosexuality self-esteem
assertive empathy "I" message self-disclosure
body language eye contact mixed message sex roles
communication friendship passive small talk

1 . process of sharing information, thoughts, 7. communicating mood or attitude through

ideas, or feelings body movements, gestures, posture, and
2 . the ability to exist in harmony with facial expression
another person 8 . a give-and-take relationship based on
3. one part of a message contradicts another mutual trust, acceptance, and common interests
4. the sexual attraction to people of one's or values
own sex 9. the ability to understand how someone
5. revealing information about yourself else feels
.
6 expressing one's true feelings in a way 10 . behaviors and attitudes that are accepted
that does not threaten others as either masculine or feminine

116 Unit 2 Social Health

 What Have You Learned? *4
1. Describe what happens when people are 7. Describe the benefits that close friends
deprived of human company for too long. can provide. How is a close friend different
2 . How do families help children acquire the from other kinds of friends?
skills that allow them to interact with others? 8 . Why are friendships between members of
3 . Give an example of how a person might the opposite sex more common today?
send a mixed message. 9. How can a lack of self-disclosure make it
4 . Of what value is eye contact? How does difficult to form a lasting friendship?
tone of voice give meaning to what you say? 10. Why are communication skills important
5 . What is active listening? Why is it when problems arise within a friendship?
important in relationships? 11. Why do some couples go steady?
6 . Give examples of passive, aggressive, and 12. How can emotional intimacy strengthen
assertive communication behaviors. an intimate relationship between teens?

What Do You Think?

1. How might communication skills help 4. Do you think that mixed-group activities
improve your relationships with others? are important in the process of developing
2. What are some common barriers to good relationships with the other sex? Explain.
communication between adults and teens? 5. What do you think can be done to control
3 . Why do you think that some people find it the number of teenage pregnancies? Provide at
difficult to make or to keep friends? least three suggestions.

What Would You Do?

1. You are visiting another country and are 4. Imagine that you are part of a close-knit
unable to speak the language. How can group of friends at school. Members of your
you communicate your needs? group sometimes tease a classmate who is
2 . You know that one of your friends is shy mentally disabled. You think this behavior is
and probably has low self-esteem. How could not right. How would you handle the situation?
you help your friend? 5. Imagine that you are a parent of a teenager
3. You are at a party where you know only who has begun to date. What advice would
two people. How would you get acquainted you give your child about physical and
with other people? emotional intimacy?

For Further Study

1. Watch a half-hour television program with
the sound off. Jot down various types of
body language that you observe along with the
messages they conveyed. Were you able to
interpret the story or the situation? Describe
what you think the program was about.
2. From an advice column in a newspaper or
magazine, select two letters about problems in
teenage relationships. Without reading the
advice, write your own response to the
problems. Then, compare your response to the
advice offered in the column. Bring the letters
into class for further discussion.

Chapter 5 Developing Relationships 117

 As you read, think about
► what factors contribute to a successful marriage.
^ why family forms differ and how family members
share in household responsibilities.
► how stressful situations affect families.
► why communication and problem-solving skills are
important to families.

Marriage an
Family
ou haven't been on a family outing
for a while. Everyone is so busy
that it's been hard to find a time
when you can all relax together. Now the day
of the family picnic has arrived, and you're in
luck: There's not a cloud in the sky, and only
the gentlest breeze ripples through the m eadow
grass. You helped your m om make her special
sandwiches, and your dad created one of his fa­
mous salads and a surprise dessert. Even your
little sister helped. You're ready to "g et to know
each other" again.
Contact and communication are im portant in
every family, large or small. In this chapter, you'll
learn about many different kinds of families\ You'll
also learn about the different roles you play in your
current family and roles you m ay play in the future.
You'll see how parents and children cope with the
daily stresses of family life and with the more seri­
ous problems that can occur in all families.

Sometimes, people take family for

granted. Doing things together can
enrich family relationships.
 1. THINKING ABOUT
MARRIAGE
Ninety-five percent of all Americans marry at some time
during their lives. Therefore, it is highly likely that you will
marry someday. Marriage is probably one of the most im­
portant commitments you will make. It affects you, your
Check Your Wellness partner, your family, your friends, your acquaintances, and
H ow healthy are yo u r fam ily future generations.
relatio nships? See if you can What are your expectations about marriage? Do you
an sw e r yes to th e questions hope to fulfill personal needs, including love, companion­
th a t fo llo w . ship, and emotional support? Do you anticipate contributing
to your partner's well-being? Do you plan to have children?
1. Do you m ake an effo rt to
spend tim e w ith fam ily
m em bers and en jo y th eir Why People Marry
co m p an y?
People marry for a variety of reasons. Some people
2. A re you ab le to express
marry because they desire another person's love and com­
yo u r feelin g s, including
panionship. Others marry for financial or social reasons.
love, to m em bers o f your
Some couples marry with a view to starting a family of theii
fam ily?
own. Some marry simply because it is expected.
3. Do you reco g n ize th a t You probably feel, as most people do, that successful
th e re are thing s th a t you marriages are based on love. But what is love? Often, young
can learn from o th e r fa m ­
people mistake sexual attraction or short-lived infatuation for
ily m em b ers?
love. Real love is part of a long-lasting relationship in which
4. A re you tak in g on m ore people really know, like, and accept each other as they are.
responsibility at hom e, People who are truly in love appreciate the things they like
such as doing chores and about each other and accept the things they dislike. When
o beying fam ily rules? you love someone, his or her well-being becomes as impor­
5. W h en you disagree w ith tant to you as your own.
your p arents a b o u t so m e­
th in g , do you discuss the
problem w ith them calm ly
Successful Marriages
and respectfully? Although love is a basic element in a successful mar­
6. A re you able to com pro­ riage, it is not the only one. Some of the important factors
m ise in o rd er to reach a to consider when thinking about marriage are listed in Figure
decision th a t both you and 6-1. It is important for you and your partner to be compatible,
y o u r p arents can ag ree to ? or able to exist in harmony with each other. Do you have
7. Do you avoid tak in g out
similar interests and educational backgrounds? Do you share
your personal problem s on the same religious beliefs, ethnic heritage, and cultural val­
fam ily m em bers?
ues? Studies show that compatibility and shared interests
and backgrounds increase the likelihood of a successful mar­
8. Do you k n o w w h e re you
riage. People who are quite different from each other,
can go fo r help w h e n you
however, also can have successful marriages.
have fam ily p ro b lem s?
One of the most important characteristics of a good mar­
riage is a couple's commitment to one another. Commitment
is the determination to develop a fulfilling relationship. A
fulfilling relationship usually means that you can share
thoughts and feelings, have fun together, develop mutual
respect, satisfy sexual needs, and gain emotional security.

120 Unit 2 Social Health

 Characteristics of a
Successful Marriage
■ com patibility
■ love
■ friendship
■ sim ilar interests,
backgrounds, goals
■ strong com m itm ent to each
other and to the m arriage
■ ability to com m unicate
■ shared responsibilities
■ physical attraction
■ mutual concern and respect
■ ability to compromise

A
Researchers have found that in successful marriages, spouses Figure 6-1. Which factors do you
work at being a couple by setting aside time and energy for think are most important in a
each other. marriage?
People usually set goals for what they want out of life
and marriage. Your marriage is more likely to succeed if you
and your partner talk about your goals. These goals may
include buying a home, getting further education, pursuing
^career, or having children.
Sometimes spouses have conflicting goals. A wife, for
example, may want to pursue a career before having chil­
dren, but her husband may not want to wait for children. A
conflict may develop over whether money should be spent
or saved for future needs. Communication helps couples re­
solve conflicts and determine mutual goals.
Many happily married couples use the types of com­
munication skills you read about in Chapter 5. Imagine, for
example, that you are married and are having a conflict with
your partner over a visit to your in-laws. You do not want
to visit your partner's parents every weekend even though
you enjoy their company and know your partner looks for­
ward to the weekly visits. How will you discuss this without
hurting your partner's feelings? For effective communication,
you could begin with an "I" message: "I enjoy seeing your
parents, and I know you certainly do, but I have other in­
terests too. . . ."
Communication and compromise help
Some conflicts may require compromise (kahm pruh couples adjust to each other's needs
myz). Compromise is the willingness of each person to give and w ants.
up something in order to reach agreement. Suppose, for ex­
ample, a husband wants to use the couple's savings for a
new car while his wife wants to buy new living room furni­
ture. The couple might compromise by agreeing to buy a
used car, which costs less money. This would leave enough
money to buy a few pieces of furniture as well.

Chapter 6 Marriage and Family 121

▲
Figure 6-2. Today, most married
Stresses in Marriage
couples share responsibilities both Every marriage involves some type of adjustment. As
inside and outside the home. you saw in the examples, communication and compromise
н help partners to adjust to each other's needs and wants. The
changes in attitudes, expectations, life patterns, and goals
that these adjustments may require can produce stress.
Determining how household
responsibilities will be shared is one One of the most difficult adjustments in marriage can be
of the most difficult adjustments in determining marital (ma rih tul) roles. Marital roles are the
marriage. responsibilities accepted by each spouse. Not long ago, most
Americans accepted traditional marital roles: a husband
earned money and a wife took care of the home and children,
Some people still follow this pattern, but in most marriages
today, both husband and wife work outside the home and
often share housework and child care.
Some couples decide at the beginning of their marriage
how each one will contribute financially and who will do
certain household tasks. Who should do the cooking? Who
will work in the yard? If partners are willing to compromise
and accept tasks that fit their own abilities, interests, and
schedules, they usually can develop a comfortable give-and-
take relationship.
Couples must also determine how to manage the family
income. Each partner in a marriage may have a different idea
or attitude about earning, spending, and managing money.
Imagine, for example, that your spouse wants to spend any|
extra income on things such as restaurant dinners and va­
cations. You may be more cautious and insist on putting
some of the earnings into savings. You may disagree about
whether one or both of you should manage the income. If

122 Unit 2 Social Health

 <4 Figure 6-3. Marriage involves
managing money matters w isely and
making compromises when needed.

partners cannot agree on money matters, there is likely to be

conflict and stress. To resolve differences over finances, they
may try communicating their ideas and compromising on
their wants.
v Marriages can become strained when unexpected prob­ Unexpected problems such as job loss,
lems arise. Perhaps the major wage earner loses his or her illness, or substance abuse can add stress
job. A partner may become seriously ill or abuse alcohol or to a marriage.
other drugs. There may be an unplanned pregnancy.
Handling crises is never easy. Effective communication
can be an important tool in helping you get through a crisis.
Sometimes you may need to seek help from community
agencies that provide financial or counseling services. Turn­
ing to family and friends for emotional support is another
way to get through the hard times.

Teens and Marriage

When teenagers marry, they often face more stress than
do those who marry later. The strains of adjusting to a new
relationship, earning a living, and completing an education
can feel overwhelming. If they have children, a young couple
may also have difficulty adjusting to the emotional and fi­
nancial responsibilities of parenthood.
Many married teenagers drop out of school. Without a
high-school diploma, they may find only low-paying jobs.
Sometimes, even if both partners work, they have difficulty
earning enough money for rent and food. In these cases,
teenage couples may end up living with parents or other
relatives. Such an arrangement can limit a couple's oppor-

Chapter 6 Marriage and Family 123

Figure 6-4. Teenagers who marry
face m any obstacles. Partners must
be em otionally mature and
committed to the marriage.

tunities to get to know each other, to make decisions, and to

develop as partners in marriage.
Another difficulty for married teenagers involves
changes in their friendships. Unmarried friends may not
have the same interests and goals as a married couple, espe­
cially if the couple has a baby. A married couple may be
concerned about stretching a small income to cover expenses,
while single friends may be more concerned about having
attractive clothes and getting good grades in school.
» It is difficult to know when you are 17 or 18 just how
you will feel and what will be important to you when you
are 25 or 30. People change a great deal during their teenage
Most teenagers choose to wait before years and early twenties. For this reason, many teenagers
making a long-term commitment to choose to wait before making a long-term commitment. They
marriage. want to find out more about themselves, to meet people, and
to have other experiences. In spite of all the obstacles, some
teenage marriages are successful. Teenage partners must be
willing to put in the effort needed to make their marriage
work. They need to learn to communicate, to compromise,
and to develop the qualities that will enable them to have a
fulfilling relationship.

Section Review
1 . What percentage of Americans marry?
2. List five of the factors that can contribute to a suc­
cessful marriage.
3. List three stresses that may challenge any marriage.
4. What obstacles might married teenagers face?
What Do You Think?
5. If you were married, which goals would you find it
most difficult to compromise on? Why?

124 Unit 2 Social Health

2. BECOMING A FAMILY
American families differ in size and form, but all have
common functions or purposes. How is your family or living
situation similar to those of your friends? How does it differ?
What functions do you think a family has?

Family Forms у- Ш
Ш
One basic family form is the nuclear (noo klee ur) family, A nuclear family is made up of two
which consists of only parents and their child or children. parents and their children.
Often, the nuclear family is part of an extended family, or a
network of close relatives. Your extended family might in­
clude your aunts, uncles, cousins, and grandparents.
Sometimes members of the extended family live in the same
household as the nuclear family. Today, most nuclear fami­
lies live separately from their extended family. Still, it is
common for several generations of a family to gather for holi­
days, reunions, weddings, and other special occasions.
In addition to the traditional nuclear family, a variety of
other family forms exist. Many childless couples consider
themselves a family. Groups of unrelated people who sup­
port and share with each other also may consider themselves
a family. Foster parents, who provide affection and tempo­
rary homes for children whose biological parents are unable Figure 6-5. The traditional nuclear
to care for them, often think of themselves and their foster family and the single-parent family
children as families. are two common family forms.
Y

Chapter 6 Marriage and Family 125

 Over half of the children born during the 1980s will live,
at least for a time, in single-parent families. A single-parent
family is a family in which only one parent lives with the
Issues in Health child or children. Single-parent families are most often the
result of divorce, a legal agreement to end a marriage. Other
Are Latchkey single-parent families form when parents decide to live apart
Kids at Risk? or when one parent dies. Mothers head about 90 percent of
single-parent families. In some cases, however, divorced par­
Do you know any “ latchkey ents have joint custody of the children. Joint custody means
kids” ? These children, aged 6 to that parents equally share responsibility for all aspects of
12. return to an empty home every
their children's lives: living quarters, physical care, financial
day after school. They carry a key,
support, and emotional and social well-being.
enter the house alone, and remain
When single parents remarry, they form a blended fam­
unsupervised, usually until dinner­
time.
ily. A blended family consists of a biological parent, a
Today, nearly 7 million Am eri­ stepparent (a parent related by marriage) and the children of
can children are latchkey kids. The one or both parents. Today, more than 7 million children
number is growing steadily and has under the age of 18 live in blended families.
almost tripled since 195 0 . One rea­ When blended families form, the usual problems of fam­
son for this increase is the growing ilies may become more complex. Children may feel that a
number o f parents who work out­ stepparent is an intruder and not really part of the family.
side the home. If working parents
Stepchildren also may feel that they must choose between
cannot afford private day care,
their stepparent and their biological parent who lives in a
they may have little choice but to
separate household. Sometimes stepbrothers and stepsisters
leave their children home alone.
Many people claim that latchkey
have to adjust to new ways of relating to each other.
kids are often bored, lonely, and Successful blended families say that it is important to
fearful. They say that some may make adjustments slowly and to be flexible. Members of
even be at physical risk. They also blended families adjust through compromise and communi­
claim that latchkey kids often have cation. They do not try to blot out old memories and
problems in school because they relationships. They talk about the traditions and activities
spend time watching television in­ that made children feel comfortable and cared for in their
stead of doing homework. original family, and they try to incorporate these traditions
Others say that many latchkey
and activities into the npw family.
kids not only are safe but also can
become more independent, re­
sourceful, and responsible than Responsibilities Within the Family
other children their age. Some
studies claim latchkey kids are bet­ Whatever the family structure, members have to share
ter adjusted than those in day care. responsibilities to ensure that the family will function effec­
Do you think latchkey kids tively. Some responsibilities belong mainly to adult family
present a problem? Explain. members, some belong to the children, and some are shared
by the whole family.

ADULTS' RESPONSIBILITIES In our society, heads of

families are expected to provide for their children's basic
needs. These needs include food, clothing, shelter, educa­
tion, and love. Responsible heads of families care for their
children when they are sick. If all adult family members work
outside the home, they must arrange for a safe, caring en­
vironment for their children during work hours.
In families that fulfill the emotional needs of a child,
children develop feelings of being loved and accepted, and
they gain a sense of security. They also develop self-esteem

126 Unit 2 Social Health

if their abilities are recognized, their accomplishments
praised, and their strengths encouraged. Typical Household
Another basic responsibility of heads of families is the Rules
socialization (soh shul ih zay shun) of children, or teaching
children behavior that is acceptable to the family and to so­ 1. Y o u m ust be hom e by
ciety. Through socialization, children learn to respect the 10 p.m . on w eekd ays and
rights of others and to give and receive love. They also absorb by m idnight on w eekends.
•
their family's values and learn how to relate to others. 2. No w atchin g television
Fulfilling social needs also means learning to obey rules. before hom ew ork is done.
Adult family members are responsible for setting rules that 3. Y ou must keep your room
help to maintain order within the family and help members clean, take out the trash,
to live peacefully and safely in society. Figure 6-6 lists some and help w ith th e dishes.
typical rules that parents may set for their children.
4. No. friends in th e house
w h en w e are not hom e
CHILDREN'S RESPONSIBILITIES The responsibilities w ith o u t first checking
of children grow as children become older and more able. As
w ith us.
a child, you were responsible for dressing yourself, tidying .. • •
up your room, and doing your homework. Today, you may
A
have other responsibilities as well, such as doing household Figure 6-6. How would you negotiate
chores, caring for younger brothers and sisters, or even add­ to change one or more of these
ing to the family income with earnings from a part-time job. rules?
You are also responsible for following family rules and for
showing respect for all family members.
Nearly all young people rebel against some of the rules
set by their parents. When this happens, conflicts arise, and
family members need to discuss their problems in a calm and (H r
respectful manner. If each member recognizes the need for It is im portant for each fam ily member to
rules and limits that are satisfactory to all, it will be easier to understand the need for rules and limits.
work together to resolve the conflict.

SHARED RESPONSIBILITIES In some families, both

I
adults and children may share in the responsibility of caring
for physically or mentally handicapped family members. Ih
other families, everyone helps meet the needs of elderly
members who may no longer be able to care for themselves.

Section Review
1. What is the traditional family form?
2. Describe three nontraditional family forms that are
common today.
3. Why is it important for heads of families to meet
their responsibilities?
4. What are three major responsibilities that children
have in a family?
What Do You Think?
5. How do you think your family's rules are helping
you prepare for independent living?

Chapter 6 Marriage and Family 127

 3. FAMILY STRESS
If you watch weekly television programs that depict fam­
ily life, you may observe that most stressful situations seem
to be handled quickly and easily. Within a half hour, a tele­
vision family may have worked out a way to overcome some
kind of crisis.
In real life, stressful situations usually are not so easily
resolved. Divorce, abuse of alcohol and drugs, and family
violence are some of the major causes of family stress. For a
family to remain healthy, these problems must be talked
about and dealt with.

Separation and Divorce

Conflict and tension occur as a normal part of living to­
gether. When a husband and wife cannot resolve their
difficulties, however, they may try a period of separation, an
arrangement in which spouses live apart and try to work out
their problems. A separation is often painful for children in
the family. They may feel helpless because they are unable
to solve their parents' problems. They may think that the
Figure 6-7. When parents divorce, separation is their fault. Children need to be reassured that
children need to deal with their they are not to blame for their parents' problems.
anger and sadness. If a couple is not able to work out differences, a sepa­
ration may lead to divorce. For many, divorce is a devastating
experience. Often, people who divorce believe that they are
failures and suffer from grief and loss. Children may feel
resentment, guilt, anger, sadness, shame, or embarrassment
over their parents' divorce.
When parents divorce, it often helps to concentrate on
various parts of your own life, such as school, friends, and
activities that you enjoy. If yod are feeling depressed, talk
with a teacher, guidance counselor, or a member of the
clergy. It also may help to learn how others have handled a
family breakup. Many books and articles explain how fami­
lies deal with divorce. In some schools, teenagers have
formed groups in which they can talk about problems such
as divorce and share ways of handling the problems. Some­
times, talking with a friend or relative who has been through
a similar experience can help.

I рщ щ ш йр-
Alcohol and Drug Abuse
If an adult fam ily m em ber has a serious Some adults have serious problems. If they happen to
problem , the problem also affects you. be members of your family, their problems affect you, too.
If you are afraid to go home or bring friends to your house
because an adult in your home might be drinking or using
drugs, you have a problem.
In most communities, there are groups such as Al-Anon
and Alateen to help with problems related to someone else's

128 Unit 2 Social Health

 ц Figure 6-8. Alateen is one group that
helps teenagers cope with an
alcoholic family member.

drinking or drug use. Al-Anon is an organization that helps

people cope with an alcoholic family member. Alateen pro­
vides help for teenagers who have an alcoholic in the family.
These groups hold meetings that are open to anyone who
wants to share experiences about living with an alcoholic.
You can find the telephone numbers of these organizations
in your local telephone book. To find out about groups that
help family members of drug abusers, look under "Drug
Abuse" in your local telephone book.

Family Violence
The problems associated with family violence are poten­
tially the most disturbing and destructive in our society.
People who resort to family violence often feel hopeless.
They may believe they have no constructive way of dealing
with their problems. In other cases, abusive adults may view Fami|y vio|encef even when it does not
their children or other family members as possessions rather cause physical damage, causes emotional
than as people, and they may use physical or emotional damage,
abuse to keep control.

PHYSICAL ABUSE If punishment, even when it is given

for something a child or other family member did wrong,
leaves a mark that can be seen the next day, it is considered
physical abuse. This could be a bruise, a scratch, or a welt,
even a small one. Victims of physical abuse may be afraid to
go home, or they may feel it is hopeless to try to avoid pun­
ishment. Victims can be children, spouses, or elderly
relatives. Even when children are not themselves physically
damaged, they are emotionally damaged by family violence.

Chapter 6 Marriage and Family 129

Figure fe»9. Women who are victims
of physical abuse can find shelter
and companionship in a home for
battered Women.

Many victims of abuse are afraid that if they tell some­

one, their family will be destroyed. Other victims believe that
they somehow deserve the batterings they receive. They
worry that if they let someone know what is going on theyI
will be told it is their own fault. As a result, the self-esteem
of victims drops. Regardless of fears or feelings of guilt, it isI
far more damaging to keep silent than to seek help.
A good place to seek help is the telephone book. There
* should be a listing for Parents Anonymous, a self-help group
for parents who abuse their children. Hotline numbers for
battered women or elders are often listed as well. If children
cannot find an appropriate group to call, they should tails
with a teacher, a counselor, a trusted relative, a physician,
Victims of abuse are not responsible for or a member of tljie clergy. Speaking up about physical abuse
the abusive behavior. They need to seek is the first step toward putting an end to an intolerable, po­
help to put an end to it. tentially dangerous situation. Victims are not responsible foi
abusive behavior, nor can they cure it by themselves.

SEXUAL ABUSE All children want to be hugged and

cuddled and made to feel that they have a special relationship
with their parents and other caring adults. Some adults, how­
ever, respond sexually to the affection or innocence of
children. Adults who respond in this way are committing an
act of sexual abuse. Sexual abuse is a criminal offense in
which a child or an adolescent is used for sexual activity!
Sexual abuse ranges from touching in inappropriate places
to unwanted sexy kisses to sexual relations. Even a single
instance of sexual abuse can have a devastating effect on a
child. It may be more difficult for the child to trust others
and to develop caring relationships later in life. For example,
a sexually abused teenager may be uncomfortable with dat­
ing. A young adult who was sexually abused may have
difficulty making a commitment to a long-term relationship,
such as marriage.

130 Unit 2 Social Health

 Sexual relations between family members other than
husband and wife is called incest. Incest may not necessarily
be a violent attack like rape. Instead, it may involve persua­
sion in which a victim is pressured to do something sexual
through bribes or threats. Often the incest can go on for
years. The person initiating the act is unwilling or unable to
take responsibility for stopping it. The victim, through guilt
and shame, assumes all the responsibility or blame in his or
her own mind.
Victims of any type of sexual abuse should seek the help
of a trusted adult, such as a teacher, school counselor, phy­
sician, relative, or member of the clergy. Victims also can
find help by calling the Child Abuse Hotline, which is listed
in the phone book. Seeking help can be extremely difficult.
Victims risk angering, hurting, or betraying the family mem­
ber who abused them. Sometimes other relatives may not
want to believe what is going on and may accuse the victim Victims of sexual abuse should seek the
of lying. Victims need to know they have the right not to be help of a trusted adult.
touched sexually by anyone. Victims also need to know that
it is far more dangerous to believe the threats of the abuser
than to report the abuser.

EMOTIONAL ABUSE "You rotten, no-good little punk,

you never do anything right." "I wish that you had never
been born." "If you don't straighten out, I'm going to throw
y^pu out of the house for good." A child who is constantly
exposed to negative statements like these is likely to suffer
from emotional abuse. Emotional abuse, nonphysical mis­ Figure 6-10. Emotional abuse,
treatment, can destroy a person's sense of worth. although it leaves no physical scars,
can destroy a child's self-worth.
Emotional abuse may take several different forms. Ver­
bal abuse consists of any words or remarks that, destroy a ▼
person's self-esteem. If a child is often called a stupid, clumsy
brat, he or she comes to believe it must be true. The use of
threats, such as that a child will be locked out or put up for
adoption, will destroy a child's self-worth. The child has no
way of contradicting such crushing words or threats. When
parents' attitudes are tense, hostile, or threatening most of
the time, children do not receive the warmth and security
they need to feel wanted and loved.
Emotional neglect occurs when parents fail to give their
child love and emotional support. Although nothing harmful
may be done or said to victims of emotional neglect, they
suffer from the feeling that they do not belong. They also do
not receive the emotional support necessary for the devel­
opment of a healthy personality.
Even though most emotional abuse is invisible, it leaves
victims feeling inadequate, helpless, or worthless. Children
who are being emotionally abused need to seek help as much
as physically or sexually abused children. Emotionally
abused children should talk with a trusted adult or call the
Child Abuse Hotline.

Chapter 6 Marriage and Family 131

 Computer Aging of
Missing Children
A child is m is s in g - a desperate
search begins. Recent photos are
distributed in the im m ediate
n e ig h b o rh o o d -la te r, nation­
w ide. As tim e passes, the photo
becomes outdated. The child,
now older, no longer looks like
the photo. ▲
Updated pictures of missing Figure 6-11. Runaways can get a free bus ride home.
ch ild re n -p re d ic tio n s of how
they w ould look t o d a y - w o u ld
help police locate these young­ Runaways
sters. Such updated pictures can
now be made. Thousands of the nation's young people are runaways.
Artists team up w ith com ­ Some leave home because of sexual or emotional abuse or
puters to produce "ag ed " pho­
other violence in their families. Others run away because of
tographs of missing children. A
cam era scans the child's photo emotional problems or school failure. Some turn to crime,
and translates it into an image including prostitution, as a way to support themselves.
on the com puter screen. W ork­ Many communities have shelters for homeless youth
ing from pictures of the child's and hotlines for runaways. Law enforcement agencies in co­
brothers and sisters and of the
operation with bus companies conduct programs that offer
parents w hen they w ere
younger, the artist-com puter free transportation to runaways who want to return home.
team reshapes the im age on the Through these efforts, some runaways return home or get
screen to look older. the help they need from health-care professionals.
Once th e com puter prints out If you are a runaway or are thinking of running away,
the updated picture, police can
distribute it w ith the original
you owe yourself a call to your local runaway hotline. Call
photograph. Com puter aging the operator or look up "Runaway” in your phone book. The
adds one more tool to the search counselors can advise you about where to stay and how to
for missing children. get help for family or other problems.

Section Review
1 . How might a divorce affect children?
2 . Where can teenagers turn for help in dealing with a
family member's drinking problem?
3 . Describe three kinds of family violence.
4. Why should emotional abuse not be ignored?
The computer-updated photo
(left) helped find this missing What Do You Think?
boy (shown at right after he 5. How do you think young people who experience di­
was found). vorce can help each other cope with a family breakup?

132 Unit 2 Social Health

4. KEEPING THE
FAMILY HEALTHY
What factors or characteristics determine whether or not
a family is healthy? Members of healthy families say that
commitment and communication top the list. It is also im­
portant for members to cooperate with one another, share
responsibilities, spend time together, and respect and appre­
ciate each other. Within a healthy family, members should
be able to compromise.

Skills to Solve Family Problems

Healthy families develop skills to work through prob­ Healthy fam ilies develop skills to resolve
lems. Members learn how to resolve conflicts, express problem s, express em otions, and
emotions, and use decision-making techniques. comm unicate openly.

RESOLVING CONFLICTS Have you ever argued with

your parents over who is responsible for certain household
chores? What do you do when your parents dislike one of
your friends? Do your parents complain that you spend too
much money?
Your family can resolve conflicts without shouting
matches. Communication skills are the keys to conflict reso­
lution. Saying what you mean, listening to others, observing
the silent messages of body language, and offering feedback
are important elements in communication. Family members
have to work at developing these skills.

M Figure 6-12. Enjoying activities

together is essential to family health
and happiness.

Chapter 6 Marriage and Family 133

 In many conflict situations, family members struggle for
power. Teenagers want control over their lives and decisions,
while parents want family life to function in ways they be­
lieve are best. When trying to resolve conflicts, you need to
find time to talk openly, honestly, and lovingly, that is, with
the idea of learning from one another.
Resolving conflicts in a constructive way also means
trying to determine what each person hopes to achieve. The
Health Skills on page 138 teaches a method for resolving
conflicts in a way that benefits both people.

EXPRESSING EMOTIONS Learning to express emo­

tions constructively is part of effective communication and
problem-solving. While everyone needs to express anger at
times, angry outbursts that are verbal attacks on another per­
son usually worsen problems and block communication.
Sometimes, it is better to say "I get upset when people crit­
icize me" than to angrily accuse someone with "All you ever
do is criticize me!"
Family members can help each other solve problems if
they also express appreciation and show respect for one an­
other's ideas. Being able to say "I love you" is another
important aspect of overcoming family difficulties. If family
members understand that problem-solving is a loving
It is important for families to discuss process, not a time to judge and place blame, solutions may
problems in a loving and caring way. be more easily and quickly achieved.

USING DECISION-MAKING SKILLS Families that are

successful in resolving conflicts and finding solutions to
problems frequently use decision-making skills. These skills
involve choosing between alternatives. For example, suppose

Friend to Friend

Last night I asked my father if I could use the car

and he ju st blew up at me.
Michael:
Why do you think he was so angry?
Andy:
Who knows? Sometimes I can’t figure him out. You
used to fight a lot with your dad, but you seem to get
along OK now. What helped you?
youwant to go the movies Saturday night, but you promised
your parents weeks ago that you would babysit your younger
brother. What can you do?
vr т
By sitting down with your parents and going through Teenagers arid their patents can use the
the decision-making process together, you may be able to decision-making process to reach
arrive at a solution that is mutually agreeable. Perhaps you agreeable solutions.
can find another babysitter, or perhaps you can take your
brother to the movies with you. By agreeing on a solution,
you can avoid an argument and show that you are a mature
and responsible person.
Family decision-making can be a difficult process to fol­
low. Each person may have different needs or opinions.
Some may find it difficult to communicate their opinions in
arespectful way. Sometimes, family members or people out­
side the family may disrupt the decision-making process. In
these cases, families may decide to seek outside help to solve
their problems.

Help for the Family

Where can families go for help in solving problems?
Many families depend on relatives to help them resolve their
difficulties. Other families call on trusted friends for help and
support. Sometimes families seek advice from clergy or
health professionals. If family members have no immediate
source of help in a time of crisis, they may use a crisis hotline,
or contact a crisis center. People who respond to hotline calls
or work in crisis centers may serve as sympathetic listeners,
or they may refer people to support groups, family service
agencies, or family therapists.

Michael:
We’re getting along better since we had a family talk.
One of the points my dad made was that I often
asked him for things when he was tired or in the
middle of doing something. So now I pick my times
more carefully, and he pays more attention to what
I’m saying.

Andy:
I guess I did ask for the car as soon as my dad-
walked in the door from work. Next time, I’ll try to
be more aware of my timing and my dad’s feelings.
 SUPPORT GROUPS Hundreds of thousands of support
groups have been set up across the nation. A support group
is a network of people who help each other cope with a
particular problem. Group members learn from one another
rather than from a group leader. They learn how to express
their emotions in a positive way and how to deal effectively
Many support groups exist to help
with their problems. One well-known support group is Al­
members cope with their family coholics Anonymous, which holds meetings in communities
problems. across the country for those who abuse alcohol.
Other support groups help people cope with divorce,
death, family violence, gambling, teenage delinquency, and
serious illness.

FAMILY AGENCIES In many communities, families can

get help with problems through a variety of public and pri­
vate service agencies. Local family service association
agencies offer such services as counseling, education about
family life and teen parenting, and pregnancy services. Men­
tal health agencies help meet the needs of the emotionally
disturbed and mentally ill. Child welfare agencies offer pro­
tective services for children, ranging from organizing foster
care to dealing with abuse and neglect. Other agencies help
families with financial aid, food, housing, employment, med­
ical care, and other basic needs.

FAMILY THERAPY Some family agencies provide coun­

seling or therapy for troubled families or refer families to
outside therapists. Therapists work with family members to
find better ways to solve problems. Family therapists usually
encourage all family members to participate in order to re­
solve conflicts and to learn to get along better.

тШг Л4 1ШЯ у
\

Figure 6-13. Learning to express love ^

toward family members can help
strengthen family ties.

136 Unit 2 Social Health

 Figure 6-14. What things can you do
to bring your family members closer
Making the Most of Family Time to each other?

■ Develop family tra d itio n s-c e le b ra te holidays, birthdays

and other occasions in special ways; set aside tim e for
regular family events.
■ Make mealtimes s p e c ia l- try to eat together and share
your day's events.
I Hold a family m e e tin g - a llo w fam ily members to discuss
any important issues or problems, suggest some
improvements, and m ake plans to do things together.
■ Show c a rin g -d o a special household chore as a
pleasant surprise; give a backrub; w rite a note of
appreciation; call a fam ily m em ber on the phone just to
chat; give a sincere com plim ent.

Source: Y M C A o f M e tro p o lita n Los A ngeles, 1979

The Healthy Family

During the latter part of the 1980s, several major maga­
zines polled thousands of families. These polls indicated that
most Americans are satisfied with the way their families are
functioning. Although many teenagers go through periods
of insecurity and times when everything they do seems to
drive their families crazy, these times are balanced by other
times when teens feel loved and accepted.
The key to family health and happiness is to make the
most of the time that families spend together. Many family
members take their time together for granted. Figure 6-13
lists some simple ways that families can strengthen their re­
lationships and improve the quality of their shared time. M aintainiog^ arnily traditions and ties is
Maintaining family traditions and ties is an important im portant for fam ily health and
happiness.
characteristic of healthy families. When extended family
members gather during holidays, birthdays, or other occa­
sions, they often share a sense of belonging and security.
When there are problems, extended family members can help
each other with understanding, advice, or encouragement.

