Skip to content

Quiz: Advocacy, Goal Setting, and Health Messaging

Test your understanding of self-advocacy, decision-making, goal setting, and health message design with these review questions.

1. According to the chapter, what is the correct sequence of steps in self-advocacy?

  1. Identify the need clearly, choose the right person and moment, state the need directly, and follow up if needed
  2. State the need loudly first, then figure out who to tell afterward
  3. Wait for someone else to notice the need without saying anything
  4. Explain the need to as many people as possible at once
Show Answer

The correct answer is A. The chapter describes self-advocacy as a specific, learnable sequence: identify the need, choose the right person and moment, state the need directly, and follow up if the first attempt doesn't work.

Concept Tested: Self-Advocacy Skills

  1. It always means the person has agreed
  2. It only counts as consent in romantic situations, not other contexts
  3. It means the person needs more time before making any decision at all
  4. It is not consent — the absence of a "no" is not the same as a "yes"
Show Answer

The correct answer is D. The chapter states directly that silence or freezing is not consent, particularly when someone feels pressured, confused, or unsafe — the absence of a "no" never equals a "yes."

Concept Tested: Communicating Boundaries And Consent

3. Why does the chapter say "ownership of health behaviors" does not mean ignoring outside influence?

  1. Ownership means no outside factor ever affects a person's health choices
  2. Ownership means recognizing that family, culture, peers, and media genuinely shape behavior, while still taking responsibility for making a deliberate choice
  3. Ownership means blaming outside influences whenever a goal isn't met
  4. Ownership only applies to goals set entirely without any help from others
Show Answer

The correct answer is B. The chapter explains that ownership does not mean pretending choices happen in a vacuum — it means recognizing real influence while still taking responsibility for the deliberate choice made and its outcome.

Concept Tested: Ownership Of Health Behaviors

4. Why does the chapter caution against over-explaining when using a direct refusal?

  1. A refusal is not valid unless it includes a detailed explanation
  2. Over-explaining always makes a refusal more convincing
  3. A long explanation often gives the other person more openings to argue against the refusal
  4. Refusals require an apology to be considered respectful
Show Answer

The correct answer is C. The chapter notes that a refusal doesn't need a long explanation or apology to be respectful, and that over-explaining often gives the other person more material to argue against.

Concept Tested: Refusal Skills

5. A student wants to set a goal about managing a diagnosed medical condition that requires ongoing monitoring. Applying the chapter's signals for choosing between individual and collaborative goal setting, which approach fits best?

  1. Collaborative goal setting, since the goal involves a medical concern where a healthcare provider has relevant expertise
  2. Individual goal setting, since all health goals are more effective when handled entirely alone
  3. Neither approach applies, since medical conditions cannot be part of a goal plan
  4. Collaborative goal setting only applies to fitness goals involving a workout partner
Show Answer

The correct answer is A. The chapter's signals point toward collaborative goal setting when a goal involves a safety concern, a medical question, or expertise a coach or healthcare provider has that the student does not.

Concept Tested: Individual Versus Collaborative Goal Setting

6. Using the chapter's six-step decision-making process, a student is deciding whether to get in a car with a driver who has been drinking. After identifying the decision and gathering information, what is the next step?

  1. Immediately get in the car, since gathering information is the final step
  2. List realistic options, such as calling a trusted adult, using a rideshare, or asking a sober friend to drive
  3. Skip directly to reflecting on the decision without choosing an option
  4. Wait until the situation is fully over before considering any options
Show Answer

The correct answer is B. The chapter's decision-making process moves from identifying the decision and gathering information to listing realistic options, which for this scenario include calling a trusted adult, using a rideshare, or finding a sober driver.

Concept Tested: Decision-Making Process

7. Comparing the short-term and long-term consequences of getting in a car with an impaired driver versus speaking up when a friend group pressures someone to vape, what does the chapter's evaluation framework highlight?

  1. Both decisions carry identical, fully reversible risks in every case
  2. Speaking up against vaping pressure is more dangerous than riding with an impaired driver
  3. The impaired-driver decision carries irreversible long-term risk despite short-term convenience, while speaking up causes only momentary discomfort and is a mostly reversible social risk
  4. Neither decision has any long-term consequence worth considering
Show Answer

The correct answer is C. The chapter's comparison table shows riding with an impaired driver risks a serious, irreversible injury despite short-term convenience, while speaking up against vaping pressure causes momentary discomfort but is a mostly reversible social risk.

Concept Tested: Evaluating Decision Consequences

8. A student's goal plan to sleep 8 hours a night was only partly met after a month, with the bedtime alarm support working well but the "phone off" barrier plan failing most nights. Applying the chapter's evaluation questions, what should the student do next?

  1. Abandon the entire goal since it was not fully met
  2. Conclude that evaluation is pointless since the goal wasn't 100% successful
  3. Keep the plan completely unchanged, since partial success requires no adjustment
  4. Keep the effective bedtime alarm support, and revise the plan specifically for handling the phone-related barrier that didn't work
Show Answer

The correct answer is D. The chapter's evaluation questions ask which supports worked and which barriers showed up as predicted, so the answer is to keep what worked (the alarm) and specifically revise the plan for what didn't (the phone barrier).

Concept Tested: Evaluating Goal Plan Outcomes

9. A student's family sometimes supports open conversations about stress, but other times dismisses a specific mental health concern as unimportant. Applying the chapter's supports-and-barriers framework, how should this be understood?

  1. The same factor, family, can function as either a support or a barrier depending on the specific situation, rather than always being one or the other
  2. Family can only ever be classified as a support, never as a barrier
  3. Family can only ever be classified as a barrier, never as a support
  4. Supports and barriers are fixed categories that never change based on the situation
Show Answer

The correct answer is A. The chapter emphasizes that the same factor, like family, can support a decision in one situation and block it in another, which is why identifying the factor specifically matters more than sorting it into a fixed category.

Concept Tested: Supports And Barriers To Health Decisions

  1. The message's effectiveness cannot be judged at all without a formal written survey
  2. The message appears effective, since audience questions and follow-through on the call to action are the kind of concrete evidence the chapter identifies as reliable
  3. The message must be ineffective, since the audience asked questions instead of staying silent
  4. Effectiveness should be judged only by how confident the presenter felt while speaking
Show Answer

The correct answer is B. The chapter identifies questions, follow-up conversation, and evidence that the audience acted on the call to action as reliable indicators of message effectiveness, more trustworthy than a presenter's own impression alone.

Concept Tested: Reflecting On Health Message Effectiveness