Section Review
1. List three characteristics of healthy families.
2. What are three skills families can learn to help solve
their problems?
3. Why are the steps in decision-making sometimes
hard for families to follow?
4. Where can families go for help with their problems?
What Do You Think?
5. If you were a parent of a teenager, how would you
handle conflicts that arise between you?

Chapter 6 Marriage and Family 137

 Hea lth s k il l s

Using Win-Win
Negotiation
Dad, there's no good reason why I can't stay out late on
weekends. I'm tired of being treated like a baby! 1. Describe the Problem
You're only fifteen, Rosa. You can't just come and go as you When you find yourself in a
please. Midnight is late enough. conflict situation, take the time
to really understand the prob­
Rosa and her father have been having this “ discussion" lem. Write out answers to the
for weeks. They just go around and around, getting m ore following questions:
and m ore annoyed and stubborn. Conflicts like this also ■ What do you believe is hap­
occur betw een friends, neighbors, and nations. Often at pening in the situation?
the heart of a disagreem ent is a breakdow n in com m u­ ■ How does it make you feel?
nication. W hen com m unication is poor, conflict can tear ■ What don't you like about
the situation?
a relationship apart. But with good com m unication, con­
ш What do you want out of the
flict can lead to greater understanding and grow th.
situation?
The following steps can help you to turn a no-w in situ­
Dad make^me-eome in so early. It
ation into one w here everyone com es out a winner. makes me angry that he doesn't
trust me, but I hate fighting with
him. I'd like to have more freedom
and to get along with him.
Rosa's not old enough to stay out
late. I worry about her safety. I
don't want to fight with her, but I
don't want her to get hurt.
■ Н И Н Н Н П Н Н Н В
2. Explore the Other
Point of View
Now describe the problem as
you think the other person
sees it. What do you think are
the other person's beliefs, feel­
ings, and interests?
Dad probably thinks he's protect­
ing me. He worries when I'm out
late, but he wants to get along with
me and keep me out of trouble.

138 Unit 2 Social Health

Rosa probably thinks I don't trust
her. She's angry because she can’t
spend enough time with her
friends. She wants me to trust her.
Obviously, it is best if both
the people involved in an ar­
gument go through the steps
of Win-Win Negotiation. Sug­
gest and explain the process to
the other person. Ask the other
person to go through steps 1
and 2 on his or her own. If the
person is not willing to try the
process, you can still go
through the steps yourself.
Your willingness to see the
other person's point of view
may help the situation.
— Р— И— ................I .....
3. Share and Discuss Win-Win Negotiation can help resolve important conflicts.

Use the following guidelines to

share your understanding of швнишияшшяияшшяивяявшяяшяшишшшш
APPLY THE SKILL
the situation with the other 4. Invent Solutions
person involved in it. •
f Brainstorm a list of solutions • 1 . Jack and Sam are having a
■ Actively listen to the other that meet at least some of the !
disagreement. In writing, de­
person and acknowledge needs of both of you. Invent ;
scribe their problem and use
that you understand his or solutions first; you can judge •
the Win-Win method to re­
her view. Understanding is them later. !
solve it.
not the same as agreeing
Dad, what if I call you if I'm out \
with the other person. Sam: How could you go to a
after 11 p.m . and have late hours •
■ Talk about and acknowledge baseball game tonight, Jack?
twice a month?
each other's feelings. Unex­ You promised to help me
pressed feelings often get in Why don’t you invite your friends ] study for tomorrow's math test!
the way of resolving con­ to our house, Rosa? Jack: How could you expect
flicts. Listen quietly without me to turn down free tickets to
interrupting. the most important game of
I Attack the problem, not the 5. Agree on a Solution the season?
person. Seek solutions, and From your list, select the one ! 2. List five areas in which you
do not blame. solution that best meets the | or people your age may conflict
■ Look for shared goals. most important interests of • with friends, family members,
Avoid taking specific posi­ both of you. The two of you • teachers, or others.
tions at first. must agree on the solution. ! 3 . Think of a conflict you are
■ Focus on what you want to 1 ♦ now (or recently have been) in­
happen in the future. Look So, Dad, I ’ll call you at 11 p.m . to •
volved in. Ask the other
forward, not back. let you know where I am. and when •
person to work through the
Dad, I understand that you worry I will be home.
• Win-Win method with you.
when . . . OK, Rosa. That way I w on’t have \ Then evaluate how successful
Rosa, 1 realize that time with your to worry about where you are and • the process was in resolving
friends is im portant. . . whether you’re all right. the conflict.

Chapter 6 Marriage and Family 139

Г* Chapter
О Review
Chapter Summary
■ Ninety-five percent of all Americans marry. grow, they gain new responsibilities, such as
Marriage is a lifelong commitment. taking care of themselves, helping with
■ Love, compatibility, an ability to compromise, household tasks, and caring for less able
and a commitment to the marriage are some members of their household.
of the factors that contribute to having a ■ Divorce requires major adjustments for all
successful marriage. members of the family. Children may feel
■ Changing marital roles, disagreements over guilty, angry, and embarrassed about
money matters/ and unexpected problems, divorce. It is important that they discuss
such as illness and job loss, can create stress their feelings with others.
in a marriage. ■ Acts of violence in families include physical
■ When teenagers marry, they often face more abuse, sexual abuse, and emotional abuse.
problems than do older couples. Teenage Drug and alcohol abuse also contribute to
couples may not be financially or emotionally family problems. Many organizations exist to
ready for marriage or parenthood. help family members deal with these types
■ Today, people live in a wide variety of of problems.
family forms, including nuclear families, ■ Family members can learn skills to improve
footer families, single-parent families, and communication, express their emotions, and
blended families. solve family problems. Families may seek
■ All families have similar functions and help with problems through support groups,
responsibilities. family agencies, or family therapy.
■ Parents are responsible for meeting children's ■ Healthy families maintain family traditions
basic physical and emotional needs, socializ­ and ties. Family members share time together
ing children, and setting rules. As children and enjoy each other's company.

Vocabulary Review
Listed below are some of the important terms in this chapter. Choose the term that best matches
each phrase in the exercise that follows.
Alateen divorce incest separation
Al-Anon emotional abuse joint custody sexual abuse
blended family emotional neglect marital roles single-parent family
commitment extended family nuclear family socialization
compromise foster parents physical abuse support group
1 . responsibilities accepted by each partner 6 . legal agreement to end a marriage
in marriage 7. stepparents and their children and
.
2 skill that requires each partner to give up stepchildren
something in order to reach agreement .
8 network of close relatives
3. an organization that helps teenagers cope 9. sexual interaction between any family
with an alcoholic family member т е тЬ ё гэ except husband and wife
4. parents and their child or children 1 0 . determination to develop a fulfilling
5. teaching children acceptable behavior relationship

140 Unit 2 Social Health

What Have You Learned?
1. Describe the components of real love. 7 . List three stressful situations that affect
How is real love different from infatuation? some families.
2. How might today's marital roles differ .
8 What should a child abuse victim do?
from traditional roles in marriage? 9. How is witnessing family violence
3. How can teen marriages be successful? damaging to children?
4. What can you do if you are having trouble 1 0 . How might support groups help children
feeling comfortable in your blended family? of divorce?
5. Why is it important that children be 1 1 . What kinds of communication skills can
socialized? family members use to resolve conflicts?
6 . List and describe five basic functions of 1 2 . How might using a hotline help a family
the family. member in a time of crisis?

What Do You Think?

1. What do you think are the two most 4 . What kinds of family rules for teenagers do
important factors in a marriage? Why? you think are fair and reasonable? Unfair and
2. What factors do you think are important unreasonable?
for determining marital roles? 5. Why do you think it is sometimes difficult
3. How do you think education can help for family members to communicate with
teenagers succeed in marriage? one another?

What Would You Do?

1. Your friends, a teenage couple who have 4 . Several classmates want to start a support
dated for two years, plan to marry. Would you group for teens who have to cope with divorce
encourage or discourage them? Why? or separation. They have asked you for advice
2. You would like to develop better communi­ on what to discuss at the first meeting. What
cation with the other members of your family. would you tell them?
How would you go about achieving this goal? 5. You suspect that your friend's mother has
3. Your friend has confided that she is being an alcohol problem although your friend has
sexually abused by her stepfather. How can never said anything about it. What could you
you help her? do to help your friend?

For Further Study

1. Create a bulletin board display entitled
"Strong Families.'' Illustrate with family
snapshots, magazine photos, and posters.
Prepare and display lists of resources on
parenting, communication, conflict resolution,
and other topics related to healthy families.
2. Research and report on the types of
agencies in your community that provide help
for troubled families. List the services each
provides and explain how people can make
their first contacts with the agencies.
3. Interview some teenagers and some
married adults to find out what qualities they
think are important in a spouse. How do the
teenager's responses compare to those of
the adults?

Chapter 6 Marriage and Family 141

 He claims it's his new
fitness routine and I think it works. I've had
Hey, guys, can you the high-carbohydrate a lot more energy since I
believe Jim raised his diet. He's really into started watching what I
batting average from nutrition —always eat. i even stay awake in
.232 to .350 this season? criticizing what I eat. all my classes!
How'd he do it? Kind of a draa!
 As you read, think about
► how your skin functions and how you can keep it
healthy.
► how you can protect your eyes.
^ how your ears function and what you can do to
protect them.
^ what you should do to maintain the health of your
teeth and gums.

Personal Care
ou have just skied a difficult
slope, and you stop to catch your
breath. Your senses are alive. The
sky is deep blue, and the snow is a brilliant
white. You hear the snow crunching be­
neath your skis and hear the shouts of the
other skiers near you. You feel a crisp breeze
and the gentle warmth of the sun on your skin.
Below you is the ski lodge. There you can
warm your hands around a mug of hot soup as
you enjoy its hearty flavor, and you can choose
an "oldie" on the huge, antique juke box. As
much as you love skiing, the music, warmth, and
soup at the lodge are tempting you now.
Imagine how different these experiences and oth­
ers would be if you couldn't see, hear, or feel the
things around you. In this chapter, you will learn
how your eyes, ears, and skin connect you to your
surroundings. You will also learn why proper care
of these important organs, as well as of your hair,
nails, and teeth, will help you to look and to feel
your best.

Looking your best makes you feel

good and shows that you care about
your health.
 1. YOUR SKIN, HAIR,
AND NAILS
Having healthy skin, hair, and nails is a part of looking
and feeling your best. After all, these are the first things
people see when they look at you. Learning how to take care
of your skin, hair, and nails will help you to look and feel
Check Your Wellness your best.
How many personal care be­
haviors do you practice? See Your Skin
how many of these questions
Like every other part of your body, your skin is made
you can answer yes to.
of cells. A cell is the smallest living unit of the body. Your
1. Are you careful not to body is made up of billions of cells that can only be seen
overexpose your skin to through a microscope. These billions of cells are divided into
the sun? hundreds of types. Cells of the same type that are connected
2. Do you bathe or shower and function together form tissue. Within your body, tissues
daily? are organized into structures called organs. An organ, for
3. Do you comb or brush your example, the skin, is a structure that performs one or more
hair frequently and wash it specific functions in the body. Your skin is the largest organ
with a mild shampoo? of your body.
4. Are your fingernails and
toenails clean and neatly SKIN STRUCTURE Skin is made up of two main layers
clipped? and a third layer that holds the skin in place. These layers
are illustrated in Figure 7-1. The outermost layer—the layer
5. Have you had your eyes ex­
you see when you look at someone—is the epidermis (ep uh
amined within the last
year?
6. Do you avoid putting ob­
jects, such as cotton-tipped Hair shaft
swabs, in your ears?
7. Do you minimize your ex­ Sweat pore
Epidermis
posure to loud noises,
including music, w henever Pain
receptor
possible?
Cold Dermis
8. Do you brush your teeth
receptor
after breakfast and dinner?
9. Do you floss your teeth Touch
receptor
Heat
receptor

Sweat gland
Muscle

Oil gland
Fat cells
Hair follicle
Blood vessels
Figure 7-1. The skin has a complex ►
structure. In what layer of the skin Pressure receptor
are the oil glands? Nerve

146 Unit 3 Physical Well-Being

___
 SKIN PROBLEMS Because your skin is exposed to the
environment, it faces many hazards. Freezing temperatures
can damage your skin, especially on your toes, fingers, ears,
and nose. Exposure to the sun can lead to sunburn and skin
cancer. If you cut or scrape your skin, germs, or bacteria (bak
teer ее uh), can enter the body. Burns damage the skin and
reduce the protection it offers to other tissues and organs.
You will learn how to care for frostbite, cuts, and burns in
Chapter 26.
One of the most common skin problems you may face
as an adolescent is acne (ak nee), a condition in which the
oil glands become irritated, infected, and swollen. Acne fre­
Acne is caused by blocked pores. quently develops during adolescence when the oil glands in
your skin begin to grow larger and produce excess oil. When
excess oil combines with the dead skin cells of the epidermis
and plugs pores exposed to the air, a "blackhead" forms,
"Whiteheads" are blocked pores that are not exposed to the
air because of overlying epidermis. Blackheads and white-
heads are two kinds of blemishes. As Figure 7-3 illustrates,
bacteria can infect a plugged pore, resulting in a pimple.
You may have heard that oily food, chocolate, and cola
drinks cause acne. Doctors now feel that acne may not be
directly affected by a diet containing these foods. Research
has shown, however, that a balanced diet, a lack of stress,
and proper sleep contribute to a healthy skin, free of acne.
н The best defense against acne is clean skin. If your skin
is oily, you should wash it with mild soap two or three times
a day. More frequent washings only stimulate your oil glands
to produce more oil. Products that contain benzoyl peroxide
(ben zo ihl pur ox ide), a chemical that dries out pimples and

Hair
follicle

Figure 7-3. A pimple forms when ►

bacteria infect a plugged pore.

148 Unit 3 Physical Well-Being

 dur mis). It forms a barrier between the organs within your
body and your environment, including any germs in your
environment. Just below the skin's surface is a layer of the
epidermis that continually produces new skin cells. These
cells are nourished by the blood vessels that run through the
skin. As cells are produced here, older cells are constantly
pushed to the skin's surface. Since there are no blood vessels
at the surface, the cells are deprived of nourishment and die.
As more new cells are pushed to the surface, the dead cells
already there are shed.
Within the epidermis are special cells that produce a
brown substance known as m elanin (mel uh nin). Melanin
is a major factor in determining the color of your skin. Sun­
light can stimulate the melanin-producing cells to produce
more melanin, which causes the skin to darken, or tan. A
person or animal lacking cells that produce melanin is known
as an albino (al by noh). Figure 7-2. Skin color is determined
by a substance in the skin known as
Within the epidermis are structures known as pores. A
melanin.
pore is the opening of a narrow channel, or duct, that leads
to a gland. A gland may be a cell, a group of cells, or an
organ that produces and releases one or more substances. A
sweat gland, for example, produces sweat, or perspiration,
which flows out through the pores on the skin's surface.
Sweat absorbs heat and evaporates from your skin, which
helps to cool your body. Another type of gland, called an oil
gland, produces oil that helps to waterproof the skin. These
glands are found in the inner layer of the skin, the derm is
(dur mis). The dermis, which is usually much thicker than
the epidermis, is tough and elastic. It contains muscle fibers,
blood vessels, and nerves. The blood vessels bring nutrients
to the skin, and carry away waste products. When your tem­
perature rises, blood flow through the skin increases, which
allows more heat from your blood to escape into the
environment. When you are cold, blood flow through the
skin decreases, which means less heat is lost through your
skin. The nerves in the dermis help you to sense your en­
vironment. They tell you whether something is hot or cold
or rough or smooth. They also transmit messages of pain
that warn you of possible danger or injury.
Beneath the dermis is a tough layer of connective tissue
that holds the skin in place. This tissue has a layer of fat that
varies in thickness, depending on the area of the body. The
fat tissue in this layer acts as insulation, preventing excessive
heat loss.
The three layers that make up your skin help to prevent
injury to the other tissues and organs of your body and help
your body to maintain a constant temperature. Finally, these
layers preserve the environment that your cells need to sur­
vive. Body fluids-surround and bathe all of the cells in your
body. Without this watery environment, your cells could not
function. Without skin, your body fluids would evaporate.

Chapter 7 Personal Care 147

kills bacteria, can help mild cases of acne. Because your fin­
gers and nails can carry bacteria, you do not want to scratch
or squeeze pimples, blackheads, or whiteheads. A derma­
tologist, a doctor who handles skin disorders, should treat
severe cases of acne to avoid complications.
Another skin disorder is derm atitis (dur muh ty tis) in
which an area of skin may become red, swollen, hot, and
itchy. Sometimes, the area blisters and oozes. Any sub­
stance, for example, chemicals, soaps, or even plants, such
as poison ivy, that irritates the skin can cause dermatitis.
Sometimes, certain medicines and foods also cause skin
problems. In most cases, dermatitis can be cured with a
medication applied to the skin. You can prevent dermatitis
from recurring if you can identify and avoid the substances
that irritate your skin.
Several common skin problems are caused by viruses. A Figure 7-4. A dermatologist
virus is a simple kind of germ that causes an infection or specializes in the care and treatment
disease. One type of virus, called herpes (hur peez) sim plex I, of skin disorders.
causes clusters of watery blisters, or cold sores, around the
mouth. Cold sores often heal in 7 to 10 days. Warts, growths
on the skin, frequently the hands and feet, also are caused
by viruses. Warts can grow deep into the skin and should be
removed only by a dermatologist.
There are some skin infections that are caused by a fun­
gus. A fungus is a simple organism, such as a yeast or mold,
that grows into the tissue of another organism. Infections
caused by a fungus usually occur in warm and moist areas
of the skin. Athlete's foot is a common fungal infection that
causes burning, itching, cracking, and peeling of the skin on
the bottom of the foot and between the toes. To prevent
athlete's foot, keep your feet dry and try wearing cotton
socks and shoes made of leather instead of plastic. Because
fungal infections are often hard to cure with over-the-counter
medicines, you may want to see a dermatologist if you de­
velop an infection.
Skin cancer is a serious skin disease. A cancer is an area
of uncontrolled cell growth that invades the surrounding tis­
sue and destroys it. There are at least three types of skin
cancer. The most serious form of skin cancer usually starts
with a mole, or brown spot, that suddenly increases in size
and becomes blue-black. Because almost all skin cancers are
caused by overexposure to the sun's ultraviolet rays, you
should protect your skin when in the sun. Sunscreens, sub­
stances that block the ultraviolet rays of the sun, are
numbered with a sun protection factor (SPF) from 1 to 29.
The higher the SPF of a sunscreen, the more protection it
provides. To protect your skin, you should apply sunscreen
with an SPF of 5 or higher before going into the sun. Reapply
it frequently while you are in the sun, especially if you hpve
been swimming or sweating. You will learn more about skin
cancer in Chapter 18.

Chapter 7 Personal Care 149

 SKIN CARE Usually, your skin only needs basic care to
stay healthy. Basic skin care includes keeping it clean, pro­
tecting it from extremes in heat and cold, and preventing
infection in cuts and scrapes. A balanced diet, regular
exercise, and sleep are also essential for healthy skin.
To clean your skin you need to wash away dirt, body
oil, perspiration, and cosmetics every day. The best sub­
stance to wash with is soap. Although manufacturers may
claim that the perfumes, deodorants, lotions, extra fats, and
vitamins added to their products improve them, the fact is
any soap will get you clean. Deodorants do help to destroy
the bacteria that cause odors, but deodorants and perfumes
also can irritate the skin and cause a rash. Soaps with lotions
added to them do not effectively moisturize the skin. The
best way to moisturize dry skin is to apply a body lotion after
washing and while your skin is still moist. The lotion will
help your skin retain its natural moisture.
Although sunbathing is relaxing, and the sun helps your
body to make vitamin D, as you know, prolonged exposure
to the sun can lead to sunburn and skin cancer. While a tan
may help you to avoid sunburn, it also causes the skin to
become wrinkled and leathery. Sunlamps and tanning
A booths can cause the same damage to the skin as the sun.
Figure 7-5. You can enjoy the sun With these tanning devices, severe sunburn or eye damage
and still avoid overexposure. can occur in just minutes.

Your Hair
Like your skin, hair helps to insulate your body from the
cold in winter and the heat in summer. Eyelashes and the
hair in your nostrils and ears help to keep dust and dirt out
of your eyes, nose, and ears. Eyebrows help to keep sweat
from running into your eyes. The hair on your arms and legs
helps you sense when something, such as an insect, is on or
close to your skin.

HAIR STRUCTURE Your hair is part of your skin. Hairs

are formed in the dermis layer of the skin. Each hair develops
in a narrow cavity called a hair follicle. The hair that you
see, like the surface of your skin, is made of dead cells. This
is why it does not hurt you when your hair is cut. The living
part of the hair, or the root, is found at the base of the follicle.
As cells are added to the root, the hair is pushed out of the
follicle, or grows. Each hair follicle is connected to an oil
gland. Oil moves up the hair follicle to the surface of the skin
to help keep your hair and skin supple. This oil also helps
to "waterproof" your skin and hair.
A tiny muscle that contracts when you are cold or fright­
ened is also attached to each hair follicle. When these muscles
contract, they cause your hairs to "stand on end," producing
goose bumps.

150 Unit 3 Physical Well-Being

 The color of your hair and whether it is curly or straight
depends on several different factors. The amount of colored
substance and the number and size of air spaces in each hair
affect your hair color. The shape of each hair determines if
it is curly or straight.

HAIR PROBLEMS Some people are bothered by un­

wanted hair on the face or body. There are several ways it
can be removed, at least temporarily. The easiest way is
shaving, but some people pluck unwanted hairs out one by
one. This can be painful and may lead to infection. Another
method uses a cream or lotion that dissolves hair, which then
can be washed away. If the unwanted hair is dark, it may be
enough to use a special bleaching product that lightens hair.
Head lice are another common hair problem. Head lice
are small insects that live on the scalp and lay their eggs on w mmmW
hair. There are several special shampoos available to kill lice. Head lice and dandruff are problem s that
After shampooing, a fine-toothed comb should be used to can be treated w ith special sham poos.
remove the eggs, or nits, from the hair. Not sharing combs
and brushes with others is the best way to avoid head lice.
Some hair problems, for example, dandruff, are really
scalp problems. Dandruff occurs when dry flakes of skin
from the scalp come off as the hair is combed or brushed.
Dandruff shampoos can help to control the problem, if regu­
lar hair care does not help.

HAIR CARE Attractive hair is clean hair. Frequent, gentle

brushing helps to remove dirt and makes your hair shine.
Shampooing washes away built-up oil and keeps your hair
clean and fresh-smelling. When used correctly, products that
straighten, wave, or curl your hair will not damage it.

M Figure 7-6. Shampooing is an

important part of keeping your hair
healthy and attractive.

Chapter 7 Personal Care 151

 Your Nails
Fingernails and toenails, like your hair, are outgrowths
of the skin that protect the sensitive upper surfaces of the
Nails protect the sensitive upper surfaces tips of your fingers and toes. With these surfaces protected,
of the tips of fingers and toes. the fingers become more useful in grasping objects and in
prodding and scratching. Toenails, covering the tips of the
toes, protect the toes when you walk or run.

NAIL STRUCTURE Like your hair, your fingernails and

toenails are produced by special skin cells. As the cells in
your nails age, they die and are pushed to the skin surface
by new cells. In fact, most of the tissue of a nail consists of
dead cells. If you have ever looked closely at your nails, you
know they are colorless, although they appear to have the
color of the skin under the nails.

NAIL PROBLEMS Growth, brittleness, and white spots

are common nail problems. The rate of nail growth varies
from person to person. No specific food, mineral, or vitamin
will make your nails grow faster—not even gelatin. If your
hands are in water frequently, your nails may become brittle.
Wearing rubber gloves when you are washing dishes will
help to protect your nails from becoming brittle. White spots
on nails are the result of minor injuries. The spots will vanish
as the nail grows.
Although most of these nail problems are not a sign of
illness, your nails can be an indicator of your health. Any
dramatic changes in their texture, shape, color, or growth
rate may be a signal to seek medical advice.

NAIL CARE Clean, well-cared-for nails add to your ap­

pearance. A fingernail brush, used regularly, will keep the
area under your nails clean. Clip or file your fingernails and
toenails so that their edges are smooth and cannot catch on
your clothes or scratch your skin. To prevent ingrown
toenails, clip toenails straight across. An ingrown toenail re­
sults when the edges of the nail grow into the skin on each
side of the nail. If not treated properly, ingrown nails can
become infected and cause serious problems.

Section Review
1 . Name the two main layers of your skin.
2. What are two functions of the skin?
3 . What is a hair follicle?
4. What functions do your nails serve?
Figure 7-7. Regular use of fingernail What Do You Think?
clippers improves your appearance.
5. What would you do to improve your skin?

152 Unit 3 Physical Well-Being

2. YOUR EYES
Much of the inform ation you g ath er ab o u t y o u r en v iro n ­
ment reaches yo u r b rain th ro u g h y o u r eyes. T hey are y o u r
windows to the w orld.
Because yo u r eyes com e into contact w ith y o u r en v iro n ­
ment, they n eed protection. As you know , y o u r eyelashes
and eyebrows keep d u st, dirt, a n d sw eat o u t of y o u r eyes.
The bones aro u n d y o u r eyes p ro tect y o u r eyes on the sides,
top, bottom, an d back. Y our eyelids also p re v e n t foreign ob­
jects from entering y o u r eyes. W h en an y th in g , even a gentle
puff of air, touches y o u r eyes, y o u r eyelids close. Even y o u r
tears help to protect y o u r eyes. The fluids p ro d u ced by y o u r
tear glands, w hich are located above each eye, keep y o u r
eyes moist. Tears w a sh aw ay foreign particles th a t can in ju re Y o u r e yes have som e protection from
the eyes and contain a substance th a t kills bacteria. This sub- sw e a t, dirt, dust, and bacteria,
stance helps to protect y o u r eyes from infection.

Eye Structure
You can th in k of y o u r eyes as hav in g th ree layers. A s
you see in Figure 7-8, th e o u tside layer, w h ich is w hite, is
the sclera (skleer uh ), com m only called the w h ite of th e eye.
Muscles attached to th e sclera allow the eye to m ove w ith in
its socket. At the back of the sclera is an o p en in g for th e optic
nerve, the nerve th a t tran sm its visual inform ation to th e
brain. The front of the sclera curves outwTa rd to form th e
transparent cornea (kor n ee uh). Because th e cornea is tra n s­
parent, it perm its light to en ter th e eyes. A th in , m oist
membrane, called th e conjunctiva (kahn ju n g k ty vu h ),
covers the front p a rt of th e sclera a n d th e inside of th e eyelid.

Sclera

Choroid

Retina

Cornea
Optic
nerve

Lens

Ciliary body
Blood vessels ^ Figure 7-8. Structures in the front of
the eye focus light to the back of the
Vitreous humor eye. Where is the cornea?

Chapter 7 Personal Care 153

 A dark colored m em brane, called the choroid (kor oyd),
m akes u p m ost of the m iddle layer of the eye. The choroid,
w hich is filled w ith blood vessels, lies ju st inside the sclera
an d ends at the front of the eye in tw o specialized structures,
O ne of these structures is the iris. The iris is a colored disk
w ith an opening in its center. This opening is the pupil. The
The size of the pupil determ ines ho w color of the iris determ ines the color of your eyes. The size
much light enters your eyes. of th e p u p il determ ines how m uch light enters the eye from
the cornea. In bright light, m uscle fibers in the iris contract,
causing the p u p il to narrow an d let in less light. In dim light,
the m uscle fibers relax, an d the pupil becom es larger, letting
in m ore light.
The second structure, form ed from the choroid and il­
lu strated in Figure 7-8, is the ciliary (sil ее eh r ее) body. This
structure produces a w atery fluid th at fills the front chamber
of th e eye betw een the cornea an d the lens. The lens, which
lies ju st b eh in d the iris, is a tran sp aren t structure th at focuses
light on the inner, back side of the eye. Small m uscles in the
ciliary body contract or relax to change the shape of the lens,
C hanges in the shape of the lens enable you to focus on
j objects at different distances from you.
Behind the lens is the large central cham ber of the eye.
This cham ber is filled w ith a clear, jellylike substance, the
vitreous (vit ree us) humor, w hich gives the eye its shape.
The innerm ost layer of the eye consists of a thin, delicate
m em brane kn o w n as the retina (ret u n uh). The retina is the
light-sensing p art of the eye. It consists of thousands of
special light-receptor, or light-receiving, cells an d nerve cells,
As you can see in Figure 7-9, there are tw o kinds of light-
receptor cells—ro d-shaped cells, called rods, an d cone-
sh ap ed cells, called cones. The rods only resp o n d to dim light
an d allow you to see black, w hite, an d gray. The cones are

Figure 7-9. Rods and cones are the ^

two types of light-receptor cells in
the human eye.

154 Unit 3 Physical W ell-Being

only stimulated by bright light a n d enable you to see color.
There are three types of cones. There is one type for th e color
blue; one type for green; an d one type for red. W hen at least
two types of cones are stim ulated at the sam e tim e, y o u see
other colors. The rods and cones convert im ages focused on
the retina to nerve signals, w hich are transm itted to th e brain
by the optic nerve.

How Vision Occurs

If you look at Figure 7-8 again, you will notice th a t light
passes through the cornea, the lens, an d the vitreous h u m o r
before reaching the retina. Because of their curved shapes,
the cornea and the lens focus the light on the retina. The
light-receptor cells in the retina th e n convert the light im ages
to signals that travel th ro u g h the optic nerve to th e brain,
where they are interpreted.
When you look at an object, you usually can see its
height, its w idth, its d ep th , an d how near to, or far from,
you it is. This ability to see things three dim ensionally is
called stereoscopic (stehr ее u h skahp ik) vision. Because
your eyes are spaced apart, each eye receives an im age th at
is slightly different from the im age received by th e o th er eye.
When these two im ages are com bined in th e brain, stereo­
scopic vision results.
Have you ever noticed th a t you can see things to either
side of what you are looking at? The ability to see th in g s off
to the side of w h at you are looking at is called peripheral
(puh rif ur ul) vision. P eripheral vision allows you to avoid
hazards that are no t directly in yo u r line of sight. It gives
you a wide field of v ie w —the area y ou see at any one instant.

Eye Problems
Many people have vision problem s caused by th e in a­
bility to focus light correctly. People w ho can see objects th at
are near to them clearly b u t cannot clearly see objects th at
are far away suffer from nearsightedness. N earsig h ted n ess
is caused by an eyeball th at is too long. As you can see in
Figure 7-10, w hen the eyeball is too long, light rays are
brought into focus in front of the retina, ra th e r th a n o n it.
Look again at Figure 7-10. The opposite of n earsig h ted ­
ness is farsightedness. A p erso n w ho is farsighted can see
objects that are far aw ay clearly b u t cannot see objects n ear­
by. Farsightedness is caused by an eyeball th at is too short,
which causes light rays to be focused b ehin d the retina.
When the curvature of the cornea or the lens is u n ev en ,
Nearsightedness
light rays entering the eye cannot be focused at a single point
on the retina. This causes astigmatism (uh stig m u h tiz um ), ▲
or blurred vision. Eyeglasses or contact lenses can correct Figure 7-10. How does the shape of
nearsightedness, farsightedness, an d astigm atism . the eyeball affect vision?

Chapter 7 Personal Care 1 55

 Injuries to the eye or the optic nerve, infections of the
eye, pressure on the optic nerve, or a cloudy lens can cause
blindness, the inability to see anything. Pressure buildup
w ithin the eye, know n as glaucoma (glau koh m uh), and the
clouding of the eye's lens, w hich is know n as a cataract (kat
Eye infections, injuries, clouding of the u h rakt), frequently occur in older adults. Blindness also may
lens, or pressure on the optic nerve can be the result of factors that interfere w ith the development
cause blindness. of the lens before birth.
A h ard blow to the eye or to the head m ay cause the
retina to become detached from the choroid. This condition,
know n as a detached retina, can cause blindness if the cho­
roid and the retina are n o t surgically reattached.
The inability to distinguish one or m ore colors is called
color blindness. Color blindness is a vision problem that is
usually passed on from a p aren t to a child. A person who is
color blind w as born w ithout one or m ore sets of cones or
w ith one or m ore sets of w eak cones, w hich m akes it difficult
or impossible for the individual to see certain colors.
A lack of the light-sensitive substance produced by the
rod and cone cells causes night blindness, the inability to
see well in dim light. N ight blindness can be inherited, or it
л can be caused by a lack of vitam in A. Sometimes, night blind­
ness can be an early sign of other eye diseases th at involve
the retina.
W hen the blood vessels of the conjunctiva become
T swollen, the w hite of the eye m ay appear red, or bloodshot.
D ust, chlorine, and smoke can irritate the conjunctiva, caus­
ing bloodshot eyes.
W hen the conjunctiva becom es inflam ed due to infec­
tion, it is know n as conjunctivitis (kun jungk tu h vy tis), or
pinkeye, the inflam m ation of the conjunctiva. It is usually
caused by bacteria or a virus in the conjunctiva. The white
of the eye becom es red, itches, and may ooze a yellowish
fluid. Conjunctivitis should be treated w ith m edicated eye­
drops, prescribed by a doctor.
Sometim es the pore of an oil gland for an eyelash
becom es infected. The infected pore becom es red, and a pain­
ful swelling know n as a sty forms. A sty can be treated easily
by an eye doctor.

Eye Care
There are m any things you can do to protect your eyes
and keep them healthy. If you w ork w ith dangerous sub­
stances that could splash into your eyes, or if you work
around m achinery, you should w ear protective glasses or
goggles. If you play a sport, such as racketball or lacrosse,
in w hich you could be hit in the eye by a ball or some other
Shield your eyes from harm ful chem icals, fast-m oving object-, you should also w ear protective glasses
moving objects, or harsh light. or goggles. W earing sw im m ing goggles w h en you swim will
protect your eyes from chlorine and other substances that

156 Unit 3 Physical Well-Being

 A
can irritate them. Goggles will also give you better under­ Figure 7-11. Protective goggles or
water vision. Another way to protect your eyes is to avoid glasses can protect your eyes from
injury and infections. f
looking directly into the sun or any bright light. Hats or
visors and sunglasses can protect your eyes from the rays of
the sun.
Avoiding eyestrain is still another way to keep your eyes
healthy. When you read or study, be sure you have adequate
light and look up occasionally from your work to relax your
eyes and change their focus.
Regular eye examinations can help to detect, prevent, or
control many eye problems, such as nearsightedness, far­
sightedness, and astigmatism. Regular eye exams can also
aid in the early detection of glaucoma and cataracts. In fact,
regular eye examinations can reveal a good deal about your
health. For example, by looking through your pupils with a
special instrument an eye doctor can see the blood vessels of
the retina. Changes in the blood vessels can offer early w arn­
ings of illnesses.

Section Review
1. What are the three layers of the eye?
2 . Where are the two kinds of light-receptor cells found
in the eye?
3. What causes astigmatism?
4 . What is glaucoma?
What Do You Think?
5. What are some habits that you could change to help Figure 7-12, Regular eye
protect the health of your eyes? examinations can help to prevent or
correct many vision problems.

Chapter 7 Personal Care 157

 3. YOUR EARS
You m ay think your ears are only for hearing, but did
you know they also help to keep your balance? Your ears
convert sound w aves into nerve signals that your brain can
u n d erstan d . At the same time, your ears sense the position
Your ears allow you to hear and to keep and m ovem ent of your head so you can adjust your bod)
your balance. and keep your balance.

Structure of the Ear

Your ear is divided into three p a rts—the outer ear, the
m iddle ear, and the inner ear. These parts are illustrated in
Figure 7-13. The outer and m iddle parts of the ear transfer
sound w aves to the inner ear, w hich deals w ith hearing and
your sense of balance.

T H E O U TER E A R W hen you look in a m irror, you can

see a part of the outer ear. This part is called the auricle (or
ih kul). The auricle, w hich is covered w ith a thin layer of
skin, acts as a collecting funnel for sound waves. It channels
the sound w aves into the ear canal, a narrow cavity that leads
to the m iddle ear. G lands in the skin lining the ear canal
release a wax that helps fight infections in the ear. At the
Figure 7-13. In which part of the ear end of the ear canal is a thin m em brane called the eardrum.
is the cochlea? The eardrum vibrates w hen sound w aves strike it.

Semicircular canals

Auditory
nerve
Stirrup

Auricle
Hammer

Eardrum

Cochlea
Vestibule

Outer Middle
ear ear

158 Unit 3 Physical Well-Being

THE MIDDLE EA R The eardrum m arks the beginning of
the middle ear, which contains three small b o n e s—the h am ­
mer, the anvil, and the stirru p —nam ed for their shapes. The
hammer receives the vibrations from the eardrum and
pushes the anvil, w hich then moves the stirrup. The m ove­
ments of the ham m er, the anvil, and the stirrup magnify
gentle sounds and soften loud ones. O ften, too m uch sound
passing to the inner ear will dam age its delicate hearing
mechanism permanently.
Have you ever felt your ears pop w hen you go u p or
come down in an elevator? This happens w h en the air pres­
sure in the outer ear is different from the air pressure in the
middle ear. As you can see in Figure 7-13, a narrow tube,
known as the eustachian (yoo stay shun) tube, connects the
middle ear to the back of the throat. M ost of the time the
eustachian tube is closed. W hen you cough, swallow, or
yawn, however, it opens, allowing the air pressure in the
middle ear to become the same as the air pressure in the
outer ear. This is w hy swallowing usually relieves ear p o p ­
ping. If the eustachian tubes did not help to m aintain equal
air pressure, your eardrum s could burst, or rupture.

THE INNER EA R The ham m er, the anvil, and the stirrup
in the middle ear transm it the sound vibrations to a small
membrane, called the oval w indow , w hich separates the
middle ear from the inner ear. As Figure 7-13 illustrates, the
oval window is actually a part of the wall of the cochlea (kahk
lee uh), a hollow, fluid-filled, coiled tube. Special vibration-
sensing cells line the inside of the cochlea. Vibrations of the
oval window cause vibrations in the fluid in the cochlea
which, in turn, stim ulate the cells lining the cochlea. These
cells then send out nerve signals that travel through the
auditory (aw duh tor ее) nerve to the brain, w here they are
interpreted as sound.
Other structures in the inner ear help you to m aintain
your balance. One of these structures, the vestibule (ves tuh
byool), is a fluid-filled cham ber that senses the position
of your head. The inside of the vestibule is lined w ith pres­
sure-sensitive, or w eight-sensing, cells. As you change the
position of your head, small particles in the fluid of the ves­
tibule fall to the low est point in the cham ber and rest on some
of the pressure-sensitive cells. These cells send nerve signals
to the brain. At the same time, the semicircular canals, a set
of three hollow tubes also in the inner ear, detect changes in
body position. Each canal is lined w ith cells that respond to
the motion of the fluid that partially fills each canal. W hen
you change position, the position of fluid in the canals
changes. As the fluid flows across the cells, the cells send
signals to the brain. Your brain interprets these signals .with Figure 7-14. Balance is a complex
the signals from the vestibule and sends signals to your m us­ skill that depends on the functioning
cles so that you can m aintain your balance. of the inner ear.

Chapter 7 Personal Care 159

 Hearing Disorders
Ear infections, especially in young children, are a com­
Issues in Health m on problem. Because the eustachian tubes lead from the
back of the throat to the m iddle ear, it is possible for bacteria
What Should Be from the nose or the throat to enter the m iddle ear, causing
an infection. Severe middle-ear infections may cause the
Done About eardrum to rupture. An infected ear usually aches, feels
warm, and may feel as if fluid is running in it. Doctors
Noise Pollution? usually prescribe antibiotics, medicines that kill germs, for
Some people feel that noise pol­ people w ho have ear infections.
lution is a serious health hazard. Sometimes, a tear in the eardrum , caused by placing an
After all, exposure to loud noise object too far into the ear canal, leads to an ear infection.
can damage hearing, raise blood Although the eardrum will heal, it will also be scarred. Every
pressure, increase heart rate, and time the eardrum is torn, a scar forms. Scar tissue makes the
cause other physical and mental eardrum less flexible and less able to transm it sound. There­
problems. To control noise levels, fore, scarred eardrum s can lead to a loss of hearing. A
these people feel that communities
buildup of wax in the ear can also cause hearing loss because
should pass antinoise laws that
sound waves cannot reach the inner ear. Sometimes, a hear­
regulate such things as car and
truck noise, radios, and loud par­
ing loss is caused by the abnormal grow th of bone tissue in
ties. In addition, they feel that the ear, w hich prevents m ovem ent of the three small bones
manufacturers of airplanes, cars, of the middle ear. These types of hearing loss can be cor­
and appliances should be required rected. A doctor can remove wax from a blocked ear or
to produce quieter equipment. prescribe a wax softener. Sometimes, surgery can correct ab­
Other people feel that antinoise norm al bone growth.
regulations would be impossible to W hen the vibration-sensitive cells in the cochlea are
enforce. They believe that, for the dam aged, the hearing loss is perm anent. Loud noises, some
most part, people can minimize diseases, and large doses of certain medications can damage
their exposure to noise simply by
or kill the vibration-sensitive cells, usually a few at a time.
changing their life styles. People
W henever cells are dam aged or killed, some sensitivity to
who work in noisy occupations,
for example, can wear protective
sound is lost.
ear equipment. In addition, these Usually hearing aids can help people w ith mild hearing
people say, people can make an losses due to dam aged vibration-sensitive cells in the cochlea.
effort to avoid noisy settings, such A hearing aid makes sounds louder. People w ho are totally
as rock concerts and loud parties. deaf cannot hear any sound. Total deafness results when
Homes can be made less noisy by many of the cells in the cochlea are dam aged. A relatively
using sound-damping materials new device, know n as a cochlear im plant, m ay help these
and by lowering the volume of people hear some sounds. The device, which is placed in the
televisions, radios, and stereos.
ear, electrically stimulates the cochlea. Total deafness also
What do you think we should
can occur w hen the auditory nerve is dam aged. As of now,
do about the noise pollution
there is no way to restore hearing w hen the auditory nerve
problem?
is damaged.

Ear Care
Proper ear care is not difficult. You can use a w et wash­
cloth to clean your outer ear and the front part of your ear
canal. Dry your ears thoroughly after w ashing. Never insert
a cotton-tipped swab or any other object into your ear canal
to clean it.
W earing earplugs w hen you are swimm ing keeps water
out of your ears, which will help to prevent ear infections.

160 Unit 3 Physical Well-Being

 Figure 7-15. You can enjoy music but
not damage your hearing if you keep
the volume in headphones low.

Sound Levels

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D Jet engine
(j
w to
CO
QJ О -
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X 1
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1 Jackhammer
i
This is especially im p o rtan t if you have h ad rep eated ear CD utoi
j— r 110 Rock concert
infections or a recent p u n ctu re of the eardrum . a °
Because loud noises can dam age th e cochlea cells, you aX .=
?
should wear foam -rubber earplugs or earm uff-type devices C
__D )-
<T
tj < u3 llw i Chain saw
to protect your hearing w h e n yo u are w orking a ro u n d loud
equipment. The intensity, or loudness, of so u n d is m easured S C
О D
ю
in units called decibels. As show n in Figure 7-16, sou n d 2 ^ r 90 Food blender
£ u
above 80 decibels can cause hearing loss. M otorcycles, tele­ /
visions, radios, a n d stereos also can generate so u n d levels
80 Vacuum cleaner
damaging to your hearing. If you w ear h e ad p h o n e s w h en
*
you listen to music, keep th e volum e to a level at w hich you
can enjoy the m usic b u t n o t dam age y o u r ears. A ny noise -7 0 Television
that is so loud th at it m akes conversation w ith a p erso n three /
feet (about 1.0 m eter) aw ay difficult is too loud. If you have
-6 0 Conversation
trouble hearing norm al conversation, if the conversation
__ Ж
sounds muffled, or if you experience a ringing in y o u r ears
after listening to som e so unds, the so u n d w as too loud. -5 0 Bank of a stream
If you think you have been exposed to too m uch noise
or cannot hear as w ell as yo u once could, see an ear doctor. Neighborhood street
An ear doctor can test y o u r hearing to determ in e w h e th e r or -4 0
without traffic
not you have suffered a hearing loss. /

-3 0 Woodland trail
.................. ...... .......... ......./

Section R eview -2 0 Whisper

1. Name the three b ones of the m iddle ear.

2. What is the function of the eustachian tube? -10 Pin drop
3. What is the soun d -sen sin g organ of th e in n er ear?
4. Why does lo u d noise cause hearing loss?
What Do You Think? Figure 7-16. What are some typical
5 . In what w ays can yo u take b etter care of y o u r ears? sources of sound levels above 80
decibels?

Chapter 7 Personal Care 161

 Incisors
4. YOUR TEETH AND GUMS
Canine
Your teeth not only help you to chew your food, they
also help you to produce certain sounds w h en you speak.
Premolars Try pronouncing the w ord th in k w ithout pressing your
tongue against the back of your front teeth! Your teeth also
Molars give shape and fullness to your cheeks and lips. Whenever
you talk, laugh, or smile, y o u r teeth are on display.
G ood oral hygiene is essential for m aintaining the health
of your teeth an d gum s. H ealthy teeth an d gum s will last a
lifetime an d will help you look an d feel your best.

Kinds of Teeth
Molars
As you can see in Figure 7-17, you have four types of
Premolars
teeth. Each type has its ow n special function. Incisors (in sy
zurz), teeth w ith sharp edges, are at the front of your mouth.
They are u sed to cut y o u r food. Canines (kay nyns) are the
Canine teeth w ith a single point th a t are u sed for tearing food. These
teeth are on either side of y o u r incisors. Teeth th at have flat
Incisors
surfaces w ith tw o ro u n d ed ridges for crushing food are called
Figure 7-17. Your four types of teeth premolars (pree moh lurz). Located at the back of your
have different functions. What are m o u th are the molars (moh lurz), the largest of your teeth.
the canines used for? M olars have large flat surfaces th at grind food.

Structure of Teeth
A lthough your teeth vary in size an d shape, they all have
the sam e basic structure, illustrated in Figure 7-18. The part
of any tooth you see w h en you look at your teeth in a mirror
is called the crow n. The crow n is the p art of the tooth that
I
comes into contact w ith the food you eat. Just below the
i gum line is the neck of a tooth. The neck forms the middle
Crown
I section of a tooth, betw een the crow n and the roots. The
I
roots are cone-shaped extensions of the tooth th at attach
1 to the jaw bone.
Each tooth is m ade of several kinds of tissue. The hard!
outer layer th at covers the crow n is a tissue called enamel
(ее nam ul). Enam el is the h ard est substance in your body,
Below the enam el an d form ing the outer tissue of the neck
an d some of the root is dentin (den tin), a yellowish, dense,
bonelike tissue. M ost of a tooth consists of dentin. Cemen-
turn (si men turn) is the o uter tissue of the roots th at covers
the root dentin.
A soft tissue, called pulp, fills the center of each tooth
The pu lp contains nerves an d blood vessels. These blood
vessels and nerves pass th ro u g h a channel k now n as the root
Blood vessels canal and connect w ith the other blood vessels an d nerves
▲ in the u p p e r an d low er jaw bone.
Figure 7-18. Teeth have a structure The gum , or gingiva (jin jy vuh), is the tissue that sur­
that is well-suited to their function. ro u n d s the teeth and covers the bone around your teeth.

162 Unit 3 Physical W ell-Being

Each tooth is im planted in this tissue. Because y o u r gum s
help to hold your te eth in place, th ey sh o u ld fit tightly
around the neck of each tooth.
Most people get tw o sets of teeth, p rim ary teeth an d
permanent teeth. Prim ary teeth, the first te eth a p e rso n gets,
begin to break th ro u g h th e gum s w h e n a baby is ab o u t 6
months old. By the age of 3, a child will have all 20 prim ary
teeth, 10 in the u p p e r jaw a n d 10 in the low er jaw .
Between the ages of 6 a n d 12, the p rim ary te eth begin Rinsing Away
to fall out. They are replaced by 32 larger p e rm a n e n t teeth. Tooth Decay
The last perm anent teeth , k n o w n as w isdom teeth , break
Researchers have found a new
through the gum s b etw een the ages of 17 a n d 21. Som e p e o ­
w eapo n to fight cavities —
ple never develop w isdom teeth. "super saliva" m outh rinses.
Cavities are caused by plaque,
an invisible, bacteria-laden film
Tooth and Gum Problems th at sticks to teeth. As the bac­
teria break dow n sugars and
Teeth can grow in a w ay th a t affects y o u r ap p earan ce, starches in foods, acids form.
your ability to speak, or y o u r ability to chew food. W h en the These acids erode tooth enam el.
upper and low er teeth do n o t m eet prop erly , th e condition Saliva w ashes these acids away.
is known as a malocclusion (mal u h kloo zh u n ), or im p ro p er Saliva also contains m inerals
such as calcium and phosphorus
bite. When the top te eth stick o u t too far, th e m alocclusion
th at strengthen teeth and help
is called an overbite. W h en the b ottom te eth stick o u t b ey o n d repair new ly form ing cavities.
the top teeth, it is called an u nderbite. Super saliva m outh rinses
People w ith m alocclusions n e e d th e h elp of a n ortho­ contain high concentrations of
dontist (or th u h dahnt ust), a d e n tist w h o specializes in calcium and phosphorus, w hich
help reduce decay in all areas
wrrecting the position of teeth. O rth o d o n tists u se brackets
of a tooth. But, d ifferent regions
and wires—know n as b ra c es—to h elp m ove te eth to their of a tooth have different
proper positions. O nce th e teeth have b een m oved, an o r­ calcium and phosphorus
thodontist m ay use o th er m echanical aids to keep the teeth requirem ents. By adjusting the
in position until th ey becom e fixed in place. proportion of calcium to phos­
phorus in a m outh rinse, it can
Tooth decay occurs w h e n te eth are n o t p ro p erly cared
com bat decay in specific areas
for. Plaque (plak) is a sticky, colorless film of bacteria th at of the teeth. Studies have shown
covers the surface of teeth. W h en plaq u e is n o t rem oved th a t super saliva rinses w ork
regularly, the bacteria grow a n d m ultiply, p ro d u cin g an acid best if used tw ice a day fo r tw o
that eats away tooth enam el. As sh o w n in Figure 7-19, at m inutes each tim e. This two-
first, a tiny hole, or cavity, form s. If th e cavity is n o t treated m inute rinse may soon becom e
part of a regular brushing and
by a dentist, it becom es larger a n d deeper. flossing regimen.
To prevent fu rth er decay, a d en tist rem oves th e decay
and bacteria that are p re se n t a n d fills th e cavity. D entists
frequently use gold or a m aterial called an amalgam (uh mal
gum), a silver-colored m ixture of several m etals, to fill cavi­
ties. Cavities in te e th n e ar th e front of th e m o u th m ay be
filled with a m aterial th a t m atches the color of to o th enam el.
This material, w hich is usually a ty p e of plastic, is n o t as
strong as gold or am algam .
If tooth decay is n o t treated at a n early stage, it will
eventually spread to th e p u lp a n d its roots. W hen this h a p ­
pens, the dentist m u st rem ove the infected p u lp from the
tooth and replace it w ith a special m aterial. This ty p e of treat­
ment is know n as ro o t canal therapy. Root canal th e ra p y m ay Super saliva rinses fight decay.
also be necessary if a to oth is severely d am ag ed or broken.

Chapter 7 Personal Care 163

 Decay W hen a tooth is lost either because of disease or an
accident, it is often replaced w ith a false tooth, or a fixed
Pulp bridge. If several neighboring teeth are lost, a removable par­
tial denture, several false teeth, m ay be required. Unlike a
Decay
fixed bridge, a rem ovable partial d en tu re can be taken out of
the m o u th for cleaning. C om plete den tu res are sets of upper
Dentin
an d low er false teeth.
Plaque can also affect the gum s w h en it builds u p along
the gum line an d u n d e r it. If the plaque is n o t rem oved within
48 hours, it begins to harden. H ard en ed plaque is called tar­
tar, or calculus (kal ky u h lus). It irritates the gum s, causing
th em to becom e red an d sw ollen an d to bleed easily. This
condition is called gingivitis (jin ju h vy tis).
If gingivitis is n o t treated, it can develop into periodon­
Enamel titis (pehr ее oh d a h n ty tis), a m ore advanced stage of gum
disease. In periodontitis, the bu ild u p of plaque an d calculus
Dentin causes the gum s to pull aw ay from the teeth, form ing pockets
betw een the teeth an d gum , as illustrated in Figure 7-19.
Plaque, calculus, an d food collect in the pockets, and the
gum s m ay becom e infected. If the infection is n o t treated, it
can spread to the jaw bone. Periodontitis can be treated sur­
Figure 7-19. Tooth decay begins at gically by dentists w ho specialize in gum diseases.
the tooth's surface and spreads to Bad breath, or halitosis (hal u h toh sis), is an o th er com­
the inner tissues. m on problem . Tooth decay, gum disease, an d oral cancer can

careers
There are m any people w h o w ork w ith a den tist to help
care for your teeth. The dental laboratory technician
m akes den tu res (artificial teeth), braces, an d other dental
fixtures, using m odels of a p atien t's teeth an d m outh.
D ental laboratory technicians craft dental fixtures from
plastics, ceramics, an d m etals, using drills, torches,
electric lathes, an d high-heat furnaces. Their jobs require
patience an d skill at using their hands.
A high-school diplom a is recom m ended for this job.
M any people learn the craft either on the job or by
w orking as apprentices. Some colleges offer a tw o-year
program th at leads to an associate's degree.
Dental hygienists w ork directly w ith patients. They
clean teeth, process x-ray films, an d instruct patients in
pro p er oral care. D ental hygienists m u st be licensed
before they can w ork. To obtain a license, a perso n m ust
A dental laboratory technician's be a high-school graduate, com plete a tw o-year dental
work requires care and precision. hygiene program , an d pass an exam ination.

164 Unit 3 Physical W ell-Being

cause halitosis. You can learn m ore about oral cancer in
Chapter 18. These, how ever, are n ot the only causes of bad
breath. Infrequent brushing and spicy foods also can cause
halitosis. Keeping the m outh clean is the best w ay to control
halitosis. Although m outhw ashes do not cure halitosis, they
can improve breath odor tem porarily.

Dental Care
There are a few sim ple steps you can follow for healthy
teeth and gums. These steps include eating a w ell-balanced
diet, low in sugar, brushing your teeth three tim es a day,
using dental floss, an d seeing your dentist regularly.
Brushing your teeth after eating and before bedtim e
helps to remove the food and som e of the plaque th at can
cause cavities and gum disease. Use a soft-bristled tooth­
brush and fluoride toothpaste. Fluoride, a tasteless, odorless
chemical, combines w ith tooth enam el to stren g th en the
enamel and make it m ore resistant to decay. W hen you b rush
your teeth, tip the toothbrush slightly so th at som e of the
bristles reach below the gum line. G ently b ru sh aw ay food
and plaque by m oving the toothbrush in short back-and-forth
and circular m otions. D ental floss, a nylon string, either
waxed or unwaxed, rem oves food and plaque from betw een
the teeth and betw een the teeth a n d gum s, areas th a t a tooth­
brush cannot reach. You should use dental floss at least once
a day, preferably at bedtim e. Figure 7-20 illustrates how to
floss your teeth. Ease the floss betw een tw o teeth by m oving
it back and forth gently. Bend the floss tow ard one tooth and
scrape the floss up and dow n against the tooth. Then, bend
the floss toward the other tooth and do it again. Each of your
teeth should receive this treatm ent.
If you think you m ay have a dental problem , see your
dentist right away. Even if you do not have problem s, you A
should see your dentist twice a year or on a schedule that Figure 7-20. Flossing is the most
your dentist recom m ends. Regular dental checkups can stop effective method for removing
problems before they becom e painful or hard to treat. plaque.

Section Review
1. Name the four kinds of teeth.
2. What tissue covers the crow n of a tooth?
3. How does plaque affect tooth decay?
4. What does flossing accomplish?
What Do You Think?
5. How would you convince a friend to stop neglecting
his or her teeth? W hat specific suggestions for dental •
care would you m ake to your friend?

Chapter 7 Personal Care 165

Time Management
John h a s o v e rslep t again . H e h a s to ru sh off to sch o o l
w ith o u t ea tin g a g o o d breakfast, b ru sh in g h is teeth , or 1. List Your Goals
co m b in g h is hair. In h is h a ste h e also m ay forget to d o M ake a list of all the things you
so m e th in g im p ortan t or lea v e so m e th in g b eh in d . A t th e w o u ld like to accom plish in the
next six m o n th s. T hen, rate
very lea st John starts h is d a y fe e lin g a n x io u s an d ten se.
each goal according to how im­
M an y p e o p le are like John. T h ey ru sh from o n e activity p o rta n t it is to you. Use this
to an oth er w ith n o clear g o a l or sch ed u le. T h ese p e o p le scale:
u su a lly n ev er h a v e e n o u g h tim e to d o ev ery th in g th ey
A = very im p o rtan t
w a n t to d o . John, for ex a m p le , w a n ts to g et h is driver's В = so m ew h at im p o rtan t
licen se. But h e h a s n o id ea h o w h e w ill fit driver's e d u ­ С = n o t very im p o rtan t
cation cla sses in to h is life.
John an d m a n y oth er p e o p le co u ld b e m ore p rod u ctive
M y Six-M onth Goals
if th e y m a n a g ed th eir tim e better. A g o o d tim e m an ager
is so m e o n e w h o c o m p le te s d aily task s, w ork s tow ard G it my driver's f'certse, A
lon g-term g o a ls, an d still fin d s tim e to relax, all in a d ay's a n&v ■6/cycJe
w ork. The tim e m a n a g em en t p ro cess o u tlin ed b e lo w w ill
Л/W e MseSaj! -faaro
h elp y o u to p lan y o u r d a y -to -d a y sc h ed u le so y o u can
accom p lish th e task s that are im p ortan t to y o u .

ШЯМЯШШвшш ш ш яшшкяшшшшя
2. Outline Your Tasks
For each of the goals you gave
an A rating to, list all the
activities you n eed to do in or­
der to accom plish th e goal. If
possible, break d o w n each
activity into sm aller, more
m anageable tasks. This makes
it easier to tackle an activity.
You m ay also w ish to outline
the tasks for a few of y o u r more
im p o rtan t В goals, although
these are of low er priority. Do
n o t focus on y o u r С goals un­
less y o u have extra time.

166 Unit 3 Physical W ell-Being

 ■ ■ ■ ■ ■ ■ ■ ■
3. Outline an Overall
Plan
For each task, assign a specific
and realistic deadline. To do
this, estimate h o w long the
task will take an d w h e n you
want it completed.

Top "A" Goal

Activities Time
Needed Deadline
/ Tak. dn/er'S ed. eounse
a.Vnd
• o a f sc/?ej(jfe -f 2-0 mios -zW<a.y
y. Srqn op -{or catLTSC. X hr -fo/norrvuJ
1 Learn zb dnVe
a. Take p e rm /t y fe s i Я Mrs n cxf 7n.

Time management skills w ill help you to use your time well.

4. Make a Daily Schedule

Each day, list th e tasks from
step 3 that you w a n t to accom ­ APPLY THE SKILL
6. Ask Yourself at
plish. Also list th e chores an d Different Points of the
other com m itm ents y o u have 1 . Take te n m in u te s to list the
Day, "Is this the best
that day. goals y o u w a n t to accom plish
use of my time?"
Do not schedule too m an y in six m o n th s.
tasks each day. It is w ise to al­ If y o u r a n sw e r is " n o ,” you 2. Rate th e goals according
low more time for a ta sk th a n it m ay be p ro crastin atin g , or to h o w im p o rta n t th e y are
may require. A llow som e tim e p u ttin g off, an A task. If so, to you. U se th e A-B-C ratin g
for unplanned events. c onsid er th ese questions: scale. W hich goals w ill m o st
b en efit y o u in th e lo n g ru n ?
■ Is th e task too o v erw h elm ­ A ssign an A ra tin g to each of
Things to Do Today ing? If so, break it into th o se goals.
find d o t d riv e rs ^cJiajtu/e A
sm aller step s. M ake a list of 3. Break d o w n each A goal
tasks th a t y o u can do in less into sim ple activities a n d even
'bmzh rfladi a s s ig n m e n t -A- th a n five m in u tes. sim pler tasks. A ssign specific
7J/fe tra sh o u t ■ Do y o u have e n o u g h infor­ a n d realistic d ead lin es for
A
m ation? If n o t, list the th ese tasks.
ilfilp fO ait reb u ild ib/cycJe. & info rm atio n y o u n e e d an d 4. Each d ay for a w eek, m ake
w h ere y o u can find it. a daily sch ed u le a n d prioritize
■ A re y o u afraid y o u w ill fail y o u r tasks u sin g th e A-B-C
o r m ake m istakes? If so, list scale. Do y o u r A task s first
y o u r fears. You m ay realize each day, follow ed by В a n d С
5. Prioritize Your th e task is n o t as difficult as tasks. If y ou find th a t y ou are
Daily Tasks y o u th o u g h t. p u ttin g th in g s off, ask y o u rself
Assign an A, B, or С ra tin g to ■ W h at are y o u d o in g instead? th e q u estio n s in step 6. A t th e
each task a n d chore. D o A A re th ese activities as im p o r­ e n d of th e w eek, re p o rt to y o u r
tasks and chores first each day, ta n t to you? Will th ey h elp class o n h o w help fu l th e tim e
followed by В a n d С tasks, y o u achieve y o u r long-term m a n ag e m e n t process really
even if a С task is easier. goals? h as b e e n for you.

Chapter 7 Personal Care 167

 7
Chapter Summary
Chapter
Review
■ Skin functions to keep foreign m atter from ■ S o u n d w aves en terin g th e ear canal cause
entering th e body, to m aintain a co n stan t the e ard ru m to vibrate. The vibrations
b o d y tem p eratu re, an d to p re v e n t the loss of are tran sm itted b y sm all bo n es in the middle
th e b o d y 's fluids. ear to the in n e r ear. The vibrations set into
■ Skin is m ade u p of tw o m ain la y ers—the m o tio n th e fluid in the in n e r ear, causing
epiderm is a n d th e derm is. Oil glands a n d nerve im pulses to travel to th e b rain where
sw eat glands are fo u n d in th e derm is. th ey are in te rp re te d as sound.
■ C leaning a n d protecting skin from th e su n 's ■ The sense of balance d e p en d s on structures
rays, a w ell-balanced diet, an d regular in th e in n e r ear th a t detect h ead position
exercise a n d sleep help to keep skin healthy. a n d changes in b o d y position. N erve
■ H air is a p a rt of th e skin. H air insulates the m essages from th e se stru ctu res are sent to
bod y from h e at an d cold. E yelashes an d th e b rain w h ere th ey are in terp reted .
eyebrow s h elp to keep foreign objects from ■ K eeping ears clean, pro tectin g th em from
e n terin g th e eyes. Ear an d nostril hairs help loud noises, a n d p rev en tin g w ater from
keep foreign objects from en terin g the ears en terin g th em are w ays to keep ears healthy
a n d nose. ■ T eeth function to break ap art food, to help
■ Fingernails a n d toenails are o u tg ro w th s of m ake certain so u n d s of speech, an d to give
the skin th a t protect the sensitive u p p e r sh ap e a n d fullness to th e cheeks an d lips.
surfaces of the tips of fingers a n d toes. ■ A to o th is m ad e u p of a crow n, a neck, and
■ V ision occurs w h e n th e light-receptor cells in one or m ore roots.
the retina are stim ulated by light a n d sen d ■ Acid p ro d u c e d by bacteria in plaque begins
signals th ro u g h th e optic nerve to th e brain. the process of to o th decay.
The brain in te rp re ts th e signals as im ages. ■ Eating a w ell-balanced diet, low in sugar,
■ P rotective glasses or goggles, sunglasses, b ru sh in g th e te eth after eating, flossing ones
an d p ro p e r light w h e n read in g help to a day, an d h av in g reg u lar d en tal checkups
p rotect the eyes. help to p rotect th e teeth.

Vocabulary Review
Listed below are som e of th e im p o rtan t term s in this chapter. C hoose th e term th a t b est matches
th e p h rase in th e exercise th a t follows:
astigm atism d en tin gingivitis periodontitis
calculus derm atitis iris plaque
choroid derm is m alocclusion retina
cochlea epiderm is m elanin sem icircular canals
cornea eustachian tube optic nerve vestibule
1 . the layer of skin th a t contains blood 6. curved, hollow tu b es in th e in n er ear
vessels an d h air follicles 7. h a rd e n e d plaq u e
2 . p ig m en t p ro d u c e d by special skin cells 8. th e tissue th a t m akes u p m ost of a tooth
3 . th e light-sensing layer of th e eye 9. d iso rd er characterized by red , sw ollen
4. an advanced stage of g u m disease gum s th a t bleed easily
5. equalizes p ressu re on th e e ard ru m 10. an overbite or a n u n d erb ite

168 Unit 3 Physical W ell-Being

What Have You Learned?
1. What is the smallest unit of the body? 7. W hat is the function of the lens?
2. How does your skin help maintain a 8. How do cones differ from rods?
constant body temperature? 9. Explain w hat causes ears to pop.
3. What are the two main layers of the skin? 10 . W hat nerve carries messages from the ear
4 . Why is it important to use a sunscreen to the brain?
while you are in the sun? 11 . Name the four tissues of a tooth.
5. What determines the color of the nails? 1 2. Explain how tooth decay is caused. How
6 . What is the relationship between the iris does the removal of plaque help to prevent
and the pupil? tooth decay?

What Do You Think?

1. Is a deep, dark suntan healthful? Explain 4 . How would you explain the brief period of
your answer. dizziness that you experience w hen you spin
2. Why do you think it is important to test around and then suddenly stop?
the hearing and vision of school-aged children 5 . Why do you think a dental cavity can
on a regular basis? result in pain?
3. What function do you think is served by 6 . How would covering one eye with a patch
the dark color of the choroid? affect your vision?

What Would You Do?

1. You are going to a friend's pool, but you 4 . You have a job as a camp counselor.
have athlete's foot. What can you do to make During the first week of camp, an all-day trip
sure you do not pass it along? to the beach is planned. Many of the children
2. You have been given front row tickets to a in your group could become sunburned. What
rock concert. Explain why you will or will will you do?
not use the tickets. 5 . A friend with acne has been washing the
3. Your friend just got eyeglasses but will not affected areas with a strong detergent. Is your
wear them. How could you encourage your friend improving his skin? What would you
friend to wear the glasses? advise your friend?

For Further Study

1. You probably have seen advertisements for
hard, soft, and extended wear contact lenses.
Research the differences between these vision
aids and describe the different types of vision
problems that can be aided by each kind of
contact lens.
2. Interview a dentist or dental hygienist to
find out how dental practices and technology
have changed in the last decade and w hat the
future holds.
3. Research and report on the discovery that
flouride can prevent tooth decay. Include
the history of flouride use in the United States
and in other countries. Why do some commu­
nities object to flouride?

Chapter 7 Personal Care 169

 As you read, think about
► how your digestive and excretory systems work to
keep you healthy.
► how the foods you eat affect the way you look as well
as the way you feel.
► the kinds of foods your body needs in order to
function at its best.

Food and
N iitrition
he big circle of pizza spins
high up in the air. The chef
catches it and plops it onto the
baking sheet. N o w he liberally spreads
on spicy tomato sauce. N ext com es a thick
coating of cheese. Finally, he adds the ex­
tras you ordered: onions and green peppers.
As the pizza sizzles in the oven, the sm ells
blend deliciously.
At last you get to take the first tasty bite, and
you focus on the com bination of tastes and tex­
tures. In fact, this pizza not only tastes good, it is
good for you. In this chapter, you w ill learn what
makes this fo o d —and others—nutritious. You will
learn how to choose a healthy, balanced diet that
provides the energy you need for all the activities
that make up your busy life. Finally, you will in­
vestigate the remarkable w ays your body turns the
food you eat into the fuel that keeps your life run­
ning full speed ahead.

Many of the foods you now enjoy

can be part of a nutritious diet.
 1. YOUR DIGESTIVE SYSTEI
Im agine th a t y o u have ju st finished eating your favorite
m eal. As y o u sit back an d relax, y o u r body goes to worl
changing y o u r m eal into a form th a t y o u r cells can use. You
k n o w th a t th e foods you ate contain the substances youi
Check Your Wellness b o d y n eed s to w ork w ell. Breaking d o w n y our food ini
those substances is th e w ork of y o u r digestive system.
H o w h e a lth y a re y o u r daily
ea tin g h a b its? See h o w m any
o f th e se q u e stio n s you can How the Digestive System Works
a n sw e r yes to. The process of changing foods into a form your bod|
1. Do yo u e a t th re e w ell-b al- can use is called digestion (dy jes chun). The m any parts
a n ce d m eals, in clud in g the digestive system w ork to g eth er to carry out this impoi'
b re a k fa st? ta n t function. As you read about digestion, use
2. Do you avoid fried o r fa tty illustration in Figure 8-1 to trace the p a th of food through thj
fo o d s? digestive system .
3. Do yo u ch o o se fresh fo o d s
w h e n e v e r p o ssib le? THE MOUTH D igestion begins in the m o u th . When yo
begin to eat an apple, y o u take a bite of the apple and chew
4. Do you avo id sw eets, in­
Teeth begin th e process of digestion by m aking the pieces
clu d in g su g ary ce re a ls and
food you eat smaller.
so ft d rin k s?
Does y o u r m o u th ever "w ate r" w h e n you see or smel
5. Do yo u lim it y o u r in ta k e of
y o u r favorite food? The w ater you feel is saliva (suh ly vuh),
sa lt?
a tasteless liquid m ade by the salivary glands inside youi
6. Do yo u e a t p len ty o f fib er- m o u th . Saliva m oistens the food an d m akes it easier to swal­
! rich fo o d s, such as fru its, low. Your saliva contains a substance th at speeds
v e g e ta b le s, an d w h o le chem ical reactions. This kind of substance is know n as anl
g ra in s? enzym e (en zym). D ifferent enzym es w ork on different kinds
7. Do yo u lim it y o u r in ta k e o f of food. For instance, amylase (am u h lays) is th e enzyme in
fa st fo o d s a n d ju n k fo o d ? saliva th a t begins the digestion of starchy foods in the mouth,
8. A re y o u r m ea ltim e s relaxed A fter food is m ixed w ith saliva, the tongue helps form
an d u n h u rrie d ? it into a sm all ball a n d m oves it to the back of the mouth
9. W h e n yo u a re physically it can be sw allow ed. As you sw allow , a small flap of tissue
active, do you d rin k w a te r called the epiglottis (ep ih glaht is) autom atically covers the
fre q u e n tly ? open in g to yo u r w in d p ip e. This p rev en ts yo u r air passage
from being blocked by food. If y o u r food is not adequaffl
chew ed, it m ay lodge in any p a rt of the air passage and cause
y o u to choke. You can avoid this d an g er if you remembei
n o t to talk or laugh w ith food in y o u r m outh.

THE ESOPHAGUS W h en you sw allow food, it moves

into y o u r esophagus (ih sahf u h gus), a m uscular tube about
12 inches (30 centim eters) long. E verything you eat or drink
p asses th ro u g h the eso p h ag u s to the stom ach. As the food
m oves d o w n the eso p h ag u s, m ore m oisture from the lining]
of the eso p h ag u s is a d d e d to it.
The sm ooth, m uscular wall of the eso p h ag u s contracts
a n d relaxes in w avelike m otions, p u sh in g the food toward
th e stom ach. This w avelike m u scu lar m ov em en t is whatl
keeps th e food m oving th ro u g h o u t th e digestive system.

172 Unit 3 Physical W ell-Being

THE STOMACH The stomach is a muscular, but stretch-
able, saclike organ that stores food. It is lined with glands
that produce, or secrete, gastric juices. Gastric juices are
made up of hydrochloric acid, protein-digesting enzymes,
and mucus. The mucus coats the lining of the stomach to
protect it from the hydrochloric acid. A circular band of m us­
cle at the opening of the stomach can contract to prevent
food and gastric juices or other substances in the stomach As a part of the process of digestion,
from backing into the esophagus. Layers of muscles in the food is broken up and mixed with gastric
stomach wall churn the food. This helps to break up the food juices inside the stomach.
and to mix it with the gastric juices.
After the food has mixed with the gastric juices in the
stomach for a period of time, the food becomes a thick liquid
called chyme (kym). The am ount of time food stays in the
stomach varies. Liquids, for example, leave the stomach
within about 10 minutes. Fatty foods may stay in the stomach
for three to four hours.

Salivary glands

Tongue

Epiglottis

Esophagus

Gall bladdi

Rectum

M Figure 8-1. The digestive system

breaks down food into essential
nutrients that your body can use.

Chapter 8 Food and Nutrition 173

 THE SMALL INTESTINE In tim e, the chemical break­
dow n of the food is com plete en o u g h for the chym e to leave
the stom ach. W avelike m uscle contractions m ove the chyme
out of the stom ach and th ro u g h an o th er circular band
m uscles into the small intestine.
The small intestine is a long, coiled organ about 1 inch
(2.5 centim eters) in diam eter an d about 20 feet (6 meters)
long. M ost of the rem aining digestion takes place within the
first 10 inches (25 centim eters) of the small intestine. This
p art is called the duodenum (doo u h dee num ).
G lands in the lining of the small intestine secrete diges­
tive juices an d enzym es th at help com plete the digestive
process. O th er digestive juices are secreted by the pancreas
(pang kree us), an elongated gland b ehind the stomach,
the liver, a large organ th at also rem oves harm ful substances]
from the blood. The pancreas produces pancreatic juice,
w hich contains enzym es th a t help in the digestion of your
food. The digestive juice pro d u ced by the liver is bile. Bile
is stored in the g allb lad d er, a m em branous sac attached
the liver. It is released into th e intestine w here it helps in the
digestion of fats.
Figure 8-2. Nutrients absorbed by
villi enter the bloodstream through Eventually the chym e is broken into the substances youi
capillaries to nourish the cells in all body uses to carry out all of its daily activities. These sut
parts of your body. stances are absorbed into the bloodstream for use by all the
cells of your body.
The inner wall of the sm all intestine, w here this absorp­
tion occurs, is covered w ith millions of tiny, fingerlike
projections called villi (vil eye). As Figure 8-2 illustrates, each
villus contains tiny blood vessels called capillaries (кар uh;
lehr ees). As the substances pass by these villi, they are
sorbed into the blood w ithin these vessels. O nce in the
M ost of the food that you digest is bloodstream , the substances are carried to all the cells of the
absorbed into your bloodstream from body to be u sed in carrying out the body's activities.
the small intestine.

THE LARGE INTESTINE N ot all the food you eat is bro­

ken do w n in the small intestine. A ny u n d ig ested food, along
w ith w ater, passes into the large intestine, a tube about five
feet (1.5 m eters) long. This u n d ig ested food is called waste
G etting rid of w aste is the job of the large intestine.
Bacteria feed on the w aste w ithin the large intestine,
They produce small am ounts of vitam in К and some of the
В vitam ins. These vitam ins are absorbed th ro u g h the lining
of the large intestine into th e bloodstream . As the waste is
m oved th ro u g h the large intestine, m ost of the w ater is ab­
sorbed by the lining of the large intestine. A t this point, the
w aste becom es a solid m aterial called feces (fee seez).
The rectum, w hich is the last few inches of the large
intestine, holds the feces u n til they are released from
body. The process of releasing w astes from the body is called
elimination. Elim ination m ay take place anyw here from 2-
to 48 h o u rs after food is eaten.

174 Unit 3 Physical W ell-Being

 M Figure 8-3. Digestive disorders often
call for a change in diet. When is a
Disorders of the Digestive System diet low in fiber recommended?

Disorder Prevention Treatment

Constipation (in­ high-fiber diet; ade­ increased fiber and
frequent or difficult quate water intake w ater in diet; medi­
elimination of feces) cation to soften
feces
Diarrhea (too well-balanced diet bland, low-fiber
rapid passage of of clean, well- diet; medication to
wastes through the cooked foods; puri­ slow movement of
digestive system) fied water feces
Indigestion (diffi­ small meals, eaten medication to neu­
culty digesting slowly; diet low in tralize acids; control
meals) coffee and alcohol; of stress
control of stress
Ulcers (break in well-balanced diet medication to coat
lining of stomach or low in coffee and stomach and intes­
small intestine) alcohol; control of tine and reduce
stress acid; controlled diet

Disorders of the Digestive System

Some disorders of the digestive system are fairly com ­
mon, More inform ation on the prevention and treatm ent of
these disorders is given in Figure 8-3. M ost people suffer
occasionally from indigestion, or difficulty digesting food.
Soon after eating, they m ay experience sharp chest pain, ab­ Some common disorders of the digestive
dominal cramps, gas, or nausea. Usually, you can prevent system can be improved through a
indigestion by eating calm, relaxed meals. carefully planned diet.
When food m oves too quickly through your digestive
system you may experience loose, w atery, frequent bowel
movements, or diarrhea. M inor cases of diarrhea usually
come and go quickly and respond to hom e therapy, such as
drinking plenty of fluids. Prolonged cases can result in de­
hydration, a condition in w hich w ater and m ineral losses are
severe. If diarrhea continues for m ore than 48 hours, or if
you begin to experience the signs of dehydration, such as
little or no urination, dry lips, or lack of tears, be sure to seek
medical help.
A condition called constipation occurs w hen too m uch
water is rem oved from partially digested food as it passes
into the lowest part of the large intestine. W hen this h a p ­
pens, waste builds u p in the large intestine and becomes
difficult to pass. To avoid constipation, be sure to include
enough fluids, fruits, vegetables, and grains in your diet and
get plenty of exercise. Limit your intake of high-fat foods
such as chocolate and fatty m eats, w hich pass through the
digestive system slowly.

Chapter 8 Food and Nutrition 175

 M ost people experience indigestion, diarrhea, and con­
stipation at som e tim e. H ow ever, there are other, more
serious disorders of the digestive system that, fortunately,
are less com m on. For exam ple, an ulcer (uhl sur), or open
sore, m ay occur in th e lining of th e stom ach or small intes­
tine. Pain results w h e n this sore com es in contact with the
acid in digestive juices. Poor d iet an d stress are thought to
cause ulcers in som e people. T reatm ent includes dietary
changes, m edicines, a n d surgery. Surgery m ay also be
n eed ed to treat ulcerative colitis (ul su h ray tiv koh lyt us),
a chronic inflam m ation of the lining of th e low er p art of the
large intestine. A lthough the exact cause of ulcerative colitis
Poor diet and stress are common causes
of some serious disorders of the is n o t k n o w n , it ap p ears to be related to stress.
digestive system. Enlarged veins in th e anal area, called hemorrhoids (hem
u h roids), are usually caused by straining d u rin g bowel
m ovem ents an d by chronic constipation. Regular, daily ex­
ercise an d a diet th a t includes p len ty of w hole grains and
fresh fruit a n d vegetables can help to relieve m any of the
sym ptom s of hem orrhoids.
Som etim es h ard , rocklike m asses called gallstones form
from substances in the bile of th e gallbladder. Severe pain
m ay arise w h e n gallstones get cau g h t in the tube th at leads
from th e gallbladder to the sm all intestine.

Keeping the Digestive

System Healthy
»
H ow y o u eat is one key to m aintaining a healthy diges­
tive system . You sh o u ld try to eat y o u r m eals w h e n you can
relax an d enjoy them . Plan tim e to eat in a pleasant environ­
m ent. C hew your food slow ly an d thoroughly to aid
digestion. D rink sm all am o u n ts of w ater d u rin g yo u r m eal
to h elp th e digestive enzym es w ork m ore effectively. Eat in
m oderation. O vereating places a strain on y our digestive sys­
tem a n d can lead to overw eight.
Eating is a necessary p a rt of y o u r life. You can make the
m ost of it by taking tim e to enjoy y o u r food. Your health will
benefit from it.

Section Review
1 . Trace the p ath of y o u r m eal d u rin g digestion.
2 . W hat is an enzym e?
3. In w h a t p arts of th e digestive system are the su b ­
stances in food absorbed?
What Do You Think?
Figure 8-4. Calm, relaxed meals in
pleasant surroundings help your
4. W hat changes in y o u r eating habits or diet will help
body to get the most out of your the functioning of y o u r digestive system ?
diet. Try not to rush or overeat.

176 Unit 3 Physical W ell-Being

2. YOUR EXCRETORY
SYSTEM
Have you ever w atched a building u n d e r construction?
Large quantities of m aterials are b rought to the site and used.
As the building nears com pletion, leftover m aterials are Y o u r excretory system prevents the
hauled away. Your body, w hich builds and rebuilds itself, buildup of w a ste s produced by your
also produces waste m aterials that m ust be rem oved. cells.

How the Excretory System Works

As you know, your digestive system changes the sub­
stances that you eat into form s th at your body can use. W hen
the cells of your body use these substances to carry out the
body's activities, w aste products are produced.
The process by w hich the body collects and rem oves
wastes produced by its cells is called excretion (ek skree
shun). The organs that are involved in excretion are the liver,
the skin, the kidneys, an d the bladder.

THE LIVER Your liver plays an im portant role in excretion.

It chemically changes w astes, im purities, poisons, alcohol,
and drugs to less harm ful substances that can be excreted in
urine or feces. Your liver is one of the m ost vital organs in
ybur body. It can be dam aged by alcohol, d ru g abuse, and
toxic chemicals. While you can survive w ith o u t some organs,
you must have a functioning liver to live.

THE LUNGS Your lungs not only supply your body w ith
oxygen but also rem ove w astes. As blood circulates thro u g h
your lungs, carbon dioxide and some w ater are rem oved and
pass out of the body as you exhale. O n cold days, you can
see this moisture condense w h en you breathe.

THE SK IN Perspiration (pur sp u h ray shun), another term

for sweating, is one w ay in w hich the body cools itself. Per­
spiration is also a form of excretion. W ater, containing
dissolved mineral salts, travels from the sw eat glands deep
in the skin tissue to the surface of your skin.

THE URINARY S Y S T E M Urea (yoo ree uh) an d uric

(yoor ik) acid are tw o of the w astes produced by your body.
These and other substances, such as certain drugs, w ould
poison you if they built u p or rem ained too long in your
bloodstream. The organs of the urinary system filter these
chemicals from your blood and th en excrete them . As you
can see in Figure 8-5, the urinary system is m ade u p of your ▲
Figure 8-5. The urinary system rids
two kidneys and the urinary tract. Your kidneys, fist-size your body of waste products
organs that filter the w aste products from your bloodstream , produced by your cells and excess
are located on either sid e 1of your spine at elbow height. fluid.

Chapter 8 Food and Nutrition 177

 Your blood reaches the kidneys th ro u g h large bloodves­
sels. O nce in the kidneys, the blood passes th ro u g h clusters
of capillaries. These capillaries com e in close contact with
nephrons (nehf rahns), the w orking u n its of the kidneys.
The fluid p assed th ro u g h to th e n e p h ro n an d its collect­
ing tube contains w ater, urea, uric acid, an d m any substances
essential for m aintaining y o u r b o d y 's activities. M ost of the
w ater an d essential substances are reabsorbed by cells in the
Lasers Shatter tube w all a n d re tu rn e d to the capillaries. The filtered blood
Kidney Stones re tu rn s to the h eart to be recirculated.
The substances th at rem ain in the collecting tube cannot
Approxim ately 350,000 people
in the United States are adm it­
be reu sed by the body. They are w aste products. These waste
ted to hospitals each year for products, w hich include urea, uric acid, an d excess w atei,
kidney stone treatm ent. To get are th e n carried aw ay as urine (yoor in). A fter urine is
rid of the stones, doctors may form ed, it passes d o w n a long tube called a ureter (yoo rik
prescribe m edication or use a tur). O ne u reter from each kidney leads into th e bladder, a
device called a lithotripter
m uscular sac th a t stores the urine.
(lih thoh trip tehr), w hich gen­
erates sound w aves that crush W hen th e b lad d er is full, nerve en d in g s in the bladder
the stones. Until recently, large w all signal the brain th at th e b lad d er n eed s to be emptied
stones and stones th at are M uscles in th e b lad d er squeeze the u rin e d o w n a short tubes
shielded from sound w aves by called th e urethra (yoo ree th ru h ). The u reters, bladder, and;
the pelvic bones had to be re­
u re th ra m ake u p y o u r urinary tract.
moved by surgery. Now, a new
technique that uses laser light The kinds an d am o u n ts of substances in urine can act as|
provides an option to surgery. im p o rtan t clues to y o u r overall health. Your doctor can use
To treat kidney stones w ith urine analysis to diagnose m any illnesses.
laser light, a doctor threads an
optic fiber of the instrum ent up
through th e bladder and places Disorders of the Urinary System
it in contact w ith a stone. A
pulse of light is sent through Because of the im portance of th e kidneys an d urinaii
the fiber. W hen the light hits tract, you sh o u ld be aw are of som e of th e com m on disorders
the stone, it produces a sparklike th a t can afflict them . N ephritis (n u h fry tis) is an inflam­
flash, w hich shatters th e stone.
m ation (swelling) of the n e p h ro n s of th e kidneys. A bacterial
Shattered stones can generally
be passed in the urine. infection som ew here in the bo d y is usually the cause. Bac­
In addition to reaching areas teria also can directly infect th e bladder.
the lithotripter cannot reach, Two m ore serious disorders are uremia (yoo ree mee ub]B
laser light is less expensive and an d kidney stones. U rem ia is th e poisoning of the body
less cum bersom e to use.
caused by th e failure of the kidneys to rem ove w aste prod­
Furtherm ore, th e use of laser
light may be extended to treat ucts. Kidney stones are painful, pebblelike m asses in thel
som e cases of gallstones. kidneys or urin ary tract. U ntil recently, surgical removal ol|
th e stones w as necessary. N ow , an u ltraso u n d machine cal
be u sed to sm ash the stones by bom barding th em w ith souni
w aves. The small bits of the stones can th e n pass througl
the urin ary tract. Figure 8-6 show s the sym ptom s, causes,
p revention, an d treatm en t of these conditions.
Som etim es, the kidneys fail a n d a life-threatening situ
ation develops. If kidney failure is severe en ough, a p a t i e l
m u st u n d erg o kidney dialysis (dy al u h sis), a process Я
w hich a m achine is u sed in place of the kidneys. This treat
Kidney stones can be crushed m en t takes a few h o u rs each w eek. Blood is rem oved f r o i
using laser light. th e bo d y by tubes th at th e n carry it th ro u g h th e dialysis mi
chine w h ere it is filtered for w astes a n d re tu rn e d to the bod;

178 Unit 3 Physical W ell-Being

 Disorders of the Urinary System
Disorder Symptoms Causes Prevention Treatment
Nephritis (inflam­ decrease in urine bacterial infection prompt treatment antibiotics
mation of the production of any infection;
nephrons) 6 to 8 glasses of
w ater each day

Bladder pain when urinat­ bacterial infection good personal hy­ antibiotics
infections ing; frequent giene
urination

Uremia (poisoning nausea; vomiting; kidney failure due maintenance of nor­ antibiotics
due to kidney failure) headache; body to infection or pro­ mal blood pressure; kidney dialysis
swelling in severe longed high blood 6 to 8 glasses of
cases pressure w ater each day

Kidney stones severe pain as undetermined foods and bever­ ultrasound treat­
(hard, stonelike stone passes ages with high acid ment to break up
masses in kidneys or through the ureter content stones; or surgical
urinary tract) removal

▲
Sometimes, the only m eans of survival in cases of kidney Figure 8-6. In what kidney disorders
failure is a kidney transplant. In a kidney tran sp lan t, the would antibiotics be used? What else
patient's diseased kidney is replaced w ith a health y one. The do you need to do in these cases?
'•biggest obstacle to overcome in a kidney tran sp lan t is the
body's tendency to reject the n ew kidney as a foreign object.

Keeping the Kidneys and

Urinary Tract Healthy
Your kidneys are resourceful organs. If one of them is
damaged, the other kidney can do the w ork of tw o. To keep
your kidneys healthy, you should try to drink six to eight
glasses of water a day. If you have a fever or som e other
infection, your kidneys m u st w ork even h a rd e r to rem ove
impurities. At these tim es, it is especially im p o rtan t to drink
lots of water.

Section Review
1. What are two nitrogen-containing w astes th at your
body excretes?
2. What is the basic w orking u n it of the kidneys?
3. What three structures m ake u p the u rin ary tract?
What Do You Think? ▲
4. To maintain or im prove the health of y o u r kidneys,' Figure 8-7. Drinking six to eight
what precautions w ould y o u take? glasses of water a day helps to keep
your kidneys healthy.

Chapter 8 Food and Nutrition 179

 3. YOUR NUTRITIONAL
NEEDS
N ow that you u n d erstan d how your digestive and ex­
cretory system s work, you can see w hy food is more than
som ething that satisfies your hunger. It affects the way you
look and the w ay you feel. It even has an influence on the
w ay you perform m entally and physically.
How can food have such a trem endous effect on your
well-being? Food does all this because it supplies you with
nutrients. Nutrients (noo tree unts) are the substances found
in food that the body needs to regulate bodily functions,
Your body needs the energy that prom ote grow th, repair body tissues, and obtain energy,
nutrients provide to function properly, Your body requires over 40 different nutrients for these
to grow , and to repair damaged tissues. tasks. The process by which the body takes in and uses these
nutrients is called nutrition.

Food and Energy

W hether you are sleeping or running in a race, you use
energy. In fact, energy is used for everything you do. Energy
is needed to m aintain your body tem perature, keep your
heart beating and your lungs breathing, and enable you to
read and u n d erstan d the w ords on this page.
W hen your body uses the nutrients in foods, a series of
chemical reactions occurs inside your cells. D uring these re­
actions, certain nutrients are b u rned or broken down. As a
result, heat energy is released. The am ount of heat energy
Figure 8-8. Which of the foods released w hen nutrients are burned is m easured in units
shown below would you choose for a called calories (kal u r eez). The more calories a food has, the
300 to 350 calorie meal? more energy it contains. As you can see in Figure 8-8, the

The Calorie Content of Some Common Foods

Tomato Whole Milk Cheese Pizza Egg Apple

1 medium 1 cup 1 slice 1 larg e 1 medium

Green Pepper Wheat Bread Potato Ice Cream Orange

1 medium 1 slice 1 medium 1 cup 1 medium

180 Unit 3 Physical Well-Being

 calorie, and thus the energy, content of different foods varies
greatly. How w ould you com pare the energy that you can Comparative Calorie
get from a slice of cheese pizza w ith the energy that you can Needs
get from a three-ounce (85-gram) ham burger?
To find out how m any calories you need in a day, you
Teenager Teenager
must consider a num ber of factors. For example, the more
120 lbs. 180 lbs.
active you are, the m ore calories you need to pow er your
(Calories per hour) (Calories per hour)
activities, as you see in Figure 8-9. The colder the air tem ­
perature, the more calories you require to m aintain a constant
body temperature. Your basal metabolic (bay sul m et u h
bahl ik) rate (BMR) also helps to determ ine your energy
needs. The basal metabolic rate is the rate at w hich you use
energy when you are com pletely at rest. The term metabo­
lism (muh tab uh liz um ) refers to all the reactions going on
inside the cells of your body. The BMR varies according to
age, sex, weight, and body size and shape.
For good health, the num ber of calories you eat daily
should match the daily calorie needs of your body. Too m any
calories may cause you to become overw eight; too few cal­
ories may cause you to become underw eight.

The Six Basic Nutrients

There are six basic classes of nutrients: carbohydrates,
fats, proteins, vitam ins, m inerals, and w ater. Each of these
is essential for good health. Too m uch or too little of any one
nutrient can result in poor health.

CARBOHYDRATES Sugars and starches are nutrients

known as carbohydrates (kar boh hy drayts). C arbohydrates
are made of carbon, hydrogen, and oxygen. Sugars are sim­
ple carbohydrates found in fruits, vegetables, and milk. They
can be linked together chemically to form complex carbohy­
drates. Starch is a complex carbohydrate found in m any plant
foods, such as potatoes. W hen you eat foods containing
starch, your digestive system breaks the starch into simple
sugars that can be absorbed into your bloodstream . The m a­
jor carbohydrate in your blood and used by your cells for Figure 8-9. When would you burn
energy is the sugar, glucose (gloo kohs). more calories-w hile reading,
At a meal, you usually eat more carbohydrates th an your jogging, or playing basketball? On a
hot day or on a cold day?
body can immediately use. W hen this happens, some cells
in your body change the glucose into a type of starch called
glycogen (gly kuh jun). Glycogen is stored in these cells until
more glucose is needed. The glycogen is th en converted
again to glucose, w hich reenters the bloodstream . If you eat
so many carbohydrates that the excess cannot be stored as
glycogen, your body stores this excess in the form of fat.
Many nutrition experts believe that about 55 percent of
our calories should come from carbohydrates. The carbohy­
drates they recom m end are those that come from starches,
rather than sugars.

Chapter 8 Food and Nutrition 181

Figure 8-10. Your body needs energy ►
from the complex carbohydrates
found in cereal grains and potatoes.

Starchy carbohydrates, like those found in bread and

pasta, usually contain a variety of nutrients. Sugary carbo­
hydrates, like those found in candy and soft drinks, usuaft
have few, if any, nutrients. That is w hy they are called
"em pty calorie" foods. The best w ay to have sugar in youi
diet is to eat naturally sweet foods, such as fruits and fr
juices, which also provide vitam ins and trace amounts
some of the minerals you need.
A nother kind of carbohydrate is fiber, the undigestible
material that makes up the walls of plant cells. Fiber is nee
essary for the proper functioning of your digestive system
It plays an im portant role in preventing constipation, hem
orrhoids, appendicitis, and gallstones. Adequate fiber ma;
even reduce the risk of low er bowel cancer and the risk
certain types of heart disease.
For normal, healthy people, a diet that includes whole
grain breads and cereals, vegetables, fruits, and seeds wl
provide enough fiber. Fiber supplem ents are not necessan
if you are eating a diet rich in these foods. Excessive fiber

Friend to Friend
Jose:
Hey, David, get your gear and let’s go grab a
cheeseburger at the diner. ’
David:
F o rg e t th e d in e r, J o s e . I n e e d to d ro p five p o u n d s to
g e t in to s h a p e fo r th e re g io n a l tr ia ls .

Jose:
But I’ve been dreaming about the Diner Special. I
thought it was a favorite of yours too.
may prevent essential minerals, such as zinc, calcium, and
iron, from being absorbed into your body. Laxatives or su p ­
plements should not be used unless they are prescribed by
a doctor for a particular medical reason.

FATS The nutrients w ith the highest energy content are

the fats. The num ber of calories supplied by one ounce (28
grams) of fat is more than twice the num ber of calories sup­
plied by one ounce (28 grams) of carbohydrates. Like
carbohydrates, fats are com posed of carbon, hydrogen, and
oxygen. However, the proportions of carbon, hydrogen, and
oxygen in fats are different from those in carbohydrates.
Fats not only supply your body w ith energy, but they
also form part of the structure of your cells. A lthough fats ▲
are clearly im portant nutrients, researchers believe that m any Figure 8-11. A variety of foods in
American diets are too high in fats. M any nutritionists rec­ your diet supply saturated and
ommend that no more than 30 percent of your calories come unsaturated fats.
from fats. Some typical sources of fat in the American diet
are shown in Figure 8-11.
Fats are sometimes classified as saturated or u n satu ­
rated. Saturated (sach uh ray tid) fats are fats that contain as
much hydrogen in their structure as chemically possible.
These fats are "saturated" w ith hydrogen. Animal fat, such
as that in beef, pork, chicken, lamb, and dairy products, has
a high saturated fat content. Usually saturated fats are solid
at room temperature. Unsaturated fats are fats that have less
than the maximum possible am ount of hydrogen. U nsatu­
rated fats usually are liquid at room tem perature. Vegetables,
nuts, and seeds are sources of unsaturated fats.
Saturated and unsaturated fats are im portant because of
their effects on the cholesterol level in the blood. Cholesterol
(kuh les tuh rawl) is a waxy, fatlike substance found in the
cells of all animals. It is not present in plants. In hum ans,

David:
It is, but the regionals are coming up in a few weeks
and they’re very im portant to me. How about trying
that restaurant w ith the big salad bar instead? What
doyou say?
Jose:
You know I’d die for the Diner Special. But, for a
wrestling buddy, I’ll sacrifice. On to the salad bar.
 Corn oil L
Olive oil Г
Peanut oil
Margarine L
Cottonseed oil
Fish oil Г
Pork fat (lard)
Beef fat (suet) Ц
Butter
Coconut oil ;
r
0 50
Percent of Total Fat
| | Saturated fat Q Unsaturated fat

Figure 8-12. Which of the fat sources cholesterol is made in the liver and circulated throughout the
listed above is lowest in saturated body in the bloodstream. Although cholesterol is needed by
fat?
your body, certain diets can cause cholesterol levels to be­
come too high. When this occurs, the cholesterol may collect
in the blood vessels leading to the heart and clog them. This
is why elevated levels of cholesterol in the blood frequently
are associated with heart disease.
Scientific studies have indicated that levels of blood cho­
lesterol often rise when dietary fats are mostly saturated,
These levels drop when dietary fats are mostly unsaturated
Too much saturated fats in your diet can For these reasons, you should try to limit your intake of the
lead to high cholesterol levels and the saturated fats and cholesterol found in butter, eggs, and
risk of heart disease. meats. When you do eat fats, try to use sources that are high
in unsaturated fats, such as vegetable oils. As you can see in
Figure 8-12, all fats are actually mixtures of saturated and
unsaturated fats, and the amounts of saturated and unsatu
rated fats in different foods vary greatly. One way to lower
the amount of cholesterol in your diet is to consume more
fruits and vegetables, which are cholesterol-free.

PROTEINS Nutrients that contain nitrogen as well as car

bon, hydrogen, and oxygen are called proteins. Like
carbohydrates and fats, proteins make up a part of every <
in your body and serve as a source of energy. The reallv
important function of proteins, however, is their role in the
growth and repair of your body's tissues.
Proteins are made of about 21 different chemical sub­
stances known as amino acids (uh mee noh as ids). The

184 Unit 3 Physical Well-Being

iL
protein you eat is broken dow n to am ino acids in your diges­
tive system. These am ino a d d s are absorbed into your
bloodstream and reassem bled by the cells to form the kinds
of proteins you need. Because your body cannot store excess
amino acids, some of the am ino acids are converted to sugar
and used for energy or stored as glycogen or fat.
When you do not eat enough carbohydrates, your body
starts to break dow n some of its ow n proteins. The am ino
acids from these proteins are converted to glucose to m ain­
tain the glucose level needed in the blood. A lthough fats can
be used directly as an energy source by m ost tissues, they
cannot be converted to glucose.
To make its ow n protein, your body needs all 21 am ino
acids. It can make 12 of these. The rem aining 9 am ino acids
must be supplied by your diet. The 9 am ino acids that the
body cannot m anufacture are called essential amino acids.
Animal protein is said to be com plete protein because it
contains all the essential am ino acids in the proportions
needed to make hum an proteins. M ost plants have incom ­
plete protein. This is protein th at lacks the correct proportion
of one or more essential am ino acids. This problem can be
overcome by combining in a single meal incom plete protein
sources that com plem ent each other. Suppose, for example, ▲
Figure 8-13. Yogurt is a good source
you prepare a casserole of rice, beans, an d tom atoes. The of protein and also provides plenty
protein found in the rice and beans individually is incom ­ of carbohydrates, vitamins, and
plete. When they are com bined, how ever, the rice and the calcium.
beans together supply all the essential am ino acids needed
by your body. This principle is the basis for com bining a bean
with a cereal grain in such foods as refried beans and tacos,
peanut butter and bread, or beans and rice. If you do n o t eat
meat, it is especially im portant for you to m ake sure that you By combining sources of incomplete
eat complementary com binations of protein so that you get com plem entary protein, you can receive
all the necessary am ino acids. the protein your body needs.

VITAMINS N utrients that are m ade by living things, that

are required in only small am ounts, and th at assist m any of
the chemical reactions in the body are vitamins. Your body
can make some vitam ins, such as vitam in D, b u t m ost vita:
mins must be supplied in the food you eat.
There are tw o classes of vitamins: fat-soluble vitam ins
and water-soluble vitam ins. Vitamins A, D, E and К are fat-
soluble vitamins th at are stored by the body. They can be
harmful if consum ed in excess. Usually this can only h ap p en
if you take vitam in supplem ents th at contain large am ounts
of these vitamins.
Vitamin С and all of the В vitam ins, are w ater-soluble
vitamins that are not stored by your body. Because of this,
it is important for you to eat foods that supply these vitam ins
on a daily basis. Figure 8-14 show s the function and food
sources of all the vitam ins and some of the essential m inerals
that you need.

Chapter 8 Food and Nutrition 185

 1

Essential Vitamins and Essential Minerals

Functions Food Sources

B, aids in carbohydrate use; necessary for heart, pork; liver; legumes; whole grain
Thiam ine nervous system, and appetite products; fresh vegetables

B2 aids in energy production in cells; promotes liver; milk; yogurt; eggs; lean
Riboflavin healthy skin meats

B3 aids in digestion and carbohydrate use; necessary liver; m eat; fish; peanuts; fortified
Niacin for nervous system functioning cereals
I
Q)
B6 aids in protein, fat, and carbohydrate metabolism red m eat; fish; liver; vegetables;
Pyridoxine whole grain cereals; bananas
|О lr
1ЛE B12 aids in red blood cell formation and synthesis of meat; poultry; fish; cheese; eggs; ;
i . ro
<u.ti Cobalam in RNA and DNA fortified cereal
ш> Folic acid aids in blood cell form ation, protein production liver; kidney beans; green, leafy
and enzyme functioning vegetables

Pantothenic aids in functioning of digestive tract organ meats; poultry; fish; eggs;
acid w h o le g ra in s; broccoli; yeast

Biotin aids in metabolizing carbohydrates and other В organ meats; poultry; fish; egg
vitamins yolk; peas; bananas; melons

С aids in connective tissue, bone, teeth, and skin for­ citrus fruits; melons; green vege­
A scorbic acid mation, resistance to infection, and iron tables; potatoes
assimilation

*?
A maintains healthy skin, bones, and eyes liver; carrots; spinach; sweet pota­
ф
toes; w hole milk products

D aids in calcium and phosphorous use fortified milk; cod liver oil; eggs
■ §E
<?<S E aids in maintenance of vitamin A and the body's vegetable oils; egg yolk; milk fat;
«> fats liver; nuts; w heat germ
UL
К aids in blood clotting dark-green leafy vegetables; liver

Calcium aids in bone/tooth formation and blood clotting; milk and dairy products; dark-
needed for muscle and nerve activity green vegetables; sardines;
canned salmon
... !
Chlorine aids in digestion and cellular w ater balance table salt; m eat; milk; eggs

M agnesium maintains muscles and nerves; aids in metabolism legumes; nuts; chocolate; whole
ro grains; dark-green vegetables
V.
Ш
с Phosphorus aids bone/tooth formation and in maintenance of meat; eggs; nuts; fish; poultry;
i acid balance in blood w hole grains
.......... I
Potassium helps to maintain heartbeat, w ater balance, and orange juice; citrus fruits; ba­
nerve transm ission; aids in carbohydrate and pro­ nanas; green, leafy vegetables
tein metabolism

Sodium helps to maintain w ater balance; aids in nerve and table salt; shellfish; organ meats;
muscle transmissions carrots; beets
.......

▲
Figure 8-14. What essential vitamins and minerals does liver contain? And eggs?

186 Unit 3 Physical W ell-Being

MINERALS N u trients th a t occur naturally in rocks and
soil, that are not m ade by living things, an d th at are required
in small am ounts, are m inerals. Tw enty-four different m in­
erals have been sh o w n to be essential for good health. You
need six of these m inerals in am o u n ts of at least 100 milli­
grams daily. These m inerals are calcium, m agnesium ,
phosphorus, sodium , potassium , an d chlorine. You n eed
only trace am ounts of the rem aining m inerals fluorine, io­
dine, iron, m anganese, selenium , sulfur, an d zinc.

WATER A lthough you m ay no t think of w ater as a n u ­

trient, about 65 percent of y o u r body w eight is w ater. W ater
is the primary com ponent of blood an d tissue fluids. It carries
dissolved w aste p roducts ou t of the body, helps digest food,
and provides the env iro n m en t for nearly all of the b o d y 's
chemical reactions. W ater also plays a critical role as a tem ­
perature regulator. If the body h eat generated w h e n you are
physically active is allow ed to build u p , y o u r bo d y tem p er­
ature can rise dangerously. P erspiring helps y o u r bo d y to
cool down.
Heavy perspiring also reduces yo u r b o d y 's m ineral an d
water content. Failure to cool off properly an d drink en o u g h
water can lead to h eat illness. H eat illness m ay range from
Figure 8-15. Choose fresh, healthful
muscular cram ps, one of the first signs of m ineral an d w ater foods to add to your intake of
depletion, to severe d eh y d ratio n , or h e at stroke. H eat stroke vitamins and minerals. Avoid "empty
is a life-threatening condition d u e to a b reak d o w n of the calorie" foods.
sweating m echanism . It is im p o rtan t to p rev en t these p ro b ­
lems by drinking adequate am ounts of w ater before, during,
and after strenuous physical activity. D rinking one cup (250
milliliters) of w ater every 20 m in u tes w h e n you are exercising
can help you to avoid these problem s.
The w ater you lose daily th ro u g h perspiring, urination,
and breathing m u st be replaced. A lthough drinking w ater is Drinking plenty o f w a te r helps to replace
the obvious w ay to m ake u p for these losses, m ost foods an d the w a te r yo u r body loses through
beverages contain w ater. perspiration, urination, and breathing.

Section R eview
1. Name three functions n u trien ts perform in y o u r
body.
2. What types of fat te n d to decrease th e levels of cho­
lesterol in the blood?
3. Which vitam ins m u st be su p p lied every d ay in the
foods that you eat?
4. What nu trien t m akes u p m ost of yo u r body w eight?
What Do You Think?
5. Is your p resen t diet high in sugar or fat? W hat practi­
cal changes could you m ake in y our diet or eating habits
to improve this situation?

Chapter 8 Food and N utrition 187

 4. MEETING YOUR
NUTRITIONAL NEEDS
Good n u tritio n requires serious planning. A dietary plan
will help you to develop good eating habits an d to keep youi
b o d y functioning at its best.

The Basic Four Food Groups

The foods you eat are divided frequently into five major
groups. O f these gro u p s, four are good sources of nutrients,
N utritionists often call these g ro u p s the Basic Four Food
G roups. T hey include th e M eat-Poultry an d Fish-Beans
group, the V egetable-Fruit g roup, th e Bread-Cereal group,
a n d the Milk group. You can fill y o u r daily d iet w ith a variety
of nutritious foods from each of these groups.

THE MEAT-POULTRY AND FISH-BEANS GROUP

This group includes all foods th at com e from anim al sources
an d legum es (leg yoom z). Legum es are p lan ts th at bear seeds
in pods, such as beans, peas, an d p ean u ts. These foods,
som e of w hich are sh o w n in Figure 8-16, are a rich source of
protein an d m inerals, such as iron an d calcium.
Teenagers and ad u lts sh o u ld have tw o servings from this
g ro u p every day. A typical serving w o u ld consist of three
ounces (85 gram s) of m eat, poultry, or fish; tw o eggs; or one
cup (250 milliliters) of cooked legum es.
▲
Figure 8-16. Meat, fish, eggs, THE VEGETABLE-FRUIT GROUP As you can see in
legumes, and nuts are rich sources of Figure 8-17, all fruits an d vegetables, except legum es, are
the protein and minerals that your included in this group. Fruits an d vegetables su p p ly carbo­
body needs.
hydrates, a variety of m inerals, a n d som e protein. All of your
vitam in С an d m u ch of y o u r vitam in A com e from foods in

Figure 8-17. You can choose from a ^

variety of fruits and vegetables that
contain carbohydrates, vitamins, and
minerals.

188 Unit 3 Physical W ell-Being

this group. For exam ple, dark-green, leafy vegetables p ro ­
vide calcium, iron an d vitam in K. The skins of fruits and
vegetables are also rich in fiber.
Teenagers and adults sh o u ld have at least four servings
from this group each day. It is im p o rtan t to vary y o u r choices
of fruits and vegetables in o rd er to receive a variety of v ita­
mins and minerals. A serving from this gro u p could be a
medium-size fruit, one-half cup (125 milliliters) cooked vege­
table, or one-half cup (125 milliliters) of juice.

THE BREAD-CEREAL GROUP G rains a n d grain p ro d ­

ucts, such as cereals, breads, an d pasta, m ake u p the Bread-
Cereal group, w hich is illustrated in Figure 8-18. These foods
supply carbohydrates, fiber, iron, an d Б vitam ins.
You should have four servings from this g ro u p daily.
One serving is equal to one slice of w hole-grain bread; one-
half cup (125 milliliters) of cooked cereal, pasta, or rice; or
one cup (250 milliliters) of ready-to-eat cereal.

THE MILK GROUP This group, sh o w n in Figure 8-19,

includes all the foods you will find in the dairy case of a
grocery store—milk, b u tter, cheeses, yogurt, an d ice cream.
These foods supply m uch of the calcium in y o u r diet. They
are also good sources of pro tein an d vitam ins b u t m ay be
high in fats. The low -fat a n d no n fat milk p ro d u cts fo u n d in
this group have had the fat-soluble vitam ins A an d D taken
out of them at the sam e tim e fat w as rem oved. This is w h y
labels on some low-fat p ro d u cts indicate th at these vitam ins
have been added.
Teenagers need four daily servings from th e Milk group,
▲
while adults need tw o daily servings. O ne cup (250 milli­
Figure 8-18. Grain products provide
liters) of milk or yogurt, tw o ounces (56 gram s) of cheese, or energy in the form of carbohydrates
two cups (500 milliliters) of ice cream equals one serving from and some vitamins and minerals.
this important group.

^ Figure 8-19. Milk products are a

good source of the calcium needed to
make your bones strong.

Chapter 8 Food and N utrition 189

 OTHER FOODS IN YOUR DIET There are some foods
th at do n o t fit into any of the Basic Four Food Groups. Nu­
tritionists som etim es call this fifth group of foods the Fats-
Sw eets group. Foods in this group include candies, soft
drinks, m ayonnaise, jam s, syrups, an d salad dressings.
These foods are low in n u trien t value b u t high in fats or
sugars. Foods like these are said to be low in n u trien t density.
Nutrient density is the proportion of n utrients in a food com­
pared to the n um ber of calories the food provides. For
exam ple, one cup (250 milliliters) of y ogurt supplies protein,
carbohydrates, and vitam ins, along w ith 120 calories. Nutri­
tionists call this type of high n u trien t density food "friendly
calorie food." The sam e am ount of cola, on the other hand,
provides alm ost no nu trien ts and 145 calories. Cola and other
low n u trien t density foods are know n as "em p ty calorie
Figure 8-20. Foods like fruits,
foods." In planning y o u r ow n diet, you m ay find it useful to
carrots, pizza, fish, or chicken determ ine n u trien t density by reading the labels on food
supplement your diet better than packages. First, find the n u m b er of calories the food pro­
those high in calories and low in vides. Then look for a listing of the n u trien ts, especially
nutrients. vitam ins an d m inerals, th at the food supplies. Finally, com­
pare the n um ber of n u trien ts in the food to the number of
calories the food provides. If this ratio is high, you m ay want
to consider incorporating the food into your diet. If the ratio
is low, you m ay w an t to limit your intake of the food so that
it does not take the place of m ore nutritious food. Figure
8-20 show s som e foods th at have high n u trien t densities. In
planning y o u r diet, w hich food w ould you choose for higher
n u trien t d e n sity —a baked potato or a serving of french fries?

Recommended Daily Allowances

There is at least one other guide in addition to the Basic
Four Foods classification system th at helps you to m eet your
daily nutritional needs. This n u trition guide, called the
United States Recommended D aily Allowances (U.S. RDA),
is based on the allow ances established by the Food and Nu­
trition Board of the N ational A cadem y of Sciences. The U.S.
RDA guide specifies the am ount of calories, protein, vita­
m ins, and m inerals you should have every day. Food labels
indicate the percentage of the U.S. RDA for each nutrient
provided by a single serving of the food. O ne serving of
cereal w ith milk, for example, m ay supply 15 percent of the
U.S. RDA for protein.
The U.S. RDA provides useful inform ation The U.S. RDA is a general guide. It gives allowances
to help you m eet your nutritional needs. slightly higher th an necessary since dietary needs vary. Nu­
trient needs are affected by age, sex, heredity, life style, and
your em otional an d physical state. As a general rule, nutrient
needs are greatest during the grow th years thro u g h adoles­
cence. P regnant w om en and nursing m others also need extra
n utrients. If you are physically active, ill, or injured, you may
n eed m ore of some nutrients.

190 Unit 3 Physical W ell-Being

Improving Your Diet
The American Diet
Scientists who have studied the eating habits of Ameri­
cans have identified some ways in which we can improve
our diets. Their recommendations can help you to plan a
healthy diet. Current Diet

■ Eat a variety of foods. In choosing your servings from

the Basic Four Foods Groups, vary your choices. By not
limiting your selection within these groups, you can be 18% 16%
sure to get all the nutrients your body needs. R efin ed S atu rate d
su g ars
> Limit your intake of saturated fats and cholesterol.
There are a num ber of ways in which you can meet this 19%
5 28% \ ^ M ono-,
goal. Choose lean meats, fish, poultry, and legumes in­ ^ C om plex ч u n satu rate d
stead of fatty meats. Limit fried foods, including potato \j\ carb o h y d rate s
chips, french fries, and doughnuts. and n a tu rally ,
Poly-x x
'g X occurrin g /
■ Eat foods with adequate starch and fiber. To do this, eat \u n s a tu r
\\su gars / 12 %
more whole-grain breads and cereals, fruits, vegetables, \a te d /
V \ / Proteins
and legumes. Remember that the skins of fruits and
vegetables often are rich in vitamins and fiber.
■ Avoid too much sugar. Foods that are high in sugar are
high in calories but often low in nutrients. Limit your
intake of sweet snacks, candy, and soft drinks. Avoid Recommended Diet
foods that contain large am ounts of sugar, honey, corn
syrup, or other high-calorie sweeteners. Eat fresh fruits
instead of sweets for snacks. 10% 10% X V
■ Limit your intake of sodium. To decrease your salt in­ R efin ed Satur- / / \ O o ,
\ su gars a te d / 1 0 % V ,
take, avoid eating too many salty snacks, pickled foods,
/ Mono- \
cured meats, and canned soups. Season your foods with / u n s a t u r a te d
48% V
herbs and spices instead of salt, and do not add salt to
foods at the table. C om plex i 10%
carb o h y d rate s \ P o ly u n s a tu r -
and naturally
\ ^ a t GCj
The graphs in Figure 8-21 compare the average American
diet with a diet recom m ended by many scientists. Most
V occurring \
su g ars \ Proteins /
Americans can improve their diets by recognizing their n u ­
tritional needs, developing a plan for meeting these needs,
and by making wise food choices.

Section Review A
1. Foods from which food group supply all of your vita­ Figure 8-21. What percentage of
min С needs? the American diet is made up of
saturated fats? What is recommended?
2 . Give two examples of foods with high nutrient densi­
ties and then give two examples of foods that have low
nutrient densities.
3 . What is the best way to get all the different nutrients
you need?
What Do Y o u T h in k ?
4 . How can you determine w hether or not your diet
meets your nutritional needs?

Chapter 8 Food and Nutrition 191

 О Chapter
О Review
Chapter Sum m ary
■ The foods people eat m ust be broken into N utrients provide the raw m aterials necessary
sim pler form s before they can be used for the grow th, repair, and m aintenance of
by the body. Once the foods are broken y our bod y 's cells and tissues.
dow n, the nutrients can be absorbed into The h u m an body requires six types of
the bloodstream and transported throughout nutrients: carbohydrates, fats,
the body. proteins,vitam ins, m inerals, and w ater.
■ The organs of the digestive system w ork Foods are classified into four food groups,
together to break dow n foods physically and according to the n u trien ts they provide.
chemically. These groups are the Meat-Poultry-Fish-Bean
s The body's cells produce w aste products group, the Vegetable-Fruit group, the Bread-
during bodily processes. The kidneys filter Cereal group, and the Milk group. Nutritional
and rem ove these w astes from the blood. need s can be m et by selecting a variety of
■ The skin, lungs, and liver also function in foods from each group every day.
rem oving metabolic w astes from the body. The U.S. R ecom m ended Daily Allowances
Perspiration, an excretory function of the (U.S. RDA) and the dietary goals set by
skin, also serves to cool the body w hen it is scientists are additional guides for a healthy,
overheated. w ell-balanced diet.

Vocabulary Review
Listed below are som e of the im portant term s in this chapter. Choose the term th at best matches
the phrase in the exercise th at follows.
am ino a d d s digestion glucose perspiration
bladder enzym e legum es proteins
calories excretion m etabolism un satu rated fats
carbohydrates fats n ep h ro n urinary tract
cholesterol gallbladder n u trien t density vitam ins
1 . a m uscular storage sac for metabolic 5. a n u trien t th at contains nitrogen
w astes produced by the body 6 . sugars and starches
2 . the w orking unit of the kidney 7. rem oval of bodily w astes
3. a n u trien t that provides concentrated 8 . chemical th at helps break dow n foods
energy to the body 9. plants th at bear seeds in pods
4. all the reactions that occur in your body 10 . a sugar that supplies energy for cells

What Have You Learned?

1 . H ow do essential am ino acids differ from 4. W hy is it a good idea to eat foods with
other am ino acids? high n u trien t densities?
2. Trace the p ath of food through the 5. Describe how nep h ro n s first rem ove and
digestive system. th en retu rn fluids to the blood.
3. H ow does fiber aid in digestion? 6 . List three functions of fat in the body.

192 Unit 3 Physical W ell-Being

 7. Which three m inerals w ork together to 1 0 . W hat role does the liver play in digestion?
build strong bones a n d teeth? 1 1 . H ow do sim ple carbohydrates differ from
8 . How does your body cool itself? com plex carbohydrates?
9. List the m ajor n u trien ts supplied by foods 1 2 . H ow do n u trien ts pass from y o u r digestive
in each of the Basic Four Food G roups. system into y o u r bloodstream ?

What Do You Think?

1. Researchers have fou n d th at a significant 4 . M any children's television program s carry
number of A m erican teenagers do not have advertisem ents for p resw eeten ed cereals,
good diets. W hy do you think this is so? sugary snacks, an d vitam ins sh ap ed like
2. In many cultures, people include very little cartoon characters. H ow m ight these advertise,
protein from anim al sources in their diets. m en ts affect th e eating habits of the children
How might these people be able to obtain all w atching them ?
the protein they need? 5 . W hy do you th in k food m anufacturers are
3. What kind of inform ation do you th in k a required to p rin t nutritional inform ation and
urinalysis could provide? ingredients on their products?

What Would You Do?

1. Your friend is overw eight a n d is thinking 3 . It is a hot sum m er day. You have finished
about trying a w eight-loss program . H e has tw o h o u rs of y ard w ork an d are perspiring
heard that he will lose w eight quickly if he heavily. W hat sho u ld yo u do an d w hy?
eliminates all carbohydrates from his diet. 4 . Recently, y o u r sister has b een skipping
What advice w ould you give your friend about lunch to w ork on a school project. She is not
trying this plan? w orried about h e r diet because she takes a
2. You are planning a w eek-long backpacking v itam in su p p lem en t each day. W hat w ould
trip in the m ountains w ith a group of friends. you tell her?
You must carry all of your food in backpacks. 5 . W hat foods w o u ld yo u choose to eat the
What kind of food will you take to m eet day before you p lan to participate in a five-
your nutritional needs? mile race? Explain.

For Further Study

1. Research and rep o rt on the eating habits of
people in another country. W hat are the m ost
popular foods? Are diets w ell-balanced or do
nutritional problem s exist? Describe some
food-related custom s practiced in the country.
2. Currently, there is a shortage of kidneys
and other organs available for transplants
in this country. Find o ut about the nationw ide
system of organ distribution a n d the m eth o d s
to educate the public about organ donation.
Write a report on y o u r findings.
3. For one w eek, analyze lunch m enus offered
by your school cafeteria. Are foods from all
four food groups included in each meal? Are
the foods high in n u trien t density? W hat
changes w ould you recom m end? R eport your
findings and suggestions to y o u r class.

Chapter 8 Food and N utrition 193

 As you read, think about
^ how you can use nutrition labeling and comparison
shopping to select the foods you eat.
^ w hat strategies can be used to reduce or gain body
weight wisely.
► how you can plan your diet to meet your needs.

Healthy

hat a perfect day for a barbe­

cue! The sizzling shish kabob
sends fragrant w isp s of sm oke
into the deep blue of the sky. Steam from
the roasting corn on the cob adds to the
aroma. The bright green of the big m ixed salad
and the basket of shiny, red apples, golden
pears, and purple grapes make a striking con­
trast with the rich brow n of the meat. All your
senses help you look forward to the m eal, and
your mouth is w atering as you sit d ow n at the table.
Tasty, healthful food m akes any meal a celebra­
tion. This chapter will help you to plan balanced
meals that are fun to eat and good for you. You will
learn shopping tips to help you plan those m eals
and stay within your budget, too. Finally, you will
learn how to m aintain your ideal w eight w hile con­
suming the w ell-rounded diet that you n eed for
your active life style.

When you eat right, you have the

energy to do all the things you want
to do.
 1. YOU THE CONSUMER
H ow do you go ab o u t selecting the foods yo u eat? Like
m ost people, you probably choose foods because you like
them , n o t because y o u k n o w th ey are nutritious. Yet there
is an im p o rtan t connection b etw een th e foods you choose
Check Your Wellness the grocery store or in the school cafeteria an d your we
being. It is the kinds a n d am o u n ts of n u trien ts in these foods
Every d a y you m ake decisions
th a t determ in e w h at y o u r level of energy will be, how well
a b o u t th e fo o d s you e a t,
y o u r b o d y will function, an d w h e th er or n o t you will grow1
o ften w ith o u t even th in k in g
as you should.
a b o u t th e m . To d e te rm in e
w h e th e r yo u r d ie ta ry habits
are h e a lth y o n es, see h o w Nutrition Labeling
m an y o f th e se q u e stio n s you
The U nited States Food an d D rug A dm inistration (FDA)
can a n sw e r yes to.
requires every prepackaged food to be labeled with fouij
1. W h e n yo u e a t o u t, do you
kinds of inform ation: the nam e of th e p roduct, the name
se lect n u tritio u s fo o d s?
ad d ress of th e m anufacturer, the w eig h t of the food without;
2. Do you ch o o se n u tritio u s its container (its n e t w eight), an d a list of ingredients in de­
b e tw e e n -m e a l snacks, such scending w eight order. M any m anufacturers also list nutri­
as fresh fru its, raw v e g e ta ­ tional inform ation, b ased on th e U.S. R ecom m ended Daily
bles, p o p co rn , a n d nu ts? A llow ances (U.S. RDA). Look at th e food labels displayedi
3. Do you e a t o n ly w h e n you Figure 9-1. W hat percentage of the U.S. RDA for vitamin
a re h u n g ry an d stop w h e n is in one serving of can n ed tom atoes? of green beans? Would;
yo u a re fu ll? either of these foods be a good choice for som eone who is
4., Do you avoid e ith e r o v er­ trying to increase protein intake?
e a tin g or u n d e re a tin g
w h e n you are b o red or
d e p re sse d ?
5. Do you read fo o d labels in
o rd e r to d ecid e w h ich
fo o d s to b u y? Green Beans
6. Do you th in k y o u r w e ig h t
is a p p ro p ria te fo r yo u r
NUTRITION INFORMATION
h e ig h t an d b o d y fra m e ? PER 1/a CUP SERVING

7. Do you avoid w eig h t-lo ss Tomatoes SERVINGS PER CO N TAIN ER................APPROX. 2 1

CALORIES ......................................................................20
PROTEIN ...................................................................... 1g
CARBOHYDRATE ....................................................4g
F A T .............................................................................Og
or w e ig h t-g a in diets th a t SO D IU M .................................................................. 360 mg
INGREDIENTS:
TOMATOES, WITH AD D ED TOMATO JUICE, PERCENTAGE OF U.S. RECOMMENDED
are no t w e ll-b a la n c e d ? SALT, CITRIC ACID AND CALCIUM DAILY ALLOWANCES (U.S. RDA)
CHLORIDE. PER Vz CUP SERVING
PROTEIN ...............................................................
8. Do you fee l th a t y o u r e a t­ N U T R IT IO N IN FO R M A T IO N
VITAMIN A ................................................................... 101
P E R S E R V IN G
SERVING SIZE .......................................... Уз CUP VITAMIN С .............................................................
ing h ab its a re h e a lth fu l? SERVINGS PER CONTAINER............................. 4 THIAMINE (В ,) ....................................................
CALORIES .........................................................25 RIBOFLAVIN (B2) ...........................................................2 1
PROTEIN ......................................................... 1 q N IA C IN .....................................................................
CARBOHYDRATE .......................................... 6q C A LC IU M .......................................................................... 2 1
F A T ................................................................... 0 q IRO N ..........................................................................
SODIUM.................................................... 220 mg M AGNESIUM .................................................................. 2 1
‘ CONTAINS LESS THAN 2% OF THE U.S. RDA
OF THESE NUTRIENTS.
P E R C E N T A G E O F U .S .
R E C O M M E N D E D D A IL Y INGREDIENTS: GREEN BEANS, WATER, SALT.
A L L O W A N C E S (U .S . RD A ) *WT. OF BEANS (4 OZ.) BEFORE ADDITION OF
PROTEIN ............................................................. * LIQUID NECESSARY FOR PROCESSING.
VITAMIN A ....................................................... 15
VITAMIN С ......................................................... 30
THIAMINE ...........................................................4
RIBOFLAVIN ....................................................... *
NIACIN................................................................. 4
Figure 9-1. Food labels provide a list CALCIUM .............................................................4
IRON..................................................................... 2
of ingredients, the calorie content PHOSPHOROUS.................................................. 2
MAGNESIUM...................................................... 4
per serving, and the percentage of ‘ CONTAINS LESS THAN 2% Of THE U.S. RDA
OF THESE NUTRIENTS.
the U.S. RDA for the vitamins and
minerals in the food.

196 Unit 3 Physical W ell-Being

ADDITIVES If you have ever exam ined a food label, you
may have noticed a series of long chemical nam es in the
ingredients list. These are the nam es of food additives. Ad­
ditives are chemicals that are added to a food to prevent
spoilage, to control or im prove color and texture, to replace
or add vitamins and m inerals, and to im prove or give m ore
flavor. They can be as simple as extra sugar or salt or as
complex as their nam es. A dditives th at are used to prevent
spoilage or to keep foods from losing their natural color or
texture are called preservatives. Some preservatives prevent
fats from becoming stale. These types of preservatives are
added to prepared foods such as potato chips, salad dress­ long grain
ings, and cake mixes. O ther preservatives are used to keep enriched rice
peeled and cut fruits from becom ing brow n. Bakers often add
the preservative calcium propionate to their baked goods to
prevent mold from grow ing on them . ▲
Figure 9-2. Manufacturers often add
Look again at the food labels in Figure 9-1. W hich food vitamins and minerals to foods that
would be the better choice for people w ho n eed to limit salt have lost these nutrients during
in their diet? W hich food contains m ore additives? processing.
Often w hen food is canned, treated w ith chemicals, or
processed in some other w ay, som e of its vitam ins and m in­
erals are lost. To replace the nutrients lost during processing,
foods are enriched, that is, nutrients are ad d ed by the m an ­
ufacturer. Some breads an d cereals are enriched w ith
thiamine, niacin, riboflavin, and iron. If vitam ins, m inerals,
and even proteins are added to a food that does n o t contain f ршшш
Vs
these nutrients, the food is said to be fortified. Milk is for­
Food additives агё substances added to
tified with vitamin D. The foods you see in Figure 9-2
processed foods to prevent spoilage,
frequently are enriched or fortified. improve color and texture, and maintain
Sometimes, m anufacturers use additives to im prove the or improve nutritional value.
texture, taste, or preparation of foods. An em ulsifier (ih
muhl suh fy ur) is an additive that is used to keep the ingre­
dients in a food from separating. Emulsifiers are often added
to salad dressing to prevent the m ixture from separating. A
stabilizer keeps solid ingredients from separating out of liq­
uids. Stabilizers m ake ice cream sm oother by holding the
fluids and fats together to m ake finer ice crystals. They also
prevent the loss of flavors from cake and p u d d in g mixes. A
thickener is an additive that is used to give a food a thicker,
consistency. You m ay have seen the nam e of a thickener,
such as starch, pectin, or vegetable gum , listed on the labels
for some commercial gravies, puddings, or canned soups.
Probably you have heard people express concern over
the use and safety of food additives, especially artificial colors
and sweeteners. If you are allergic to certain food additives
or concerned about their use, read the labels on the foods
you purchase. Keep in m ind that convenience foods are likely
to contain the m ost additives. Foods least likely to contain
additives are fresh foods that you prepare yourself every day.
These include fresh fruits and vegetables, fresh m eats, eggs,
and fish.

Chapter 9 A Healthy Diet 197

 HEALTH F O O D S, N A TU R A L F O O D S, AN D 01
G A N IC FO O D S Sometimes people are confused by the
terms health foods, natural foods, or organic foods. S h ou ld
you make a special effort to buy foods with these labels!
Advertisers use the terms "health food/
Should you purchase only organically grown apples and all-
"natural food," and "organic food" natural peanut butter?
without strict regulation. Health foods are foods that the manufacturers claim
have special, "health-giving'' qualities. These qualities may
have no scientific basis. Natural foods are foods that contain
no additives. Organic foods are foods grown in soil fertilized
only with manure or humus rather than chemical fertilizers,
The food itself has not been treated with synthetic chemicals,
Since the terms health food, natural food, and organic food have
no legal definitions in most states, they can be applied
almost any food. The terms themselves, however, usually
indicate higher prices.

Buying Food
When you shop for food, compare foods on the basis of
their nutrient density, or the proportion of nutrients to ca­
lories, as you learned in Chapter 8 . Try to avoid foods that
are high in calories and low in nutrients. These foods have
low nutrient density. Instead, choose friendly calorie foods;
fruits, vegetables, whole-grain breads, milk, and fruit juices,
These foods are high in nutrient density.
You can use the information on food labels to help you
Figure 9-3. Reading food labels
helps you to learn about a food's
evaulate foods. Food labels will show you the number of
nutrient density, calorie level, and calories as well as any low food value nutrients such as sugar
freshness. and fat. It will also help you to compare the levels of vitamins

Early Peas Iill

NUTRITION INFORMATION PER SERVING AS PACKAGED

SERVING SIZE: 5 OZ. SERVINGS PER PACKAGE: 2
CALORIES ..................................................... 140 FAT ....................................................................5 g
PROTEIN ..................... .................................. 6 g SODIUM ................................................ 435 mg
CARBOHYDRATE .....................................18 g
PERCENTAGES OF U.S. RECOMMENDED DAILY ALLOWANCES (U.S. RDA)
PROTEIN ........................10%
N IACIN ...................................8% PHOSPHOROUS . . . . 15%
VITAMIN A . . . . . . . . 35%
CA LCIU M ........................10% MAGNESIUM ...................6%
VITAMIN С .................. 25%
IRO N........................................6% Z IN C .......................................6%
T H IA M IN E ..................... 15%
VITAMIN E ........................... 4% C O P P E R ...............................4%
RIBOFLAVIN ................10%
VITAMIN B6 .........................6% PANTOTHENIC
FOLIC A C ID .................. 15% ACID ..................................4%
VITAMIN B1 2 ............. .2 %
CONTAINS 1.0% NON-NUTRITIVE CRUDE FIBER (1.4 GRAMS PER SERVING).

STORE IN FREEZER AT 0°F.

INGREDIENTS: PEAS, PEARL ONIONS, SAUCE MADE FROM: WATER, AMERICAN
CHEESE, PARTIALLY HYDROGENATED SOYBEAN AND COTTONSEED OILS, CORN­
STARCH, W HEY FROM MILK), NONFAT MILK, WHEAT FLOUR, SALT, SUGAR, SODIUM
PHOSPHATE (FOR BETTER DISPERSION), CHEDbAR CHEESE, OhllON POWDER, MILK FAT,
NATURAL*AND ARTIFICIAL FLAVORS, SORBIC ACID AND SODIUM BENZOATE (PRESERVA­
TIVES), ARTIFICIAL COLOR/VITAMIN A PALMITATE.

198 Unit 3 Physical W ell-Being

 -4 Figure 9-4. Check the nutrient
density as well as unit cost w hen
comparing similar food products.

Issues in Health
Should Food
Additives Be
Banned?
Some people feel that the use of
food additives should not be al­
lowed. They claim that many food
and minerals. Look at the food labels for two types of frozen additives are hazardous to our
peas in Figure 9-3. A serving of the plain frozen peas contains health. Some artificial colors and
no fat and provides 70 calories. H ow w ould you compare the sweeteners, and chemical preserv­
two products for additives? atives, such as nitrites, have been
Freshness is an im portant factor w hen you buy food. If linked to cancer in laboratory ani­
the food you are buying is a prepackaged product, look at mals. Other additives, such as
the date stamped on it. It is an estimate of how long the monosodium glutamate (MSG),
cause allergic reactions in some
product is usable. Foods advertised for quick sale may not
people. And even the m ost'com ­
be bargains if the use-by date has already passed.
mon additives, sugar, and salt,
Of course, nutrient density is your first concern w hen contribute to tooth decay, obesity,
you shop. Yet, cost is also im portant. Suppose you are trying hypertension, and diabetes.
to decide which of two loaves of bread to purchase. To find Other people feel that additives
out which is the better buy for your money, compare the play a vital role in the food indus­
unit price, or the cost per ounce of each product. Look at try. Some additives are put into
the two bread products in Figure 9-4. The 20-ounce (571- foods to improve their taste, ap­
gram) loaf of bread m ade with six whole grains costs $1.50. pearance, or nutritional value.
The 16-ounce (457-gram) loaf of w hite bread costs $1.30. This makes foods more appealing
What is the unit price of each loaf of bread? W hich is the to consumers. Chemical preserva­
tives are necessary to prevent food
better buy in terms of cost and nutrient density? Why?
spoilage. Without preservatives,
food poisoning might be a com­
mon occurence. Food additives
Section Review also make it possible for us to have
year-round supplies of seasonal
1. What information m ust be on the label of prepack­
foods and to have all the conven­
aged food? W hat other inform ation may be there?
ience foods we now depend on.
2 . List several reasons w hy preservatives may be added
Do you think additives should
to certain foods. be banned? Why or why not?
3 . Distinguish betw een the following labels: health
food, natural food, organic food.
4 . When you shop for prepackaged foods, w hat are
three factors you should consider?
What Do Y o u T h in k ?
5. How do you choose your breakfast cereal?

Chapter 9 A Healthy Diet 199

 2. MANAGING YOUR
WEIGHT
Like m o st p eople, y o u probably carry a ro u n d a menta
im age of y o u rself th a t y o u com pare w ith p h o to g ra p h s of ath­
letes, m o d els, or frien d s y o u adm ire. From tim e to time
m ay w a n t to change th is im age so th a t it is slim m er, has its
curves or m uscles rearran g ed , or is taller. Som e of the
ch an g es y o u lo n g for w ill occur n atu rally as you acquire your
full g ro w th . O th e r changes w ill d e p e n d on y o u r heredity
n u tritio n , a n d level of physical activity.

Malnutrition and Ideal Weight

W h en y o u h e a r th e w o rd m a ln u tritio n , y o u m ay think о
Malnutrition can result from being starv in g people. M alnutrition, h o w ev er, refers to any con­
overfed as well as from being underfed. d itio n of p o o r n u tritio n . Its cause can be too little food, too
m u ch food, a n u n b alan ced diet, or th e failure to digest or
absorb n u trie n ts pro p erly . In th e U n ited States m an y people
suffer from m aln u tritio n d u e to o v ereatin g ra th e r than from
eating too little. Figure 9-5 lists som e of th e h e alth risks as
sociated w ith overeating.
E ating m ore calories th a n y o u r b o d y can u se results i
th eir storage as fat. It is this storage of fat th a t leads to being
overw eight, m ore th a n 10 p e rc en t over th e w eig h t that best
suits y o u r h e ig h t a n d b o d y fram e. O besity (oh bee sut ее
refers to a w eig h t th a t is 20 p e rc en t or m o re above your most
com fortable w eight.

Figure 9-5. Being overweight ►

increases the risk of developing
certain diseases. Risks of Overeating

___ I Breathing
difficulties

Indigestion, gas
pains, stomach Diabetes
and intestinal
problems
— Cancer
Overeating
High blood
pressure
— ............-

Obesity
Heart
attack

Stroke

200 Unit 3 Physical W ell-Being

 Figure 9-6. A fat caliper helps you
to gauge whether your body fat is
within the limits of good health.

The weight at w hich you look and feel m ost comfortable

is your "ideal" w eight, or the healthiest w eight for your
body. As you compare yourself to your classm ates, keep in
mind that there is no single ideal w eight for persons w ith the
same body size and shape. A n athlete m ay w eigh m ore than There is no single ideal weight for
others of his or her age and height, b u t the extra w eight is persons who have the same body size
ip the form of muscle m ass, n ot body fat. A person w ho gets and shape.
little or almost no exercise m ay w eigh as m uch as the athlete
does but have too m uch body fat in com parison w ith his or
her muscle mass.
You can test yourself for excess body fat by pinching a
fold of skin on one side of your w rist or u p p e r arm. If the
fold of skin you pinch is m ore than one inch (2.5 centim e­
ters), you may have excess fat. In Figure 9.6, this test is
performed with a special instrum ent, called a caliper. After
the measurement is taken, an index is used to determ ine
what percentage of a person's body w eight is fat.

Reducing Body Weight

and Body Fat Safely
Suppose that after you have targeted your ideal w eight
you decide to lose a few pounds. This is the time for you
and your doctor to plan a sensible program for w eight loss.
Your program should involve choosing nutritionally bal­
anced foods, based on the Four Basic Food G roups. It should
also involve regular exercise. Researchers know th at dieting
alone is not as effective as dieting com bined w ith a program
of exercise because as you decrease your caloric intake, your
metabolic rate also decreases. Thus, unless you exercise, your
body does not b u rn calories as rapidly as it did, and your
weight loss slows or stops.

Chapter 9 A Healthy Diet 201

 A fter you have p lan n ed your diet, think w hat you
do to help yourself stick to it. Learn to take your time
eating so th at you can really taste and enjoy your food. Watch
the size of yo u r portions. If sm aller portions look lost on youi
d in n er plate, sw itch to a salad plate. Your meal will look
larger, an d y ou m ay feel m ore satisfied. W hen you eat in a
restau ran t or in your school cafeteria, choose foods carefully
Baked or broiled m eats an d fish will fit into your diet better
th an those th at are fried.
Some people get so h u n g ry th at they abandon theii
diets. To avoid this problem , you m ay w an t to try eating
small meals m ore frequently. Perhaps, instead, you will want
to save your fruit or vegetable from your regular meals for
snack w h en you are hungry. If you feel like snacking righ
after a meal, take a w alk, ride your bike, or visit a friend
Figure 9-7. You can control body
instead of visiting the refrigerator.
weight by eating plenty of fresh You m ay find it helpful to keep a diary of w hat you eat,
vegetables and other healthful foods w h en you eat, a n d how you feel at these times. As you re­
that are low in fat. view your diary, you m ay discover eating patterns or
behaviors you w ere not aw are of. You m ay even find
w h at triggers yo u r overeating. Some people overeat when
they are disappointed, depressed, frustrated, or excited.
There are m any w ays to approach a program of weight|
loss. Your approach to w eight loss is a personal decision Й
only you make. Rem em ber th at good eating habits, based
com m on sense, are essential for good looks an d good health.
W hen these habits are com bined w ith a sensible exercise pro
gram , the rew ards are lifelong.

Fad Diets, Diet Aids, and Fasting

M any y oung people w an t a w eight-loss diet that brings
in stan t results. This is unrealistic, and it is n o t always safe
A fad diet is a currently popular diet th at m ay help a person
lose w eight tem porarily. Fad diets range from high-protein
I; low -carbohydrate diets to diets w ith a special ingredient
Fad diets, diet aids, and fasting are is su pposed to help you b u rn fat. These diets m ay excludt
usually unhealthful and ineffective for certain n u trien ts necessary for healthy developm ent. Fre­
long-term weight control. quently, fad diets so restrict food choices th at people tendtc
eat m ore of everything w h en the diet ends.
Diet aids, such as pills and candies, are usually ineffec
tive and can be habit form ing. They do not provide long­
term w eight control; n o r do they involve changes in eating
patterns. Some diet aids m ay cause nervousness, insomnia,
and high blood pressure.
Refraining from eating all or certain foods is known as
fasting. A lthough fasting m ay result in quick w eight loss, it
is n o t usually a healthy w ay to lose w eight because you loss
muscle tissue as well as some fat. Fasting m ay stunt youi
grow th; p u t a strain on your kidneys and liver; and possibly
cause hair loss a n d irregular m enstrual cycles.

202 Unit 3 Physical W ell-Being

 You can lose w eight on alm ost any w eight-loss p lan if
the number of calories you consum e is less th an th e n u m b er Nutrient Dense Foods
of calories you use. H ow ever, you will be m ore likely to fol­
low a diet that offers a variety of foods. The best w eight-loss Calories
plan is one that has your doctor's approval an d contains Banana-nut bread
135
enough nutrients to su stain healthy grow th. 1 slice
Bean salad
280
3A cup
Gaining Body Weight Wisely
Whole milk
150
Although u n d erw eig h t teenagers m ay be the envy of 8 oz. (202 gm)
their friends, being too th in can be as em otionally painful as Cheddar cheese
332
being too heavy. If you are u n d erw eig h t, rem em ber th at 3 oz. (86 gm)
some teenagers w ho are just beginning to develop use a large Salmon
492
number of calories in grow th. This will n o t last. As your 8 oz. (202 gm)
growth rate slows, you will fill out. Peanut butter
582
You may w ant to change any habits th a t keep you too 3.5 oz. (100 gm)
thin. Eliminate snacks before m ealtim es th a t spoil y o u r a p ­ Brazil nuts
654
petite, and try to eat regular m eals. N ever skip a meal! W hen 3.5 oz. (100 gm)
you do snack, enjoy nutritious foods such as those listed in
Figure 9-8.
Figure 9-8. Eating high-nutrient-
You may w an t to keep a daily diary of th e kinds an d
density foods is an important part of
amounts of foods you eat. The diary should help you to d is­ any diet. Which of these foods do
cover what your eating p a tte rn s are. Do you eat well- you include in your diet?
balanced meals or do y ou snack h ere an d there, frequently

Define Explore Co nsider Identify D ecide E valu ate

problem alternatives consequences values and act results

A BULIMIC FRIEND?
Your girlfriend is a dancer. M ost of h er life revolves
around dancing. She has alw ays b een on th e th in side,
but lately she has been w orrying th at sh e's becom ing too
fat to be a dancer.
Recently, y o u 'v e noticed th at she either eats very little
or overeats and th e n forces herself to th ro w up . A lthough
she doesn't seem to have lost th a t m uch w eight, y o u are
worried about her. Y ou've h eard ab o u t th e eating
disorders anorexia nervosa a n d bulim ia, an d you are
beginning to w o n d e r if she could be developing one of
them.
1. Use the DECIDE process on page 16 to decide w h at
you would do in this situation. Explain y o u r reasons for
making this decision.
2. Suppose the action you decided to take did n o t bring Could your weight-conscious friend
satisfactory results. W hat w ou ld you do next? Explain. be harming herself?

Chapter 9 A H ealthy Diet 203

 skip p in g m eals? D o yo u te n d to lose y o u r ap p etite w hen you
are n erv o u s or d ep ressed ? A re y o u con stan tly on the go, with
little tim e to eat?
Exercise is im p o rtan t in g ain in g or losing w eight. If you
are trying to gain w eight, increase y o u r caloric intake and
exercise o n a regular basis. Exercise will tu rn th e w eight you
gain into m uscle tissue ra th e r th a n fat.

Fish Oils and Eating Disorders

Heart Disease
Som e y o u n g p eople u se d ietin g as a w ay to solve emo­
Drugstores have begun to carry
a new p ro d u c t- fis h oil capsules.
tional problem s. T hey becom e obsessed w ith th e idea of not
These capsules contain oils eating. Som e g en u in ely fear b ein g overw eight. M ost, how­
taken from the tissues of deep ever, fear rejection by o th ers or seek approval. People who
w ater ocean fish, such as deliberately starve them selves in this w ay suffer from ano­
sardines and salm on. Some
rexia nervosa (an u h rek see u h n u r voh suh). Anorexia
scientists believe fish oils help
reduce a person's risk of heart
n erv o sa is a life-threatening d iso rd e r th a t frequently results
disease. in d ep ressio n , hyperactivity, a n d a d isto rted b o d y image,
Researchers studying the A norexics are usually adolescent girls or w o m en in their early
health of the Eskim os in G reen ­ tw en ties w h o lose 20 to 40 p ercen t of th eir b o d y w eight. They
land noticed th a t these people
are freq u en tly extrem ely sensitive to cold tem p eratu res and
have a low incidence of heart
disease, despite th eir high-fat
have a low p u lse rate as w ell as low blood p ressu re. They
diets. The Eskimos eat over a m ay also experience d ry skin, brittle hair, a g ro w th of fine
pound of w h a le and seal m eat bo d y hair, a n d th e loss of th eir m e n stru al periods.
daily, including intestines and A n o th er eating d iso rd er, k n o w n as bulim ia (boo lim ее
blubber. Scientists began to
u h), begins for m an y of the sam e reaso n s as anorexia ner­
w ond er if the fish contained
some substance th a t provided vosa. A teen ag er w ith bulim ia freq u en tly eats too m uch food
protection from heart disease. (binges) a n d th e n gets rid of it (purges) by vom iting and
Studies have show n th at fish taking laxatives. A lth o u g h m an y bulim ics do n o t become
oils may guard against heart at­ d an g ero u sly u n d e rw eig h t, th ere are o th er serious health ef­
tacks and strokes by preventing
fects. Bulimics m ay suffer from d eh y d ratio n . The enamel on!
the buildup of fats w ithin a rte r­
ies. Scientists are still not sure th eir te eth m ay becom e ero d ed from th e stom ach acid intro­
if fish oil capsules provide any du ced into th e m o u th w h e n v o m iting occurs. Some bulimics
protection from disease. M ean ­ experience vitam in a n d m ineral deficiences as w ell as tearing
w hile, the A m erican Heart a n d b leed in g of the g um s, tongue, a n d eso p h ag u s. Typically,
Association sim ply advises p eo ­
bulim ics becom e d e p re ssed a n d fantasize ab o u t suicide or
ple to eat fish regularly.
abuse alcohol or o th er drugs.

Section Review
1 . W h at is a sim ple m e th o d for d eterm in in g w h eth er or
n o t y o u are overw eight?
2 . Explain h o w a p e rso n can be o v erw eig h t b u t still suf­
fer from m alnutrition.
3 . List four strategies for red u cin g b o d y w eig h t safely.
4. D escribe tw o problem s associated w ith fad diets.
What Do You Think?
Can fish oil capsules help to curb 5. W hich eatin g habit of y o u r o w n w o u ld y o u m o st like
heart disease? to change?

204 Unit 3 Physical W ell-Being

3. EATING FOR HEALTH
Do you ever feel that your parents continually nag you
to eat a well-balanced diet? Frustrating as this may be, there
is a reason for it. At this point in your life you have a great
deal of control over w hat you eat. Since nutrition is so im ­
portant, you need to m ake wise food choices for yourself.

Planning a Balanced Diet

Although a well-balanced diet is im portant, it is not lim­
ited to only a few foods. W ithin the Basic Four Food G roups
you have many choices as the breakfast suggestions in Figure
9-10 illustrate. There are m any w ays you can combine the
Basic Four Food G roups to m ake enjoyable meals for your­
▲
self. If you dislike vegetables, try new varieties; or try the Figure 9-9. The Basic Four Food
same variety in a different form. W ith a little imagination, Groups offer a surprising variety of
you can have a variety of well-balanced meals. choices for a nutritious meal
anytime.
MEALS You m ay have heard it said th at breakfast is the
most important meal of the day. U nfortunately, in m any
homes, breakfast is neglected in the m orning rush.
In fact, most nutritionists believe that breakfast really is
Figure 9-10. Breakfasts can be as
the most im portant meal. Your stom ach is em pty after a night varied as you want them to be.
without food, and breakfast should provide one-fourth to Which of these breakfasts would you
one-third of your food needs for the day ahead. W hen your choose? Why?
▼

Nontraditional Breakfast Foods

Vegetable- Meat-Poultry Bread-
Fruit Milk and Fish- Cereal
Breakfast menu Group Group Beans Group Group
Cream of tomato soup X
X X

Crackers and cheese X

Cottage cheese and fruit X X

Toast or English muffin X
.......
$1.'>.о,-
Peanut butter on toast X X
Orange juice X
Milk X

Tomato juice X
Toasted cheese sandwich X X

Leftover meat/pasta casserole X X

Milk X

Tortilla with beans X X

Orange juice X
Milk X

Chapter 9 A Healthy Diet 205

 breakfast is inadequate, you are likely to eat high-calorie,
low-nutrient-density snacks to give you energy.
A balanced breakfast includes foods from each of the
Basic Four Food Groups. These do not have to come from
typical breakfast foods at all. You may want to try cottage
cheese, fruit, or tuna on toast one day and a toasted cheese
sandwich and tomato juice another day.
Perhaps more than at any other meal, at lunch, you are
in control of the foods you eat. School cafeterias almost al­
ways provide choices from each of the Basic Four Food
Groups. Many school cafeterias even offer nutritious snacks,
salad bars, and special diet foods and vegetables. Since lunch
makes up another third of your food needs for the day,
may want to choose a high-protein sandwich, such as
chicken on whole wheat bread, a piece of fruit or a salad,
and a carton of milk.
Dinner is frequently the heaviest meal of the day. Since
Foods you select for a day's m eals you may be less physically active after this meal, it should
should include a balance of foods from not account for more than the final third of your calorie needs
each of the Four Basic Food Groups. for the day. Use the dinner meal to make up for the nutrients
you did not choose at breakfast and lunch. If you chose f
from the Vegetable-Fruit Group for both breakfast and lunch,
a green salad or some other green or yellow vegetables will
be a good choice at dinner.

SNACK S Snacks are not necessarily bad for you if you

choose them wisely, but it is possible to become poorly nour­
Figure 9-11. Snacks can be
nutritious. What would you choose ished from snacking. Frequent snacking may result ii|
when you are hungry and want unnecessary weight gain because snack foods are often hij;
something tasty? in calories. Many snack foods are the empty-calorie, or low-

Nutritious Snacks from the Basic Four Food Groups

Vegetable- Meat-Poultry Bread-
Fruit Milk and Fish- Cereal
Snack or Mini-Meal Group Group Beans Group Group
Peanut butter X
Bread X
Milk or yogurt X

Slice of cheese pizza X X

Tomato juice X

English muffin w ith tom ato X X X

and melted cheese
Apple juice X

Deviled egg X
Toasted rye bread X
Milk X

206 Unit 3 Physical W ell-Being

nutrient-density, variety th at replace the hig h -n u trien t d e n ­
sity foods that you need. Vegetarian Diets
If you tend to be a frequent sn acker, you m ay w a n t to
modify the types of foods you snack on. Instead of an eve­ Diet Including
ning snack of chocolate chip cookies, try substituting a Dairy Products
tablespoon of p eanut b u tte r on crackers. R ather th an a sw eet
roll and coffee at m id-m orning, try a bagel w ith cream cheese
and a glass of juice. You m ay even begin to think of the
nutritious snacks listed in Figure 9-11 as small m eals. M any
doctors recommend these kinds of small m eals to m aintain
energy throughout the day.

VEGETARIANISM A person w ho eats no m eat is called

a vegetarian. The diet of a strict vegetarian includes fruits,
vegetables, legumes, cereal grains, and p lan t oils. As sh o w n
in Figure 9-12, the pro tein th a t strict vegetarians eat com es
primarily from cereals, legum es, an d nuts. O th er types of Strict Diet
vegetarians may add eggs an d dairy products to th eir diets.
For these vegetarians, half of their protein com es from milk,
cheese, and eggs and the other half from plants.
Vegetarians are less likely th a n others to suffer from
overweight and heart disease, problem s associated w ith eat­
ing too much anim al pro tein a n d fat. Variety, how ever, is
especially im portant in a vegetarian diet. Eating only green
salads, vegetable sticks, a n d sprouts is m o n otonous a n d n o t
nutritionally sound. To introduce variety, you m ay w a n t to
experiment w ith new sources of protein, such as tofu and
tempeh. If your family is n o t vegetarian, y ou m ay also n eed
▲
to learn how to prepare a cheese souffle or a vegetable-bean Figure 9-12. In which of these two
soup. Using fish and seafood in a vegetarian diet is a n o th er vegetarian diets would you satisfy
way to introduce variety. your protein needs more easily?
If a vegetarian diet appeals to you, you m ay w a n t to
Figure 9-13. Protein sources such as
make up a w eek's w o rth of m enus, using som e of the foods seaweed and tofu, a soy bean
in Figure 9-13. Check your m en u plans w ith yo u r doctor or product, help to add variety to
school nurse to be sure yo u r m eals are well balanced. vegetarian meals.
T

Chapter 9 A H ealthy Diet 207

 *

Figure 9-14. A salad can be a ►

pleasant, healthful change from a
typical fast-food meal.

FAST FO O D S Tom and his friend Dave drop by theirl

favorite fast-food restau ran t several tim es a w eek for a meal
of ham burgers, fries, an d shakes. Their parents complain
Fast-food meals that are high in fat and
low in nutrient density should be eaten th at this fast food will not provide the vitam ins and minerals
in moderation or modified to include need ed by grow ing teenagers. Their coach insists that their
high-nutrient density foods. diet of high-fat, high-calorie food will interfere with their
athletic perform ance. The boys, w ho are active and not over­
w eight, see no reason to change their eating habits.
Fast-food m eals like Tom 's and D ave's are the caused f
m uch discussion. Diets th at continue to be high in fat mat !
be linked w ith heart disease and certain cancers in later years.
High-calorie diets m ay result in a gradual w eight gain, whicl
is difficult to lose once grow th has sto p p ed an d a taste for
such foods has form ed. A typical m eal of a cheeseburger,
fries, an d a shake provides a w h o p p in g 1,000 calories. This \
kind of caloric intake w h en you grow older could cause seri­
ous w eight problem s.
If you enjoy fast-food m eals once in a w hile, consider
substituting milk or orange juice for shakes and sodas. Use
the salad bar in place of fries and onion rings. If you form [
wise food habits now , they will help you throughout youi
adult years.

Special Diets
D ietary needs can vary greatly. If you sw im for two
ho u rs a day and w alk a mile to school, you may need ток
calories th a n your friend, w ho is rehearsing for a choral con­
cert an d riding the bus. If you are allergic to milk and eggs,
you need to avoid these foods. Som etim es, special physical
conditions require special diets. A p regnant or nursin;
w om an, for example, requires extra n utrients to provide for
her ow n needs as well as those of her developing baby.

208 Unit 3 Physical W ell-Being

FOOD ALLERGIES Have you ever eaten a shrimp salad
and developed an unpleasant rash? If so, you probably have
an allergy. A food allergy is a condition in which the body's
cells respond to a particular food by releasing substances that
cause fluid to leak into the surrounding tissues. Symptoms
such as rashes (hives), a runny nose, diarrhea, coughing, and
sneezing are generally caused by the release of histam ine (his
tuhmeen). Histamine, a substance normally released in small
amounts, is released in toxic amounts w hen you eat foods to
which you are allergic.
If your doctor does not know for sure which foods are
causing your allergy, he or she may refer you to an allergist,
a person who specializes in the diagnosis and treatment of
allergies. The allergist may conduct a series of scratch tests
or skin tests. In a skin test, tiny portions of the suspected
foods are injected just below the surface of your skin, usually
on your back. If your skin swells or becomes red, you are
probably allergic to that food.
Once the allergist has identified the foods to which you
are allergic, you can eliminate these foods from your diet. Of
course, this can be frustrating w hen you crave the foods you
should avoid. Furthermore, you must become even more
skilled at making sure you get the nutrients you need from
each of the Four Basic Food Groups. If you are allergic to
cow's milk, for example, you may need to discover other
sources of calcium. If you are allergic to wheat, you will need
to check the ingredients label on cereal boxes and breads,
among other things, to find foods containing oats, rice, or
some other grain.
If you have food allergies, you may receive a series of
desensitization shots to help you build up protection against
the irritating substance. These shots are not effective for se­
vere allergies.

DIETS FOR DIABETICS As you learned in Chapter 8,

the principal carbohydrate circulating in your blood and used
byyour cells for energy is glucose. Normally, the body makes
asubstance called in su lin (in suh lun), which allows glucose
to enter the cells. If insulin is lacking, glucose levels in the
blood will build up, and a disorder called diabetes mellitus
Diabetes mellitus occurs when there is
(dy uh bee tis muh ly tus) may result. Diabetes mellitus is a insufficient insulin in the body, which
chronic disorder in which the body does not produce or prop­ prevents glucose in the blood from
erly use insulin. Symptoms may include sudden excessive entering the body's cells.
thirst, an increase in appetite but a loss in weight, and fre­
quent urination. Some people also feel fatigued, irritable, and
confused. If you have a combination of any of these symp­
toms, you should see a doctor.
I{ your doctor suspects you have diabetes, you will need
to have your blood and urine tested. These tests indicate
whether or not there is excess sugar in your urine and blood­
stream and show how your body absorbs and uses sugar.

Chapter 9 A H ealthy Diet 209

 — — — — ..-

D iabetes usually can be controlled. You m ay need to take

daily insulin injections, w hich m u st be adjusted according to
the am ount of exercise you get and the kinds of foods you
eat. You will also need to eat well-balanced meals on a regu­
lar schedule. Your m eals should help to control blood glucose
levels by leaving out foods high in sugar and focusing on
complex carbohydrates. The A m erican Diabetes Association
also em phasizes the im portance of foods high in fiber and
low in sodium and fat. Frequently, people w ith diabetes carry
a snack, such as fresh fruit, raw vegetables, or cheese w ith
them at all times. This type of snack helps diabetics to regu­
late their blood glucose levels if they are unable to eat a
regular meal on a schedule they have established.

MANAGING HYPOGLYCEMIA THROUGH DIET II

too m uch insulin is produced by the body, there may be a
dram atic fall in the level of blood glucose. The result is a
Figure 9-15. Salt is high in sodium. condition know n as hypoglycem ia (hy po h gly see mee uh),
Which of these tips are you likely to or low blood sugar. A lthough hypoglycem ia m ay be caused
follow to limit your intake of salt?
by a m alfunctioning of the liver or pancreas, it m ay also be
▼ triggered by skipping meals, fasting, or eating a diet high in
sugar. People w ith hypoglycem ia m ay experience hunger,
Avoiding Sodium w eakness, severe headaches, and shakiness as their blood
glucose levels fall. To counteract these sym ptom s, you need
■ Learn to en jo y flavors of three well-balanced meals a day th at are high in protein and
foods by using herbs complex carbohydrates. Your digestive system breaks down
instead o f salt. these substances m ore slowly th an the sugars found in soft
■ Cook w ith only sm all drinks, for example. A m id-m orning and a mid-afternoon
am o u n ts of added salt. snack, such as cheese, w hole-grain bread, or p ean u t butter,
■ Substitute a n o th e r salt, such also help to m aintain a regular level of insulin release. If youi
as potassium ch lo ride, fo r sym ptom s continue after you have altered your diet to in­
ta b le salt, also kn o w n as clude m ore frequent small m eals w ith protein-rich snacks in
sodium chloride. betw een, you should see your doctor.
■ Lim it yo u r in take o f foods
such as p o tato chips, DIET AND HIGH BLOOD PRESSURE High blood
p retzels, crackers, salted pressure is a higher th an norm al pressure on the walls of the
nuts and popcorn, cured blood vessels. It is som etim es called the "silent disease" be­
m eats, and cheese. cause m any people w ith high blood pressure experience no
■ Read foo d labels carefu lly sym ptom s at all. O thers m ay experience dizziness, head­
to d e term in e th e am ounts aches, and nervousness.
o f sodium th e y co ntain. High blood pressure m ay occur at any age, even during
adolescence. Sodium , found in table salt and m any othei
foods, is th o u g h t to be a factor in the disease. W hen the body
is unable to rid itself of extra sodium , the excess stays in body
tissue and holds in w ater, increasing the total blood volume.
This increased blood volum e th en pu sh es m ore forcefully on
the walls of the blood vessels, elevating blood pressure. Foi
this reason, people w ith high blood pressure are told to limil
their sodium intake. Figure 9-15 offers some suggestions foi
controlling your intake of salt. Some people enjoy experi­
m enting w ith herbs and spices to add flavor to their foods,

210 Unit 3 Physical W ell-Being

NUTRITION DURING PREGNANCY You m ay have
heard it said that a p reg n an t w om an is eating for two. In a
very real sense, this is true. A w o m an 's n u tritio n during
pregnancy m ust provide for h er needs as w ell as the needs
of the developing baby. This double nutritional task requires
a diet high in protein and rich in vitam ins an d m inerals. For
example, two ounces (56 gram s) of protein per day are rec­
ommended for w om en w ho are not pregnant. P regnant
women need twice th a t am ount. They also n eed m ore of
most vitamins and m inerals, especially iron a n d calcium. Iron
is necessary for the form ation of red blood cells. Red blood
cells contain a substance called hem o g lo b in (hee m u h gloh
bun), which carries oxygen to all parts of the body. If the
mother is not getting en o u g h iron, her blood will contain too
little hemoglobin to supply the developing baby w ith ad e­
quate oxygen. For this reason, extra iron often is prescribed
during pregnancy. Calcium is another m ineral im p o rtan t to
pregnant women. Calcium is necessary for the form ation of
strong bones and teeth. Since the baby's teeth start to b u d
early in pregnancy, the m o th er's calcium intake in the first Figure 9-16. During pregnancy, a
four months is extrem ely im portant. Milk an d other dairy woman needs to provide for herself
products are useful sources of calcium, as are leafy vegeta­ and the developing baby.
bles, whole grains, legum es, and nuts.
Pregnant w om en also need carbohydrates for energy.
Sugary foods, such as cakes, candy, an d cookies, should be
replaced with som e of the complex carbohydrates, w hich
contain other valuable nutrients.
During pregnancy, the bo d y 's need for fat also increases,
but a nutritious diet usually contains enoug h fat to m eet this
need. While it is norm al to gain betw een 25 an d 35 p o u n d s Nutrition during pregnancy must meet
(11 to 16 kilograms), if foods rich in fats an d carbohydrates the needs of the mother as well as the
make up most of the diet, a w om an m ay p u t on unnecessary needs of the developing baby.
weight. Recent research on n utrition in pregnancy suggests
that when a diet is inadequate, the m other m ay give b irth to
a premature baby or a baby of low er birth weight!

Section Review
1. Why is breakfast the m ost im portant m eal of the day
for you?
2. Why are vegetarians not likely to suffer from over­
weight and heart disease?
3. What steps can you take to enjoy occasional fast-food
meals and get the n u trien ts you need?
4. Why is nutrition im p o rtan t d u rin g pregnancy?
What Do You Think?
5. If you suddenly developed an allergy to eggs, w h a t.
would you do to ad just y o u r diet?

Chapter 9 A H ealthy Diet 211

 H e a l t h s k il l s

Breaking a Bad Habit

The teen ager b e lo w h as d ev elo p ed a poor nutritional
habit. A lth o u g h h e m ay w ish to cut d o w n on the am ou nt 1. Define Your Bad Habit
of cola h e drinks each day, h e m ay n ot think he h as the Be sure to describe your bad
w illp o w er to d o so. W e all can d ev elo p habits that are n ot habit in a specific m anner. For
example, instead of saying "I
g o o d for u s. Yet, b ecau se th ey are habits, w e con tin u e to
don't eat very w ell," describe a
d o th em . D id y o u ever try to break a bad habit? D id y o u specific behavior that demon­
d ecid e y o u d id n 't h a v e the w illpow er? strates the problem: "I drink too
It m ay surprise y o u to learn that breaking a habit d o es much cola" or " I eat too many
n o t d ep en d o n w illp o w er. Instead, w h a t y o u n e e d m ore candy bars” or ".I never eat fruit:
than a n y th in g else is " skillpow er." Y ou n eed to learn and
practice the skill of b eh avior ch an ge. 2. Set Your Goal
It is difficult to break an old , ingrained pattern of b e­ A goal describes the behavior
havior. But, th e k ey to breaking a bad habit is to replace you w ould like to be doing in­
it w ith a n e w , p o sitiv e habit. The p rocess w ork s b est if it stead of your bad habit. Your
is d o n e in sm all step s and if ev eryth in g is p u t in w riting goal should be specific and
on a b eh avior contract. clear and should have a realis­
tic deadline. The goal should
The step s g iv en here w ill h elp y o u to break alm ost any
em phasize doing something,
bad habit. By u sin g this p rocess, y o u can d ev elo p the rather th an not doing some­
"skillpow er" to direct you r life tow ard w elln ess. thing. If a goal is large, break it
dow n into small subgoals.

3. Design an Action Plan

(a) M onitor Your Bad Habit:
Spend a w eek carefully observ­
ing and recording your bad
habit. This will help you un­
derstan d the things that trigger
and reinforce the habit.

Bad Ha bit Record

BEFOREHAND BEHAVIOR AFTERWARDS
Scene Feelings Details Results
Monday fared /3. 07- more |
IS noon a/ld enerodt^
/und.fi of bored £d/4L
school

212 Unit 3 Physical W ell-Being

 (b) Write Your Plan: Describe
in detail the specific day-to-day
changes you will m ake to reach
your goal. Your plan should be
a gradual, step-w ise process.
(c) Keep a Log: Log y o u r new
behavior daily, including any
setbacks you m ay have.

Behavior Log
M T w Th F Sa Su

A c t io n
^
.гч.

-------
j u i c /& л а
и а / / у -
P lan

fortft С -ш Ы .
У
B e h a v io r / 1/ Ы < у. У \ /

■ ш и ш м имш ш ми
4. Build a Supportive
Environment
Since breaking a habit is n o t A few skills and a will to change can help you break any bad habit.
easy, you will n eed help from
many sources. Plan to rew ard
yourself for accom plishm ents APPLY THE SKILL
along the w ay to y o u r goal.
Ask family and friends to keep
an eye on your progress and 1 . C hoose th ree habits th a t specific goal of elim inating the
keep a list han d y of the b e n e ­ you w o u ld like to break. Look habit. Fill this inform ation in
fits of your n ew behavior. back over the "C heck Your on a behavior contract.
Structure your su rro u n d in g s W ellness" inventories you 3. For a one-w eek period,
to support your efforts. For ex­ have taken to help you identify m onitor y our b a d habit. Every
ample, if you are trying to poor habits you have. tim e you exhibit the habit, re­
break a cola habit, try n o t to 2. O u t of the th ree habits, cord w h ere and w h e n it
keep any cola in y o u r h ouse choose the one habit you occurred, along w ith yo u r
and avoid carrying loose w o u ld m ost like to change an d th o u g h ts a n d feeling b o th be­
change for cola m achines. clearly define it. T hen, set a fore a n d after. C an you d etect f
an y p a tte rn s in yo u r behavior?
4. D evise a specific action
p lan for breaking yo u r habit,
Behavior (Tontrdct
u sin g y o u r n ew know ledge of
b a b fia b it: __ -Ь хт 'л с о к . - y o u r behavior pattern s. Re­
\ .^ат Jiru/iir______ cord y o u r p lan in detail on y o u r
pianto sabsh-hrf? gistr лги///? nfa bn fllia _______ contract. Also, fill in the w ays
I will track thisgoal bij bring the following forget behavior th a t you will build a supportive
S>dbfi-f-af//iy w tifa'/ju/fr ante а ак у я /А ъ / а л /am/s/a/fa en v iro n m en t. f
тсг е& ялу ■&>-fntsr f/a r s d t/a a _____________________________ 5. Log y o u r behavior for a
co create a supportive change environment, tw ill get three-w eek period. f
help from the following role mobels: and
6 . A fter th ree w eeks, evaluate
/-oreS/a._______ reward myself bg атм m i/^s
y o u r perform ance. D id you
uuA jfi/e/tfts a/far,'jcxre&iGj/i/xpks along the wag ario
stick to y o u r plan? If n ot, w h at
whenlreach mg goal.
w ere the th in g s th at m ad e it
fiig n tb UHHiyfl Date. flarrf) ^ h a rd for you? W hat aspects of
y o u r p lan w o rk ed for you?

Chapter 9 A H ealthy Diet 213 ф

 Chapter
Review
Chapter Summary
■ Labels on prepackaged foods provide the Fad diets are generally ineffective because
product's name, an ingredients list, the some im portant nutrients are left out of
m anufacturer's name and address, and the them, and it is difficult to m aintain the
net weight. Labels may provide nutritional weight loss.
inform ation based on the U .S. RD A. Each of the main meals of the day should
■ Food additives are used to prevent spoilage, supply about one-third of a person's caloric
to control color and texture, to replace or needs and come from the Four Basic Food
add vitam ins, and to im prove flavor. Groups. Snacks should provide a variety of
■ W hen purchasing prepackaged food, the nutrients rather than calories.
shopper should consider nutrient density, Vegetarian diets must contain enough
unit price, and the use-by date. variety from nonmeat sources to meet the
■ Overweight and obesity are the common requirements for good nutrition.
forms of m alnutrition in the United States. By choosing w isely, people can lessen
■ A person's ideal weight should be based on calories, fat, and salt in fast-food meals.
the ratio of body fat to muscle mass. Diets can be modified to meet the nutritional
■ To be effective, a weight-loss or weight-gain requirements of people who have food
program should combine sensible eating allergies, are diabetic or hypoglycem ic, have
w ith regular exercise. high blood pressure, or are pregnant.

Vocabulary Review
Listed below are some of the im portant terms in this chapter. Choose the term that best matches
the phrase in the exercise that follows.

additives fad diet hypoglycem ia preservatives

anorexia nervosa food allergy ideal weight stabilizer
bulimia hemoglobin m alnutrition thickener
diabetes m ellitus high blood pressure organic foods unit price
em ulsifier histamine overweight vegetarian
1. a person who eats no meat 6. increased stress on the w alls of the blood
2 . chemicals added to a food vessels in your body
3. a condition of poor nourishm ent 7. low blood sugar
4. a disorder in w hich the body does not .
8 cost per unit measure of a product
produce or properly use insulin 9. a substance released in toxic amounts
5. an additive used to prevent the separation when you eat a food to which you are allergic.
of ingredients 10. disorder resulting from self-starvation

What Have You Learned?

1. Describe the role of em ulsifiers, stabilizers, 3. How can you evaluate foods for nutrient
and thickeners in various foods. density? W hat is the advantage of choosing
2. W hat kinds of nutritional inform ation can friendly calorie foods?
you get from labeling that has the U .S. RD A. 4. W h y is fasting a poor w ay to lose weight?

214 Unit 3 Physical W ell-Being

 5 . Describe some steps you can take to eat avoid snacks such as candy bars or sweet rolls.
ina restaurant and still diet successfully. 10. Explain what happens when you eat a
6 . Why use a diet diary when dieting? food to which you are allergic. How can you
7 . Why is it frequently said that plain foods go about getting help for allergies?
arebetter buys? 11. List the causes, symptoms, and treatments
8 . How do anorexia nervosa and bulimia of diabetes mellitus and hypoglycemia.
differ? How are they alike? 12. W hy do iron requirements increase
9 . List three reasons why it is a good idea to during pregnancy?

What Do You Think?

1. Research has shown that some additives 3. Explain why skipping meals to eliminate
cause cancer in test animals. W hy do you calories is not an effective way to lose weight.
think that food manufacturers continue to use 4. W hy can diabetes and hypoglycemia be
these additives in their products? managed, in part, by eating nutritious snacks
2 . How can you explain the fact that Jean between regular meals?
gained weight after she began a sensible diet 5. How can you explain why someone who is
and exercised with weights four days a week? not overweight becomes bulimic?

What Would You Do?

1 . Your older sister is pregnant. Before her home without insulin when she begins to feel
pregnancy, she was overweight. Now, you ill. What should you do?
notice, despite her doctor's advice, she is 4. You have been asked to a dance. You
trying to control her weight and restrict her decide to lose those extra pounds in the two
weight gain to 10 pounds. What might you say weeks before the dance and are considering a
toyour sister? fad diet. What should you do and why?
2 . Your friend tells you he is taking diet pills 5. You w ill be traveling next summer. Design
toqualify for the wrestling team. What advice a plan for (a) eating nutritious foods, (b)
would you give him? maintaining your weight, and (c) occasionally
3 . You and a diabetic friend are far from avoiding restaurants.

For Further Study

1. Save the ingredients labels of two brands
of cereal, bread, or another prepackaged
product. Compare each brand for the kinds of
additives, level of sodium, calories per serving,
and nutrient density. If possible, calculate the
unit price and note the use-by date. Which
of the brands is the better buy? W hy?
2 . Prepare a questionnaire to help other
students analyze their eating habits. Include
such questions as: Do you eat when you
are angry, anxious, or bored? Do you eat faster
than most people you know? Do you skip
breakfast?
3 . Report on the breakthroughs that make it
possible for diabetics to (a) monitor blood
sugar levels at home, (b) have a constant flow
of insulin based on their needs, and (c) use
surgery, perhaps, to cure diabetes.

Chapter 9 A Healthy Diet 21 5

 As you read, think about
^ ■how your nervous system coordinates your actions
and thoughts.
► how your skeletal and muscular systems support your
body, give it shape, and produce movement.
how your circulatory and respiratory systems work
together to supply your body with oxygen and
nutrients and to remove waste products.
^ how you can find your level of physical fitness.

Fitness and Tfour

Body Systems
шштшя
he frisbee arcs high above yo u r head.

T W ith a trem endous leap, yo u fly into

the air. Y o u r lungs fill w ith oxygen,
your heart pum ps faster, and yo u r m uscles p u ll
hard as your body sails upw ard. W ho-eee!
You've caught it.
Your body is an am azing instrum ent. N o m anu­
factured m achine can m atch it. Y our respiratory
system sends oxygen to yo u r heart; yo u r circulatory
system carries the blood from yo u r heart to fuel the
muscles and bones that balance and m ove all parts
of your body. Y our b rain and nervous system send
out the m essages that control yo u r body's actions.
This chapter tells yo u about these w o n d erfu l, com ­
plicated system s. It also show s you how to keep
them all in top form .

Your body is designed for action.

Keeping it fit h e lp s it fu n c tio n a t
its best.
 1. THE NERVOUS SYSTEM
H ave you ever stopped to think about the hundreds
actions you perform each day and the thousands of thoughts]
you have in one hour? A ll of your actions and thoughts
coordinated by a complex group of organs and nerves called]
Check Your Wellness the nervous system. The nervous system consists of
parts. Your brain and spinal cord make up one part. Forty-
Do you know if you are in
three pairs of nerves connecting the brain and spinal cordto|
good physical condition?
other parts of your body make up the other part.
See if you can answer yes to
Your nervous system coordinates your thoughts andac
the questions below. tions in three basic steps. First, it receives information about|
1. Do you breathe easily after your environm ent and the other parts of your body. Then,
climbing a flight of stairs? it interprets this inform ation. Fin ally, it causes the body
2. Can you do light exercise respond to the inform ation. If you are coasting down th]
or household chores with­ sidewalk on your bike when a wom an pushing a baby strolle
out feeling sore afterwards? approaches from the opposite direction, you receive this in-:
3. Are bending, twisting, and form ation through your eyes. The inform ation moves from
reaching movements easy your eyes to your brain. Your brain decides that you mat
for you? run into the wom an and stroller. The brain also decides that
4. Do you usually have you should stop your bike and sends a message through youi
enough energy to do the spinal cord to the nerves of your feet. These nerves cause
things you w ant to do? the muscles in your feet to apply the brakes on your bicycle.
A ll these events happen in less than a second. But, whatl
5. Can you participate in a
makes it possible for your nervous system to receive, send
vigorous activity, such as
and act upon these messages?
'running, biking, or swim­
ming, for at least 15
minutes? Nerves and Nerve Cells
6. Do you avoid foods that The basic cell of the nervous system is the neuron (nooi
are high in cholesterol and ahn). It carries nerve im pulses, or messages, from one pail
saturated fats? of your body to another. A typical neuron, as illustrated in
7. Are you a nonsmoker? Figure 10-1, has three parts: a cell body, w hich controls the
growth of the nerve cell; dendrites (den drytz), short,]
branched fibers that carry nerve messages toward the
body; and an axon (ak sahn), a long, thin fiber that carrl
messages aw ay from the cell body. Axons are sometime
called nerve fibers. Bundles of these fibers bound together]
by connective tissue are known as nerves.
Look again at Figure 10-1. As you can see, there are three
kinds of neurons: sensory neurons, interneurons, and motoi
neurons. Sensory neurons are nerve cells that pick up infoi-
m ation about your body—your skin, your muscles, y<
sense organs, and your internal organs. They carry this
form ation to the interneurons, nerve cells found only in уош|
S en so ry n eu ro ns, in tern eu ro n s, and brain or spinal cord. These interneurons receive the sensor
m otor n eu ro ns m ake up yo u r n ervo us messages and send responses to your m otor neurons, nem|
system . cells that tell your muscles or glands to act.
Interneurons,, then, act as a type of central receiving ares
for your nervous system. The two areas where interneurons|
are found make up the central nervous system.

218 Unit 3 Physical W ell-B eing

 Motor Neuron

/ W ith in spinal cord

7 Ilkbody
9 * Cell л
Skeletal muscle

The Central Nervous System Figure 10-1. Sensory neurons,

interneurons, and motor neurons are
The central nervous system (CN S), where the interneu­ the three basic types of nerve cells in
rons receive and pass on messages, consists of the brain and your body.
the spinal cord. The brain is the control center of the CNS.
The spinal cord relays sensory and motor information to and
from the brain and other parts of the body.

THE B R A IN The brain, a moist, spongy organ weighing

about three pounds (1,400 grams), is made up of 10 billion
neurons that control everything you do—your thoughts,
your movements, your memory—and everything you sense.
The brain produces waves of electrical impulses that vary in
length and frequency, depending upon your activity. Every Ten billion neurons make up your brain,
individual has a different brain wave pattern, just as every the organ that controls your thoughts,
individual has a different fingerprint. your movements, and your memory.
A thin layer of tough bone, known as the skull, protects
the brain. Beneath the skull are three layers of skinlike mem­
branes that completely cover the brain and give it further
protection. These membranes are called m eninges (muh nin
jeez). Cerebrospinal (suh ree broh spy nul) fluid, a substance
found between the middle and inner meninges and in certain
spaces within the brain, helps to cushion and protect the
brain and spinal cord.
The brain is divided into three areas: the cerebrum, the
cerebellum, and the brain stem.. The large upper region of
the brain is called the cerebrum (suh ree brum). Its surface
is folded into many ridges and depressions like the shell of

Chapter 10 Fitness and Your Body Systems 219

 a walnut. As you can see in Figure 10-2, the cerebrum con­
sists of a number of different, specialized regions. Some
The cerebrum controls muscular regions control muscular movement; others control memory
movement, reasoning, and memory and and reasoning. Some regions receive messages from the
interprets messages from the senses. sense organs. These regions interpret the messages as smells,
tastes, touch sensations, sights, and sounds.
The cerebrum itself is divided into left and right sides,
known as the left hemisphere and the right hemisphere. The
outside layer of each of the hemispheres is a thin layer of
tissue, called gray matter. This tissue completely covers the
cerebrum. The rest of the cerebrum is made of white matter,
the same soft tissue that makes up most of the brain.
Nerve fibers from each hemisphere pass down through
the brain and spinal cord and cross to the opposite side of
the brain or spinal cord at some point along their pathway.
Because of this crossing over, the right hemisphere of you-
brain controls the muscles on the left side of your body, ant
the left hemisphere controls muscles on the right side of you
body. If a person received an injury to the left side of th<
cerebrum, which side of the body would be affected?
The cereb ellu m (sehr uh b el um), just beneath the bad
part of the cerebrum, coordinates your muscles for move
У Т ment. Like the cerebrum, the cerebellum has an outer laye
The cerebellum coordinates the of gray matter and an interior of white matter. Unlike thi
movements of your muscles. rest of the brain, which produces signals that trigger
* tions in other parts of the nervous system, the
processes and then reduces or stops some of these signals
By adjusting the signals, the cerebellum can coordinate thi

Cerebrum

Thalamus

Cerebellum
Brainstem:
Midbrain
Pons
Medulla
Spinal cord

Speech
Top v ie w interpretation
M ovem ent
Left
Speech
hemisphere
p roduction
Right
Hearing
Figure 10-2. Your brain controls ► hemisphere
everything you do. What activities
does the cerebellum control?

220 Unit 3 Physical W ell-Being

 movement of your muscles. Without the cerebellum's work,
simple movements, such as picking up a glass of water with­
out spilling it or walking without staggering, would be
impossible for you.
The brain stem, located below the cerebellum at the base
of the skull, acts as the body's life support system. It controls
heartbeat, breathing, and blood pressure. As you can see in
Figure 10-2, the brain stem has several parts. Each part shares
some of its functions with the others. The medulla (muh
duhl uh) controls breathing, heart rate, and swallowing. The
pons regulates breathing and helps to control eye movement.
The midbrain is also linked to vision. It controls the move­
ment of the eye and pupil size.
Two smaller parts of the brain, the thalamus and the
hypothalamus, grow out from the brain stem. The thalamus
(thal uh mus) is a relay station for the senses. It processes
information from the sense organs and provides some control
over muscle activity. The hypothalamus (hy poh thal uh
mus), another bundle of nerve fibers, regulates the body's
temperature, use of water, blood pressure, and the release
of regulatory chemicals.
▲
SPIN A L CO RD The spinal cord, the other part of the Figure 10-3. A healthy nervous
central nervous system, is simply a rod of brain tissue. It system enables body movements to
extends about two-thirds of the way down the back to just be well-coordinated.
below the ribs. As you look at Figure 10-4, you w ill notice
that, like the brain, the spinal cord is covered with three
meninges and bathed in cerebrospinal fluid. More than 24

Spinal cord --------

Meninges
Vertebra

■4 Figure 10-4. The spinal cord connects

nerve the brain with the rest of your body.
What protects the spinal cord from
injury?

Chapter 10 Fitness and Your Body Systems 221

 т
ring-shaped bones, called vertebrae (vur tuh bree), make up
the spinal column, which protects the spinal cord and allows
you to bend and turn.
Thirty-one pairs of threadlike nerves branch off the
spinal cord. These nerves connect the CNS with almost every
The pairs of nerves that branch off from part of the body. Messages traveling along these nerves move
your spinal cord connect with almost at more than 300 feet (91.4 meters) per second. The speed
every part of your body. with which the nerves send messages enables you to react
quickly in an em ergency.

The Peripheral Nervous System

The peripheral (puh rif ur ul) nervous system (PNS),
the other half of the entire nervous system, includes all the
parts of the nervous system except the brain and spinal cord.
The PNS is m ade up of the cranial (kray nee ul) nerves and
the spinal nerves. The cranial nerves are 12 pairs of nerves
that emerge from the brain. Those that connect with your
eyes, ears, and nose contain mostly sensory nerve fibers. The
other cranial nerves are m ade up of sensory and motor nerve
fibers. Spinal nerves are 31 pairs of nerves that branch off
from the spinal cord. Each pair serves a particular part of
your body. One pair of spinal nerves, for example, acceler­
ates the heartbeat; another pair relaxes the bladder.
Like the central nervous system, the PNS is divided into
two parts: the somatic nervous system and the autonomic
nervous system. The somatic nervous system is responsible
for actions that you control. The autonomic nervous system
controls your heartbeat, breathing, and digestion. These are
actions that you do not usually control.

Disorders of the Nervous System

A severe bump to the head can cause the soft brain tissue
to come into contact with the skull. This is known as a con­
cussion. Frequently, a concussion is accompanied by a small,
hairline crack in the skull. Although paleness, and dizziness
are two signs of concussion, more serious signs are vomiting,
sleepiness, and unconsciousness. A concussion may result
in a coma, a prolonged period of unconsciousness.
H eadaches, as com m on as they are, are also a disorder
of the nervous system. Tension headaches are felt at the base
of the skull or at the front or on the sides of the head. When
the blood vessels around the brain dilate, or swell, a migraine
(my grayn) headache occurs. A migraine headache first
throbs with each heartbeat, then becomes a steady pain that
may continue for several hours or even a day or more. A
person with a migraine is usually sensitive to light and noise
and may experience nausea and blurring of vision.
Figure 10-5. People once thought of
a headache as it is shown in this The name given to disorders of the nervous system that
early drawing. occur early in life is cerebral palsy (suh ree brul pawl zee).

222 Unit 3 Physical Well-Being

These disorders result in a lack of full control of physical
movement. The causes of cerebral palsy vary from a lack of
oxygen at birth to head injury and meningitis.
Occasionally, the electrical impulses produced by the
brain become disturbed. This causes a condition known as
epilepsy (ep uh lep see). The sudden storm of electrical ac­
tivity in the brain results in an epileptic attack, or seizure.
During a severe seizure, the individual may lose conscious­
ness, the arms and legs m ay jerk, and the teeth may lock
together. A milder form of epilepsy causes only one or two
seconds of unconsciousness, much like daydreaming, when
the person stares or stiffens momentarily.
Spinal cord injuries can result in paralysis, or the loss of
the ability to move or have sensation in some part of the
body. Paralysis occurs when some nerves are so damaged
that they no longer can signal the muscles they control.
Meningitis (men in jy tis), an inflammation of the m e­
ninges of the brain or spinal cord, m ay be caused by a
bacterial infection or a virus. Before antibiotics were discov­
ered, the bacterial form of the disease was fatal. Symptoms
include high fever, severe headache, vomiting without nau­
sea, stiff neck and back, and sometimes spotting of the skin.

Keeping the Nervous

System Healthy
Since your nervous system controls your actions and
thoughts, it is important for you to keep it functioning well.
Rest, sleep, good nutrition, and daily exercise help to keep
your nervous system in good condition. Mind-altering sub­
stances, such as drugs or alcohol, can cause permanent
damage to your nervous system.
Following a few basic safety rules will also help you to
protect your nervous system. W ear your seat belt every time
you are in a car. Do not risk a head or spinal injury by diving
in unfamiliar swimming areas. Be sure to wear protective
head gear when you work on mechanical equipment, play
contact sports, or ride a bicycle or motorcycle.

Section Review
1 . W hat is another name for a nerve cell?
2. Name three types of nerve cells and their functions.
3. Name the two parts of the central nervous system.
Identify the parts of the peripheral nervous system.

What Do You Think? ▲

4. Do vou engage in activities in which you should take Figure 10-6. Protective head gear is
precautions to protect your nervous system? required in situations where there is
risk of head injury.

Chapter 10 Fitness and Your Body Systems 223

 ■

2. THE SKELETAL AND

MUSCULAR SYSTEMS
You probably take your ability to move for granted, but
what holds you erect or allows you to collapse into the near­
est chair? The bones that make up your skeleton are one
thing. They support your body and give it shape, but they
cannot move your body. Your muscles can. Because your
bones and muscles work together, you can sit in a chair, play
the piano, or lift weights.

The Skeletal System

The skeletal system, the bones of the body, shields the
important parts of your body and gives your body shape.
Your skull protects your brain; your ribs protect your heart
and lungs; your backbone protects your spinal cord. There
▲ are approximately 206 bones in this protective skeletal sys­
Figure 10-7. All physical activities tem. Each one is made of nonliving mineral matter, mostly
involve bones and muscles working calcium, and living tissue with blood vessels and nerves.
together in a coordinated fashion.
THE STRUCTURE OF BONES Before you are born, your
skeleton first appears as cartilage (kar tuh lij), a tough, sup­
portive tissue, similar to bone but softer and more flexible.
Feel, for example, the cartilage in your ears. It is softer and
more flexible than the bone in your arm, but it still offers
support. Gradually, minerals, such as calcium and phospho­
rus, are deposited within most of the cartilage in your body,
and it changes to bone. This process, which starts before
birth and continues until you are 20 to 25 years old, is called
ossification (ahs uh fih kay shun). As you grow older, your
bones can become thinner. This condition is called osteo­
porosis (ahs tee oh puh roh sis), the thinning of the bones.
As you can see in Figure 10-8, all of your bones are cov­
ered with a tough membrane called the periosteum (pehr ее
ahs tee um). The periosteum contains bone-forming cells that
produce new bone for growth and repair. Blood vessels run
through the periosteum, branch into the bone, and nourish
the cells of the bone. Beneath the periosteum are two types
of bony tissue. The outer layer is a strong, dense material
called compact bone. The inner layer, known as spongy
bone, is made of the same material, but it contains many
hollow spaces. Because of these hollow spaces, spongy bone
acts as a shock absorbei for the rest of the bone. Some of
your bones produce blood cells. A soft tissue called marrow
(ma roh) fills the spaces inside the hollow bones and hollow
spaces within spongy bone. There are two types of m arrow—
Figure 10-8. Bones are made of a red marrow and yellow marrow. Red marrow makes red
number of different tissues. What are blood cells and some types of white blood cells. Fat cells
two bone tissues? make up most of the yellow marrow, which can also make

224 Unit 3 Physical Well-Being

red blood cells in an emergency. Yellow marrow also pro­
duces some white blood cells.
To make your study of the human skeleton easier, look
at it in two parts, the axial (ak see ul) skeleton and appen­ Your skeletal system gives shape,
dicular (ap un dik yuh lur) skeleton. The axial skeleton support, and protection to your body.
includes the skull, vertebral column, ribs, and sternum, or
breastbone. The bones of the arms, legs, shoulders, and hips
make up the appendicular skeleton. Figure 10-9 identifies the
major bones in the axial skeleton, shown in blue, and the Figure 10-9. The human skeleton
major bones in the appendicular skeleton, shown in red. Is provides the framework to support
your clavicle a part of the axial or appendicular skeleton? the rest of your body.
T

Front
View S k u ll-------------------------------------

Collarbone (clavicle)

Breastbone (sternum)

Shoulder blade (scapula)

Backbone (vertebrae)

Ribs______________________

Humerus — ------------ --------- -

Radius

Hipbone (pelvis)

Sacrum

Tailbone
(coccyx)

Carpals

Metacarpals

Phalanges

Thighbone (femur)

Kneecap (patella)

T ib ia --------------------

Fibula -------------------

Tarsals

Metatarsals
Phalanges

Chapter 10 Fitness and Your Body Systems 225

 Shoulder
(Ball and socket joint)

Wrist (Gliding joint)

Neck
(Pivot joint)

Knee (Hinge joint)

▲
Figure 10-10. Movable joints allow JO IN T S A joint is the point at which two bones come
you to bend, twist, and turn. What together. The joints in your body may be classified according
type of joint is your knee?
to the type of movement they permit. Joints in which the
bones are so tightly fitted together that they cannot move are
called immovable joints. Joints that allow the bones to bend,
The different types of movable joints in twist, or turn are known as movable joints. Figure 10-10 il­
your body make a variety o f movements lustrates the four kinds of movable joints: the hinge, the ball-
possible fo r you. and-socket, the pivot, and the gliding joint. Your fingers,
knees, and elbows have hinge joints, which permit these
bones to move back and forth. Your hips and shoulders have
ball-and-socket joints. This type of joint allows movement in
all directions. A pivot joint, like the one found in your neck,
allows some bones to move from side to side and up and
down. Your wrists and ankles are flexible because the bones
there have gliding joints. A gliding joint allows bones to slide
over one another. Strong, fibrous bands, called ligaments,
prevent the bones from popping apart at these joints.
To keep your bones from rubbing against each other at
the joint, they are covered with a smooth layer of tough car­
tilage. Membranes around the joint produce a secretion
called synovial (suh noh vee ul) fluid, which flows over the
bones at the joint, reducing wear on the bones.

226 Unit 3 Physical Well-Being

The Muscular System
Without your muscles, you could not walk, breathe, di­
gest your food, or swallow. Your muscular system even
helps to produce heat. When you are cold, you shiver. Shiv­
ering is the contraction of your muscles to generate heat.

TYPES OF MUSCLES There are three types of muscles

in your body—skeletal, smooth, and cardiac. Skeletal muscle
is voluntary muscle. You control its movement. It is attached
to your bones by thick strands of connective tissue called
tendons. Smooth muscle is involuntary muscle. It works au­
tomatically to control movements inside your body, such as
breathing, digestion, and blood circulation. Smooth muscle
makes up the walls of your stomach, intestines, and blood
vessels. Cardiac muscle, another involuntary muscle, is
found only in the walls of your heart. It is the strongest
muscle in your body.
All muscle —skeletal, smooth, and cardiac—causes
The three types of muscles in your body
movement by contracting, or becoming shorter and thicker. contract and produce movement when
To contract, however, your muscles must receive messages they receive messages from your
from your nervous system. These messages travel along the nervous system.
nerve cells that are attached to your muscles.
When a muscle receives a message from a nerve, the
muscle contracts. When the message stops, the muscle re­
laxes, or lengthens. To react to a message from a nerve, your
muscles need a constant supply of energy. They get the en­
ergy they need by using some of their glucose or fat.
Your skeletal muscles work in pairs. One contracts as
the other relaxes. As you can see in Figure 10-11, tendons at
the shoulder and the top of the forearm hold the biceps mus­
cle in place. When the biceps muscle contracts, the tendon
attached to the forearm pulls the forearm up, and the triceps Figure 10-11. Skeletal muscles work
muscle relaxes. When the triceps contracts, the forearm in pairs. What muscles is this athlete
straightens, and the biceps relaxes. The tendon that holds using?
▼

Biceps Biceps
muscle muscle
contracted relaxed

Triceps
muscle
contracted

Triceps
muscle
relaxed Insertion

Insertion

Chapter 10 Fitness and Your Body Systems 227

 the biceps muscle to the shoulder is attached to the perios­
teum at a point known as the origin. The origin, then, is the
stationary attachment of one end of a muscle to a bone. The
Each end o f a skeletal muscle is tendon at the other end of the biceps is attached to the per­
connected by a tendon to a bone. iosteum of a movable bone, in this case, the humerus, at a
point known as the insertion. Every skeletal muscle has an
origin and an insertion.

Disorders of the Skeletal

and Muscular Systems
Because your bones, joints, and muscles get constant
use, they sometimes develop problems. Most of these prob­
lems occur when you push your skeletal and muscular
systems beyond their endurance or you are not properly pre­
pared for an activity. A few problems, however, occur as a
result of disease or poor development.
A fracture is a break in a bone. The bone may be cracked
or broken into two pieces. When the bone does not break
through the skin, it is called a closed fracture. In a more
serious fracture, a bone end breaks through the surface of
the skin. This is known as an open fracture.
When the ligaments around a joint are severely stretched
or torn, a bone can pop out of a joint. This kind of injury is
a dislocation. Dislocations are common sports injuries. Torn
cartilage occurs when the cartilage is pulled away from the
bone or muscle by the stress put on a joint.
Curvature of the spine, or scoliosis (skoh lee oh sis),
occurs when the spine develops an abnormal curvature to
one side during childhood or adolescence. Although this con­
dition may be inherited, it can also result from certain
diseases, such as polio, rheumatoid arthritis, and cerebral
palsy. Early symptoms of scoliosis include shoulders that are
not level, uneven hips, and an uneven waistline. Sometimes,
exercises will improve mild scoliosis. Severe scoliosis may
require braces or even surgery.
Muscle strains are tears through part or all of a muscle.
Muscle sprains are overstretched or torn ligaments. These
injuries occur when your muscles are overworked or
stretched too far or too quickly. Sometimes, an injury or a
strain on a muscle, low levels of some minerals, such as salt
▲ and potassium, poor circulation, or eating just before you
Figure 10-12. Braces or even surgery
m ay be required to treat severe exercise can cause all the fibers of a muscle to contract sud­
scoliosis. denly. This is knov^n as a muscle cramp.
Runners frequently experience shin splints, or tears in
the tissue covering the shinbone. Shin splints are caused by
a muscle imbalance. The calf muscles that pull the front of
the foot down overpower the shin muscles that pull the front
of the foot up. The best treatment for shin splints is to
strengthen the weaker shin muscles and stretch the stronger
calf muscles.

228 Unit 3 Physical Well-Being

'

— ЛШ ^ Figure 10-13. То improve

performance and prevent injury, a
period of stretching before and after
exercise is recommended.

Keeping the Skeletal and

Muscular Systems Healthy
While your bones and muscles are still forming, you
need calcium in your diet every day. To absorb calcium ef­
ficiently, you need adequate amounts of vitamin D. If you A healthful diet and regular exercise
have milk, bread, cereals, and other foods to which vitamin can help to strengthen your bones
D has been added as a regular part of your diet, you will be and muscles.
better able to absorb the calcium you need.
Exercise keeps your muscles toned and flexible. Al­
though exercise will not increase the number of muscle fibers
you have, it does make the individual fibers grow, which, in
turn, causes the entire muscle to become thicker.
A 10-minute warm-up period before you exercise in­
creases the blood supply to your muscles, raises their
temperature, and makes them more flexible and resistant to
injury. After exercising, a cool-down period of mild exercise
can prevent muscle problems by gradually stretching the
muscles that you have used.

Section Review
1. What is the major function of the skeletal system?
2. Name two parts of the bone and their functions.
3. Name three kinds of joints.
4. Name three types of muscle and their functions.
What Do You Think?
5. Have you ever experienced a muscle strain or a
sprain? How could you avoid such an injury?

Chapter 10 Fitness and Your Body Systems 229

 3. THE CIRCULATORY AND
RESPIRATORY SYSTEMS
The circulatory system, also known as the cardiovascular
system, and the respiratory system supply your body with
oxygen and nutrients and remove carbon dioxide and other
waste products produced by your cells.

The Circulatory System

The circulatory system, shown in Figure 10-14, consists
of your heart and a branching network of large and small
blood vessels. Your heart, which is located in the middle of
your rib cage, is the strongest and most efficient muscle in
your body. It pumps about six quarts (5.7 liters) of blood per
minute throughout your body.
Your blood vessels are the paths for delivering oxygen
and blood to your body. If laid out from end to end, there
would be over 100,000 miles (160,930 kilometers) of them.

THE HEART Your heart, which is about the size of your

fist, has a left and right side that are separated from each
other by a thick wall of muscle. Each side has two chambers:
an atrium (ay tree um) and a ventricle (ven trih kul). The
atrium is a small chamber that has valves to separate it from
the large ventricle below. The valves allow blood to flow
through the heart in one direction only.
In Figure 10-15, you can see that the atrium on the right
side of the heart receives oxygen-poor blood from the body.
The right ventricle pumps this blood to the lungs. The path­
way that blood follows from the heart to the lungs is called

Aorta
To left

▲ To right
Figure 10-14. Blood flows to all lung
regions of your body through the
circulatory system.
Left
From right
lung atrium

atrium Left
ventricle
Right
ventricle
Oxygenated
Figure 10-15. The left and right ►
blood
ventricle both pump blood. Which
ventricle pumps oxygen-poor blood Deoxygenated
to the lungs? blood

230 Unit 3 Physical Well-Being

pulmonary circulation. As the blood travels through the
lungs, it gains oxygen and gets rid of carbon dioxide.
On the left side of the heart, the left atrium receives
oxygen-rich blood from the lungs. This blood passes to the
Pulm onary circulation involves th e flo w
left ventricle where it is pumped out into a large blood vessel,
o f blood from th e right ventricle to the
the aorta (ay or tuh), and from there to all parts of the body lungs. System ic circulation involves the
except the lungs. The pathw ay oxygenated blood follows flo w of blood from th e left ventricle to
from the heart to all parts of the body is called systemic th e rest of th e body.
(si stem ik) circulation. Because the left side of the heart
works harder to pump blood throughout the body, the mus­
cles on this side are larger.
In the wall of Ihe right atrium is a node, or group of
cells, that acts as a control center for the heart. This sinoatrial
node, or SA node, regulates the heartbeat when it is 60 or
more beats per minute. A backup node, the atrioventricular
(ay tree oh ven trik you lur) node, or AV node, is also in the
right atrium. It regulates the heartbeat when it is less than
60 beats per minute. These nodes and a special group of
fibers make up the pacemaker, w hich keeps the heart beat­
ing. If the pacemaker begins to m alfunction, an artificial
pacemaker can be surgically placed inside the person's body.
The artificial pacemaker delivers an electric shock to the
heart at regular intervals to keep it beating.

BLOOD VESSELS Arteries are thick-walled, elastic ves­

sels that carry blood aw ay from the heart to the tissues and
organs of the body. As an artery enters a tissue or an organ,
it divides many times to form sm aller arteries, called arte­
rioles (ar teer ее ohlz). Branching off the arterioles are
capillaries, the smallest blood vessels in your body. Oxygen,
dissolved nutrients, and various waste products are ex­
changed between the blood and the body cells when blood
flows through the capillaries.
From the capillaries, blood flows into venules (ven yulz),
tiny vessels that join together to form veins. Veins (vaynz)
are thin-walled, slightly elastic vessels that return blood from
the body tissues to the heart. Valves inside the veins allow
the blood to flow toward the heart.
As the blood is pushed through your arteries by the beat­
ing of your heart, the arteries expand and contract. Your
blood pressure is a measurement of the push of blood against
the walls of the arteries. W hen your blood pressure is
measured, two different readings are taken. The first, and
higher, number is the systolic (sis tahl ik) pressure. The sys­
tolic pressure is the amount of force recorded when the
ventricles of the heart contract and your heart beats. The
second number is the diastolic (dy uh stahl ik) pressure, or
the amount of force recorded when the ventricles relax be­
Figure 10-16. Checking blood
tween beats. Although your blood pressure w ill vary pressure is advisable at any age.
depending on your level of physical activity, an average read­ Do you know what your blood
ing for normal young adults at rest is about 120/80. pressure is?

Chapter 10 Fitness and Y o u r Body Systems 231

 The Respiratory System
The respiratory system consists of the lungs and the
body's air passages. Together, these organs take in oxygen
from the air and remove carbon dioxide.

THE PATHWAY OF AIR As Figure 10-17 illustrates be­

low, air follows a regular path to reach your lungs, two large,
elastic organs that consist of tubes, blood vessels, and
spongy tissue. As you inhale, air enters your nose where it
moves past special moist cells and hairs that warm and clean
it. The air then travels to your larynx (la ringks), or voice
box, at the base of your tongue. From there, the air moves
into your trachea (tray kee uh), or windpipe, and on into
your lungs.
The bronchi, two cartilage-ringed tubes that branch oft
the trachea, go to each lung. The bronchi divide and subdi­
vide, like the branches of a tree, into smaller and smaller
passages, known as bronchioles (brahng kee ohlz). At
ir * т end of these passages are balloonlike air sacs, called alveoli
Your respiratory system supplies oxygen
(al vee uh ly). These sacs are surrounded by capillaries in
to, and rem oves carbon dioxide from , which the exchange of oxygen and carbon dioxide occurs. As
your blood. oxygen moves out of the air sacs into the bloodstream, car­
bon dioxide moves from the blood into the air sacs.

i
Figure 10-17. Air moves into and out ►
of your lungs as you breathe. What
air passage connects the lungs with
the larynx?

Nose

Larynx

Trachea

Bronchi

232 Unit 3 Physical W ell-Being

BREATHING Each breath begins w ith a contraction of the
diaphragm (dy uh fram ), a dome-shaped sheet of muscle that
lies just below the lungs. W hen you inhale, your diaphragm
contracts, or flattens dow nw ard. This contraction creates a
vacuum, causing oxygen-rich air to move through the nose
and mouth, down the trachea, and into the lungs. W hen you
exhale, your diaphragm relaxes, increasing the pressure on
'o N t &
thelungs and forcing air, now filled w ith carbon dioxide, out
of the body. A therosclerosis
What causes your diaphragm to contract and relax? As and Apo-B
you know, your brain controls everything you do. The small
Approximately one-half of all
area within the brain stem known as the m edulla regulates deaths in the United States are
your breathing. It senses the am ount of carbon dioxide in the caused by atherosclerosis, or
blood and sends signals to your diaphragm . The more carbon hardening of the arteries. Ath­
dioxide there is, the faster you breathe. erosclerosis results when blood
vessels become clogged with
deposits of cholesterol. If
untreated, this disease can lead
Disorders of the Circulatory to heart attack or stroke.
Cholesterol travels through
and Respiratory System s the body in tiny protein-
containing packets called
Most of the tim e, the circulatory and respiratory systems
lipoproteins. There are two
behave as efficient m achines. O ccasionally, how ever, some­ types of lipoproteins, low den­
thing goes wrong. The heart m ay become damaged or fail to sity lipoproteins (LDL) and high
pump blood efficiently, or blood m ay not be able to flow density lipoproteins (HDL). Sci­
smoothly through the vessels. Figure 10-18 illustrates some entists know that LDL, rather
than HDL, plays an important
Giommon circulatory and respiratory problems.
role in causing heart disease.
High blood pressure, usually considered to be a diastolic A new study now suggests
reading above 90 w ith a systolic pressure of 140 or more, is that the real villain in
acommon cardiovascular problem among Am ericans. Some cardiovascular disease may be
people may experience dizziness, headaches, and nervous­ the protein found in LDL, called
apolipoprotein B-100 (apo-B).
ness, but many people have no symptoms. Diet, weight,
Researchers think that the
stress, heredity, and exercise are thought to influence your structure and concentration of
blood pressure. apo-B in the blood may deter­
If the pressure on a vessel w all in the brain becomes so mine if a person will fall victim
great that the w all breaks, and blood leaks into the surround­ to heart disease. Studies have
shown that people with high
ing tissues, it is called a stroke. Bleeding into delicate brain
apo-B levels are likely to have
tissue can cause paralysis and even death. heart trouble, even if they have
Heart disease is a term that covers m any different cardiac normal cholesterol and LDL lev­
problems, including a m alformed heart, w hich occurs before els. Scientists are now
birth. Heart m alform ations may take various forms, such as developing a method for
measuring apo-B levels in the
faulty valves and openings between chambers. Coronary
blood to help evaluate a
heart disease results w hen the arteries of the heart become person's risk of heart disease.
clogged with cholesterol. W hen the muscles of your heart do
not get enough blood because the arteries are blocked, a heart
attack may occur, and some of the muscles of the heart m ay
die. This happens to over 1 m illion Am ericans a year.
There are a num ber of common respiratory disorders
that affect people. Pneum onia, for example, is an inflam ­
mation of the air-filled alveoli, caused by either a bacterium Compare the normal artery (left)
or a virus. The disease results in a buildup of fluid in the air w ith the clogged artery (right).
sacs, which lessens the lungs' ability to take in oxygen and

Chapter 10 Fitness and Y o u r Body Systems 233

 Incidence of Some Circulatory and Respiratory Disorders

1Л
Э
С
1Л
Ф
(A
tz
и ^

4- £
О
Im о
Ф—
p
3

ни
С
фь
%
ш
3
и

Heart High blood Stroke Asthma Emphysema Bronchitis

attack pressure

Figur& 10-18. Heart and lung diseases get rid of carbon dioxide. Although symptoms of pneumonia
affect many Americans. Which vary, they may include cough, fever, chills, sweating, and
disease listed in the chart affects the
shortness of breath.
most individuals?
Bronchitis occurs when a cold invades the mucous mem­
branes lining the bronchi. The membranes respond by
becoming inflam ed and secreting a thick sticky mucus,
Hoarseness and coughing are some of the symptoms of bron­
chitis. People who smoke are more susceptible to this disease
than nonsmokers.
Asthm a (az muh) and emphysema (em fuh see muh) are
two breathing disorders that are not brought about by illness.
Emphysema is a breathing disorder in which the small air
sacs in the lungs lose their elasticity. Asthm a may be an al­
lergic reaction to a substance. It causes wheezing, coughing,
and difficulty in breathing. During an attack, the muscles in
the bronchioles go into spasms, squeezing the air passages.

Developing Healthy Circulatory

and Respiratory Systems
You can start now to build strong circulatory and res­
piratory systems. Diet, exercise, stress, weight, and life style
all affect your circulatory and respiratory systems. A diet low
in cholesterol and other animal fats helps to prevent clogged
arteries, w hich force the heart to work harder. Maintaining]

234 Unit 3 Physical W ell-Being

 ^ Figure 10-19. Running is one form of
exercise that many people enjoy.

a body weight that is appropriate for you and avoiding, al- ... ...... ,
, .3 . r .r Г . i i.i <■ A balanced diet and regular exercise can
cohol and tobacco w ill also help ensure the health of your improve the health of your circulatory
circulatory and respiratory systems. and respiratory system s.
A program of regular exercise can help to strengthen
thepe two systems and relieve stress, which can cause the
blood vessels to constrict and result in high blood pressure.
Regular exercise causes your heart to pump more efficiently.
Working muscles take oxygen from the blood more easily.
Exercise helps you to m aintain healthy respiratory and cir­
culatory systems. Fast walking, swimming, biking, and cross­
country skiing are forms of exercise that you may enjoy.
Some people benefit from relaxation exercises that com­
bine deep breathing and muscle stretches to relieve stress.
These exercises help to loosen tight muscles. Other people
find that sharing their feelings, of anger, fear, anxiety and
frustration w ith a trusted friend or fam ily member helps
them to relax and eases stress.

Section Review
1. Identify the chambers of the heart. W hat is the func­
tion of each chamber?
2 . What is the difference between arteries and veins?
3 . What is the function of the respiratory system?
4 . Trace the flow of air to the lungs.
What Do You Think?
5 . Do you have any habits that may improve or harm .
your circulatory or respiratory systems?

Chapter 10 Fitness and Y our Body Systems 235

 4. THE IMPORTANCE
OF FITNESS
Do you think you are physically fit? You m ay think thal
a program of vigorous exercise leads to fitness. Certainly
helps you to become fit, but it is not the only factor. Rest,
To be physically fit, you need sleep, sleep, and good nutrition help your body to build and repair
good nutrition, and regular exercise. itself and prepare you for exercise.
W hen you are physically fit, your body's systems wort
as a team, allow ing you to breathe easily and contract youi
muscles in coordinated movem ent. Physical fitness is the
ability of the heart, blood vessels, lungs, and muscles to work
together to meet the body's needs. Everyone—from
handicapped to the athlete—can be physically fit.
Although there are tests that w ill measure the fitness of
your heart, blood vessels, and lungs, there m ay be some that
you cannot perform . This does not mean that you are
physically fit. It does mean that these tests do not meet youi
particular needs. Perhaps your doctor or gym instructor can
suggest alternatives for you.

i
careers
If you participate in any sport, you know the importance
of the coach, the person w ho trains you to become a
better athlete.
During practice sessions, coaches teach athletes the
techniques of their sport. In com petition, coaches decide
who w ill play, w hen they w ill play, and w hat strategies
to use. Coaches also m otivate their players to master
their sport and to excel.
M any coaches w ork in schools, w here they teach
classes as w ell as coach sports. Some coaches move on
to w ork w ith professional athletes. To become a coach,
you must complete a four-year college program in health
and physical education and then become certified by
your state as a teacher.
Another person who trains people in athletics is the
fitness instructor. Fitness instructors w ork in health
spas, gyms, hotels, and camps, where they plan programs
in sports like aerobics or w eight training. To become a
fitness instructor a person needs either a college degree
Coaches help athletes perforin at in adult fitness or a high-school diplom a and thorough
peak levels. on-the-job training.

236 Unit 3 Physical W ell-B eing

Components of Fitness
There are four components, or parts, to fitness. They are
cardiorespiratory endurance, m uscular strength, muscular
endurance, and flexibility. Cardiorespiratory endurance is
the ability of your heart, blood vessels, and lungs to deliver
nutrients and oxygen to your muscles and to remove wastes.
When you exercise, your heart and lungs must supply more
oxygen to your muscles than they need w hen you are resting.
Cardiorespiratory endurance, muscular
Your heart, for example, pumps 5 to 6 quarts (4.7 to 5.7 liters)
strength, muscular endurance, and
ofblood per m inute w hen you are at rest and 20 to 25 quarts flexibility are the four components of
(18.9 to 23.6 liters) when you are exercising. physical fitness.
Muscular strength is the ability of a muscle to exert or
resist a force. M uscular strength is basic to all sports and
many everyday activities. W hen you push, pull, or lift an
object, for example, your muscles are exerting a force. M us­
cular endurance is the ability of a muscle or a group of
muscles to apply force over a period of time. W hen you rake
leaves, shovel snow, or do sit-ups, you are perform ing acts
of muscular endurance.
Flexibility is the ability to use a muscle throughout its
entire range of m otion. This means that you can bend,
stretch, and tw ist your joints easily. If your muscles are flex­
ible, you are less apt to become stiff w hen you exercise. You
can also improve your flexibility through a program of slow,
steady stretching, followed by a brisk walk.

Measuring Fitness
Now that you know the components of fitness, you may
want to try to measure your own fitness. Each of the follow ­
ing tests is designed to find out about one or more
components of fitness. Keep in m ind that individual differ­
ences, such as age, weight, height, bone structure, and
muscle and fat distribution affect your performance.
You can rate your cardiorespiratory endurance, or the
ability of your heart and lungs to supply your body w ith
oxygen, by using the step test. For this test, you need a
partner with a stopwatch and a sturdy box or stair that
measures about 8 inches (20.3 centim eters) high. Before you
take the test, count your pulse. To count your pulse, find
your pulse w ith your forefinger and m iddle finger either on
the inside of your w rists or under your jawbone on your
neck, as illustrated in Figure 10-20. Count the beats for one
minute and record the count.
Now, step up on the box or stair w ith one foot; then
bring your other foot up. Take your first foot down and then
the other foot. Continue stepping on and off the step every
two seconds for three m inutes. Have your partner count the Figure 10-20. Checking your pulse is
seconds for you. If you experience pain, shortness of breath, a skill you can easily learn. What is
or dizziness w hile taking the test, stop at once. Otherw ise, your resting pulse rate?

Chapter 10 Fitness and Y o u r Body Systems 237

 Step Test
1 \
'' ■
■■■■
■':
,
• I-
........
)
61-65
1

I " ,: ;- ., '

А
Figure 10-21. You can rate your complete the test, then count your pulse for 60 seconds. This
fitness by comparing your test count w ill allow you to compare your heart rate before and
results with this chart. after exercising. As you can see in Figure 10-21, the lower
your score, the better your heart recovers from strain.
To measure your muscular strength and endurance, lie
on your back w ith your knees bent. Lock your hands behind
your head and have your partner hold your feet flat on the
floor. Carefully curl your back and raise your trunk until yout
lower back is perpendicular to the floor. Then, lower yourself
to the starting position. Do as many of these sit-ups as you
ч can in 60 seconds. Look at Figure 10-22 to find your score.
You can determine your general flexibility by taking the
sit-and-reach test. Sit w ith your legs straight and your feet
flat against a box. Bend forward from the w aist w hile stretch­
ing your arms forward as far as you can. Hold this position
for a count of three. Have a partner use a ruler to measure
the distance you reach. If you cannot reach, or can only
reach, the edge of the box, your score w ill be negative. If you
Figure 10-22. How good is your reach beyond the edge, your score w ill be positive. Check
muscular strength and endurance? the chart in Figure 10-23 to find your degree of flexibility.
▼
Sit-ups
Rating Girls Boys
Outstanding 40 + 45 +

Excellent 35-39 4 0 -4 4

Good 3Q-34 35-39

Average 25-29 30-34

Fair 20-24 25-29

Low 15-19 20-24

Poor Less than Less than

15 20

238 Unit 3 Physical W ell-Being

 Sit-and-Reach Test
Rating Girls Boys

Good + 2 to + 1 to
+ 4 in. + 3 in.

Fair -1 to - 3 to
+ 2 in. + 1 in.

Low - 4 to - 6 to
- 2 in. - 3 in.

The FIT Principle Figure 10-23. Flexibility is an

important part of fitness. What is
Having some idea of how you rate in the areas of car­ your level of flexibility?
diorespiratory endurance, muscular strength and endurance,
and flexibility is the first step in setting up a fitness program
geared to your needs. As you learn more about setting up
such a program in Chapter 11, you may find it helpful to
retest yourself. As you improve in each component of fitness,
you may notice some changes in yourself. You may find that
you look better, sleep better, and feel more alive.
Even though your fitness program should be geared to
meet your needs, all fitness programs should contain three
basic ingredients. These ingredients make up the FIT prin­
ciple, which stands for frequency, intensity, and time. To Applying the FIT principle to your life is a
stay physically fit, you should exercise frequently, at least helpful w a y of achieving physical fitness.

four times a week. To stimulate your heart, lungs, and mus­

cles, you must work убиг cardiorespiratory and muscular
systems with greater-than-normal effort, or intensity. This
means raising your heart rate during exercise. Finally, you
must exercise a certain amount of time during each exercise
period. Most research suggests that 20 to 30 minutes of vig­
orous exercise four times a week w ill lead to greater fitness.

Section Review
1. What are the four components to fitness?
1 . List the factors that might affect your performance on
fitness tests.
3. Describe two tests that can be used to rate different
types of endurance.
What Do You Think?
4. Explain how you could use the FIT principle in your
own exercise program.

Chapter 10 Fitness and Your Body Systems 239

 1 0 1 Chapter
Review
Chapter Summary
■ The nervous system consists of the central ■ Skeletal muscles work in pairs, contracting
nervous system, w hich contains the brain and relaxing, to produce movement.
and spinal cord, and the peripheral nervous ■ The circulatory system consists of the heart
system, w hich contains the cranial nerves and the blood vessels.
and the spinal nerves. ■ The respiratory system consists of the lungs
■ The human skeletal system consists of the and the body's air passages.
axial skeleton—the skull, vertebral column, ■ Breathing results from contractions and
ribs, and sternum —and the appendicular relaxations of the diaphragm.
skeleton—the bones of the arms, legs, ■ Together, the circulatory and respiratory
shoulders, and hips. systems supply the body w ith oxygen and
■ The bones provide support and shape for nutrients and remove carbon dioxide and
the body, attachment for muscles, and other waste products.
protection for organs. ■ Fitness is the ability of the heart, muscles,
■ M ost of the body's cartilage gradually changes blood vessels, and lungs to work well
to bone during the process of ossification. together to meet the body's needs.
■ There are four types of movable joints in the ■ The components of fitness are cardiorespira­
body. These are known as hinge, ball-and- tory endurance, muscular strength, muscular
socket, pivot, and gliding. endurance, and flexibility.
■ The body has over 600 muscles that are ■ Exercise should meet the FIT principle,
either skeletal, smooth, or cardiac. W hen w hich includes frequency (at least four times
muscles receive messages from nerve cells, a w eek), intensity (greater than normal
they contract, producing movement. effort), and time (20 to 30 m inutes).

Vocabulary Review
Listed below are some of the im portant terms in this chapter. Choose the term that best matches
the phrase in the exercise that follows.
artery cerebrum larynx periosteum
asthma CN S lungs physical fitness
axon diaphragm m arrow pons
capillary flexibility muscular strength scoliosis
cerebellum joint neuron vein
1. ability to use a muscle throughout its 6 . part of neuron that carries messages away
entire range of motion from the cell body
2. brain and spinal cord 7. muscle used in breathing
3. curvature of the spine 8 . part of the brain that coordinates muscles
4. blood vessel that returns blood from the for movement
body tissues to the heart 9. point at w hich one or more bones meet
5. breathing disorder in which the muscles 10. ability of the heart, muscles, blood
in the bronchioles go into spasms and the vessels, and lungs to work w ell together to
air passages become squeezed meet the body's needs

240 Unit 3 Physical W ell-Being

 What Have You Learned?
1. Identify and describe the parts of a neuron. 6 . Describe the two major parts of the
2. Distinguish between the somatic nervous human skeleton.
system and the autonomic nervous system. To 7. W hat is cartilage and where can it be
what system do they belong? found in the body?
3. Distinguish a migraine headache from a 8 . Distinguish a tendon from a ligament.
tension headache. 9. Distinguish between pulm onary circulation
4. List three ways you can protect your and systemic circulation.
nervous system. 10. W hat is the aorta?
5. Describe the structure of a typical bone. 11. H ow is the diaphragm used in breathing?
Where are blood cells produced in a bone? 12. W hat factors help you to become fit?

What Do You T h in k ?
1. Why is being physically fit important 3. W h y do you think so many people have
today? Which do you believe our society puts high blood pressure?
greater emphasis on, sickness or fitness? W hy? 4. How can alcohol and other drugs perma*
2. Why are not more Am ericans physically nently damage your nervous system?
fit? What might be done to bring about a 5 . How might smoking and air pollution lead
greater emphasis on fitness in our society? to respiratory problems?

What Would You Do?

1. You notice that one of your sister's every practice session w ith a period of stretch­
shoulders is lower than the other. H er waistline ing exercises. W hy?
appears to be thicker on onfe side than the 4. W hat advice would you offer a classmate
other. What might have caused these changes? who wants to remain physically fit even
What would you urge your sister to do? though she has broken her ankle and w ill be
2. Your friend mentioned that his father, who in a cast for several weeks?
is overweight and gets little exercise, seems 5 . Your friend insists that there is no reason
nervous and has complained of dizziness to exercise when he keeps in shape by eating
lately. Your friend seems puzzled by his the right foods, watching his weight, avoiding
father's sudden change in behavior. Can you alcohol and tobacco, and doing yard work.
suggest some reasons for the change? W ould you agree w ith your friend? W hy or
3. Your soccer coach insists that you follow w hy not?

For Further Study

1. Research and report on the use of arthros­
copic surgery in rem oving damaged cartilage.
Alternatively, find out more about artificial
joints, such as the artificial hip, and report
your findings to the class.
2. Go to a physical therapy unit in a hospital
or sports medicine clinic to see the types of
therapies and artificial limbs used for injuries.
Report on topics such as the electrostim ulation
of paralyzed muscles, exercises for nervous
system disorders, and the progress that has
been made in the design of artificial limbs.

Chapter 10 Fitness and Y our Body Systems 241

 As you read, think about
► how you are preparing to take on the responsibilities
of young adulthood.
^ how your middle adult years can be a time of
opportunity.
^ how to remain active and healthy during your older
adult years.
^ why dying should be a time for loving and sharing
rather than despair.

Adulthood,
Aging, and
Death.
I
t's been snowing all night, and school
has been canceled. The sun is out, and
a hush covers the city as you make your
rounds, shoveling walks and driveways.
Suddenly, you hear laughter close by. Toni's
grandparents are building a snowman! They are
hard at work, rolling a huge head for their crea­
tion. You can see what a good time they're
having, and it makes you think. You never
imagined Mr. and Mrs. Rowe having fun like that
without their grandchildren. All at once, you feel
better about getting older. You see yourself building
snowmen with your friends, your children, your
grandchildren—and just for your own enjoym ent—
throughout your life.
In this chapter, you'll learn about the aging
process and about staying healthy and productive
through all the stages of your life.

Adulthood is a time to work toward

goals, to form and strengthen
relationships, and to enjoy life.
 1. YOUNG ADULTHOOD

af
During the next few years, you will begin the transition
from adolescence to adulthood. Some of you may have be­
gun this change already. At what point do you become an
adult? On a certain birthday? When you are financially in­
Check Your Wellness dependent? When you marry? When you finally become
physically mature?
A re you beginning to prepare In general, Americans are considered to be adults legally
for your adult years? See how at the age of 18 for some activities and 21 for others. From a
many of these questions you physical and mental standpoint, it is difficult to say when
can answ er yes to. adulthood begins. Change is an ongoing process from child­
1. Do you look fo rw ard to hood to adolescence to young adulthood, and it continues
being out of school and on throughout your life as an adult. To give you some guideline,
your o w n? young adulthood will be defined as the period between the
2. A re you planning for a ages of 20 and 40.
career th a t w ill use your
interests and strengths?
Physical Maturity
3. Have you chosen your
school courses w ith your If you look up the term adul t in the dictionary, you will
fu ture goals in m ind? find the definition "fully developed and mature." Certainly,
most people reach maturity (muh tyoor ih tee), the state of
4. A re you form ing good
being full grown in the physical sense, by adolescence or by
habits now w ith your
their early twenties. By this time, all of your body systems
fu ture health in m ind?
are fully developed, and you are as tall as you will ever be.
5. A re you developing hob­
If you have been healthy and have received adequate
bies and interests th a t you
nutrition and exercise, you are likely to reach your physical
can enjoy for your entire
peak during young adulthood. Physical peak means your
life?
weight is at a healthy level and your physical abilities are at
6. Do you think about g et­ their maximum levels. Measures of your physical abilities
ting m arried som eday and include strength, speed, and breathing and heart capacity.
perhaps having children ? The image of a peak implies that all other changes will
7. Do you w o n d er w h a t your be downhill. Once you reach your maximum physical de­
life w ill be like in 10 years? velopment, however, you can maintain your physical
25 years? 50 years? strengths for many years to come. You can do this by main­
taining a healthy diet, getting adequate rest, exercising, and
avoiding tobacco, alcohol, and other drugs.
Although you can remain at your physical peak for
years, aging is a normal biological process. As your body
ages, changes occur. The rate at which these changes occur
is influenced by many factors. Some of these factors are listed
in Figure 15-1. For some people, physical aging may begin
to be noticeable during young adulthood. As you age, your
body gradually begins to slow and lose strength. Other early
signs of aging include gray hair, balding, and wrinkles.

Emotional Maturity
What does acting like a mature adult mean? It means
being independent, yet at the same time having close, loving
relationships. It means expressing your feelings in a healthy

346 Unit 4 The Human Life Cycle

way. It means being able to cope with stress or seeking help
when you need it. It means enjoying life and continuing to F a cto rs Th at A ffe c t
change and learn new things. It means maintaining a positive P h ysical A g in g
image of yourself in spite of setbacks.
Your success in meeting all the tasks of adulthood de­ ■ Heredity
pends on your self-concept, the physical and mental picture ■ H ealthful behaviors
you have of yourself and your place in the world. If you have ■ A vailability of good medical
a strong, positive self-concept, you will be able to take your care
setbacks, as well as your successes, in stride. Divorce, sepa­ ■ Positive attitude
ration from a loved one, and loss of a job are not unusual ■ A void ance of diseases,
occurrences for adult Americans. You may well have to deal accidents, and hazardous
with one of these stressful situations at some point during situations
your adulthood. Knowing who you are—your skills,
strengths, weaknesses, values, and beliefs—can help you to A
handle situations like these. It can also aid you in seeking Figure 15-1. Which of these factors
help when a problem is too much to handle alone. can you control?
No one acts in a mature, adult way all the time. Everyone
has ups and downs, successes and defeats. Change is a basic
element in every stage of life, including adulthood. How you
adjust to the changes in your life determines how happy and
healthy an adult you will be.

Relationships
Young adulthood is characterized by several major psy­
chological and social milestones. Perhaps one of the most
important of these is the establishment of close, loving re­
lationships with others outside your family. As you may
remember from Chapter 2, the American psychologist Erik
Erikson identified the search for intimacy versus a retreat into
isolation as the central issue for young adults.

Figure 15-2. Many people maintain

their physical peak well beyond
young adulthood. Pete Rose was a
star baseball player until he retired
at 45.

Chapter 15 Adulthood, Aging, and Death 347

Figure 15-3. Adulthood is more than ^
a physical age. It is a time for respon­
sibilities and caring relationships.

FA M ILY RELATIONSHIPS Young adults may live at

home or away from home. Either way, parents and children
must shift from a dependent child-parent relationship to a
more independent, adult-adult relationship. Young adults
living away from home need to adjust to the separation from
their families. Both young adults and their families may ex­
perience a sense of loss because of their physical separation.
Telephoning, writing, and getting together for special occa­
sions can help ease the separation.
Once you have moved away from home, you must as­
sume responsibility for your own behavior and health. You
must, for example, budget your money and do your own
laundry. Without some earlier experience, all of your re­
sponsibilities can seem overwhelming to you. Adolescence
provides you with an opportunity to practice many of the
independent, responsible, healthful behaviors that you will
need as a young adult.

FRIEN DSHIPS You are more likely to form lasting friend­

ships during young adulthood than during adolescence.
Why? Because, as a young adult, you have a better sense of
who you are. Young adults tend to choose friends who share
similar interests and values.
Friends provide you with companionship, entertain­
ment, emotional support, and feedback about yourself.
Friends sometimes can reassure you Friends are an important source of validation (val ih day
that your ideas, feelings, or decisions shun). Through validation, you reassure a person that his or
are reasonable. her feelings, ideas, or decisions are reasonable. Suppose, for
example, that a friend of yours has decided not to go to
college, despite his parents' pressures. You might validate
your friend's decision by telling him that his reasons make
sense to you. In explaining why you agree with him, you

348 Unit 4 The Human Life Cycle

may help your friend better understand the reasons behind
his decision. If, however, you do not believe that his decision
is best for him, you owe it to your friend to tell him so.
Although validation is important at every stage of life,
it is especially important during young adulthood. This is
because young adulthood is a time when you make many
lifelong decisions—decisions about marriage, children, and
career. Although you must make these important decisions
yourself, it helps to have friends who can help you honestly
assess them.

INTIMACY Having a clear idea of who you are and trust­

ing others are the basis for emotional intimacy. Emotional
intimacy is the ability to share your innermost feelings with
someone else and have a caring, loving relationship. A loving
relationship means that you sometimes place another per­
son's well-being and needs before your own. If you are in
love with someone, you should be willing to compromise
and make some sacrifices for that person.
If you have a clear sense of self, you will be able to be
giving and share your thoughts and feelings with someone ▲
else. You will not need to pretend to be someone else in order Figure 15-4. Having a friend's
to have a relationship. You also will recognize that others support and reassurance is important
have separate identities and that you cannot control their during young adulthood.
thoughts or actions.

M ARRIAGE A N D PARENTHOOD Nine out of ten

Americans marry at least once. Most of these marriages occur
during young adulthood. At least one study has indicated
that Americans consider marriage the most important factor

^ Figure 15-5. Before you marry, it is

important to have a clear idea of
who you are.

Chapter 15 Adulthood, Aging, and Death 349

 in determining happiness during adulthood. People usually
select marriage partners who are similar in age, education,
and social background to themselves. Both men and women
rate kindness, understanding, and intelligence as more im­
portant than physical attractiveness in selecting a mate.
You need to know yourself fairly well before you select
a marriage partner. You need to know what your goals are
and how you are going to achieve them. You need to know
what is important to you. Some people continue their search
for identity well into their 20s and 30s, and, for some, even
beyond these years. These adults may not feel ready for mar­
riage. For other people, young adulthood not only is a time
for marriage but also a time to become parents. The relation­
ship between parent and child is critical to the development
of a healthy child. In addition to food and shelter, children
need loving care and attention. Young adults who become
parents must be financially and emotionally ready to take on
the responsibilities of parenthood.
▲
Figure 15-6. Having a satisfying C A R EER Another major concern of young adults is to find
career is a major concern of most a career at which they are effective, productive, and satisfied.
young adults.
During adolescence, you think, plan, and prepare for your
life's work. During young adulthood, you must make deci­
sions and take actions. You must consider the salary you
need to earn to be self-supporting. If you are continuing your
Young adults are concerned about
finding a career in which they are
education, you need to know what courses are necessary to
effective, productive, and satisfied. achieve your goal. If you are married and have children, you
need to juggle your work or school responsibilities with the
needs of your family.
Although work can be rewarding, it also can be a source
of stress. You may feel that you have no control over the
kind of work you do; you may be fearful of being fired; your
work may prevent you from spending time with your family
or friends. Using coping skills, such as those described in
Chapter 3, can help you deal with the stress of work. An
overly stressful job, however, may require a career change.

Section Review
1 . How would you define young adulthood?
2. Describe two major issues that every young adult
must resolve.
3. What is emotional intimacy?
4. Name three characteristics that are typical of emo­
tionally mature adults.
What Do You Think?
5. Relate a recent conversation in which you gave or
received validation.

350 Unit 4 The Human Life Cycle

2. MIDDLE ADULTHOOD
Middle adulthood is the period from about the age of 41
to the age of 64. Although you are years away from middle
adulthood, you probably know people who are in this stage
of life. What are your impressions of middle adulthood? Do
you look forward to being middle-aged?

Physical Changes
" | рттмтщ^

By middle adulthood, external signs of aging are more signs of aging are more evident jn
evident than they were in young adulthood. Graying and middle adulthood than in young
thinning hair, wrinkles, extra weight, and impaired vision adulthood,
and hearing are likely to affect all middle-aged people at
some point. During these years, hormonal changes also are
occurring within the body.
During middle adulthood, the production of sex hor­
mones in both men and women gradually slows. This
gradual change in hormone production, called climacteric
(kly mak tur ik), takes place over a period of three to eight
years. For women, the result of climacteric is menopause,
which is the end of menstruation. After menopause, women
no longer produce mature eggs and, therefore, cannot be­
come pregnant. For some men, climacteric is marked by
reduced sexual activity, although men continue to produce
sperm throughout their adult lives.

Concerns and Relationships

Middle adulthood is a time to share, apply, and benefit
from the experiences you gained during young adulthood.
For many people, middle adulthood is a time of peak profes­
sional ability and creativity.

^ Figure 15-7. Although all of these

people are in middle adulthood, they
show varying degrees of aging.

Chapter 15 Adulthood, Aging, and Death 351

 G EN ER A T IV IT Y Erik Erikson identifies the central task
of middle adulthood as generativity (jen ur ah tiv ih tee).
Generativity means that people shift their concern from
themselves in the present to the welfare of others in the fu­
ture. Generativity is the ability to care for other generations,
to direct your energy toward the welfare of others, while
maintaining your own self-esteem and personal identity.
During middle adulthood, you may take care of children or
aging parents, or both. By voting and participating in com­
munity projects, you may work to improve your community.
You may become politically active outside of your commu­
nity. You may share your knowledge and experience with
others. During this time, you find a balance between meeting
your own needs and contributing to the welfare of others.
The reward of generativity is the knowledge that you have
done your best to make the world a better place.
▲
Figure 15-8. Middle adulthood is a SELF-EV A LU A TIO N It is common for people in middle
time when interests shift to the adulthood to go through a period during which they evaluate
welfare of others. their lives. This period of self-evaluation often occurs because
adults realize that they are not going to live forever and they
may not achieve all of their goals. During this period, people
may compare the dreams they had during young adulthood
with their actual accomplishments. They may ask themselves
questions such as:
■ Have I accomplished what I set out to do?
■ Is my marriage satisfying? Does my spouse really love
and understand me?
■ What do I want to do that I haven't already done?
■ Have I done anything to make the world a better place?
Because questions like these can create anxiety, this pe­
riod of self-evaluation sometimes is called the "mid-life
During middle adulthood, people may
begin to evaluate th eir lives.
crisis." It is through these types of questions, however, that
people begin to monitor and evaluate their lives. For some,
mid-life crises lead to change. A person may decide to take
a new direction—change careers, return to school, or travel.
For others, mid-life crises are times to appreciate what they
have and to make their goals more realistic.
The likelihood of experiencing a mid-life crisis depends
on your expectations, your sense of control, and your finan­
cial, social, and emotional resources. Do you expect your
adulthood to be characterized by few changes or do you un­
derstand that change is an element in all stages of the life
cycle? Do you feel in control of your life, or do you think
there is nothing you can do to direct your life? Are you able
to overcome setbacks? Do you have family and friends on
whom you can rely? If you realize that change is a part of
life, and if you have the resources to deal with change, you
probably will experience only a healthy period of questioning
and reevaluation. Instead of a cause for crisis, the changes

352 Unit 4 The Human Life Cycle

 M Figure 15-9. Many middle-aged
couples experience a renewed
interest in romance.

that occur during middle adulthood can be viewed as op­

portunities for growth and as challenges that you can meet
with optimism.

RELATIONSHIPS The need for close relationships in

middle adulthood is the same as it is in young adulthood.
You do not outgrow your need for romance, close friends,
or caring family relationships. Now, however, you may be
concerned with your grandchildren and responsible for the
care of your elderly parents.
One myth of middle adulthood is the "em pty nest" feel­
ing—feelings of sadness and worthlessness when children
move out of the house to live on their own. How much dif­
ficulty do parents have adjusting to their children leaving
home? Although research has indicated that parents do ex­
perience a period of adjustment when their children leave W hen children leave home, most middle-
home, many view this period as a time of opportunity. Some aged adults enjoy their new freedom .
adults experience a renewed sense of romantic love within
their marriage and begin to participate more in their favorite
activities or hobbies.

Section Review
1. Describe the effects of climacteric on both sexes.
2. What is generativity?
3. Explain how self-evaluation during middle adulthood
can affect people in a positive or negative way.
What Do You Think?
4. How can you help a parent or other close adult who
is going through a mid-life crisis?

Chapter 15 Adulthood, Aging, and Death 353

 3. OLDER ADULTHOOD
Older adulthood, the period from age 65 on, now lasts
longer than ever before. Your great-grandparents could only
expect to live about 47 years. You can expect to live about 75
years. You also can look forward to being healthier and more
active than older adults in the past.
Despite the longer life span and the improved state of
health of older adults, many people still view this stage of
life negatively. Figure 15-10 summarizes some myths and
facts about older adults. Which facts are new to you?

Physical Changes
Physical changes continue in older adulthood. These
changes include wrinkling and the loss of skin elasticity (ih
la stis ih tee). Elasticity refers to how well your skin molds
to your body or snaps back into place when pulled. New
signs of aging, such as age spots, or darkened areas of the
skin, may appear on the hands, face, and scalp. For men, a
Figure 15-10. From your own
receding hairline and thinning hair may occur. For both men
experience with the elderly, which and women, the hair turns gray or white and loses some of
myths are false? its luster. As blood vessels weaken, older adults may bruise
T

M yths and Facts A b o u t O ld er A d u lts

1. Myth: Old people complain a lot about their 6. Myth: Older people are forgetful and they
physical ailments. have trouble learning new things.
Fact: Most elderly people report that they Fact: Aging has little effect on people's men­
feel well and healthy most of the time tal capabilities; older people are not
despite the effects of aging. unusually forgetful nor do they have
2. Myth: Most older adults live in nursing homes trouble learning new things.
and cannot get around by themselves. 7. Myth: Old people tend to be lonely and often
Fact: Only about 5 percent of the elderly live feel depressed.
in nursing homes and fewer than 20 Fact: The majority of older adults are con­
percent of the elderly are unable to tent with their lives and are not lonely.
get around by themselves. 8. Myth: Most people over 65 have a physical
3. Myth: Older adults do little more than sit disease or disorder that limits their
around and watch television and sleep. freedom to do what they wish.
Fact: Senior citizens have many interests and Fact: Most elderly people are healthy and
sleep fewer hours per day than most physically active.
younger adults. 9. Myth: Older adults normally have no interest
4. Myth: A large majority of people over the in members of the opposite sex.
age of 65 regret being retired. Fact: The need for intimacy and loving rela­
Fact: Most people over 65 say they are en­ tionships with members of the oppo­
joying their retirement years. site sex does not diminish with age.
5. Myth: Older adults who continue to work are 10. Myth: Older people are obsessed with dying
inefficient and miss many work days and fear death more than any other
due to illness. age group.
Fact: Senior citizens are extremely produc­ Fact: Although older adults know that they
tive workers and seldom are late to or will not live forever, the majority fear
absent from work. death less than any other age group.

354 Unit 4 The Human Life Cycle

more easily and heal more slowly. As hormone production
decreases, height and weight may decline. The senses of
sight, taste, hearing, and touch gradually become less acute.
Aging also occurs inside the body. Many of the body
systems slow down and become less efficient. Nevertheless,
most older adults retain the ability to meet the demands of
everyday life. Some continue to work, travel, and pursue
strenuous sports, such as running or bicycling. The key to o m V
coping with the aging process is accepting the changes in
T ra n sp la n ts A id
your body and making the most of your capabilities.
P a rk in so n 's P a tie n ts
PHYSICAL D IS E A S E S One of the body systems weak­ Parkinson's disease is a disorder
ened by the aging process is the immune system, which is that gradually destroys particu­
the disease-fighting system of the human body. As a result, lar brain cells. Victims first suffer
tremors and finally are
common infectious diseases, such as pneumonia and flu, are completely disabled. W hile the
more threatening to an older adult. Older adults should take cause of the disease is unknown,
preventative measures, such as getting flu shots, to reduce there is an encouraging new
their risk of death from infectious diseases. treatm ent: transplanting tissue
from a person's adrenal glands
A serious illness, called Parkinson's disease, strikes 1
into the brain.
out of every 100 people over the age of 60. Parkinson's dis­ Although some transplants
ease is characterized by a progressive loss of normal muscle have been successful, experts
function. The muscles become stiff, causing shaky, crippled admit they don't know exactly
movements. Although the cause is not understood, it is why. They do know that adrenal
tissue and brain tissue originate
known that Parkinson's disease is related to the lack of nor­
in the same embryo cells.
mal functioning of certain parts of the brain. Another major Researchers speculate that
crippler of older adults is arthritis (ar thry tis). Arthritis at­ adrenal tissue has the ability to
tacks the joints of the body, making simple tasks, such as change into brain tissue and to
holding a pencil or climbing stairs, extremely painful. make new nerve connections
when it is transplanted into the
The most common diseases among older adults are heart
brain. Then it may also begin
disease, cancer, stroke, and lung disease. Many of these dis­ to produce dopamine, a brain
eases are related to the health behaviors practiced during hormone that is lacking in Par­
earlier life stages. Although some of these diseases can be kinson's patients.
treated in older adulthood, most cannot. To reduce these There is no clear evidence that
adrenal tissue actually performs
health risks as you age, you should practice healthful behav­
these fu n ctio n s-o n ly remarka­
iors throughout your life. ble improvement in those who
have had transplants. Research­
ACCIDENTS The bones of older people tend to be brittle; ers hope that similar operations
they break easily and heal slowly. The brittleness is due to a may be useful in treating A lz­
condition called osteoporosis (ahs tee oh pur oh sis), or thin­ heimer's, strokes, and spinal and
head injuries.
ning of the bones. This is caused by a loss of bone calcium,
the substance that makes bones strong and hard. Exercise
and a diet high in calcium-rich foods help prevent osteopo­
rosis. Once it occurs, preventative measures, such as
installing railings along stairs and bathtubs, can reduce the
chances of falls.

Concerns and Relationships

Older adulthood is Erikson's eighth and final stage of Can transplants cure Parkinson's
psychological and social development. According to Erikson, disease?
this is a time for people to pause and reflect upon their lives.

Chapter 15 Adulthood, Aging, and Death 355