Social Health | Health and Physical Education for Class 8 PDF Download

 Page 1


Social Health 155
IntroductIon Social health can be defined as the 
health of a person with reference to 
one’s ability to interact with others. It 
also refers to the health of a society, 
in general.
Social health is one of the three 
major components of health. How the 
members of a society treat each other, 
and what kind of social environment 
prevails in the society also form a 
part of social health. It is also how 
customs and traditions guide the 
behaviour of individuals towards self, 
each other and the society as a whole. 
Social health deals with individual 
skills, social awareness and social norms, and reinforces a close 
relationship with perceptions like social functioning and social 
adjustments. Social support 
amongst members of the 
society can also be seen as 
a part of social health. 
Who is a socially 
healthy person?
Being socially healthy 
means an individual’s 
interests that focus on one’s 
interpersonal relations with 
This Unit will help a 
teacher to enable the 
students to:
y y understand the 
concept of social 
health.
y y understand the 
relationship 
between health 
and society.
y y learn how social 
customs and 
traditions affect 
social health.
Objectives
Fig. 9.1: Social support among members 
of the society can be seen as part of 
social health
9
Unit
Social Health
Page 2


Social Health 155
IntroductIon Social health can be defined as the 
health of a person with reference to 
one’s ability to interact with others. It 
also refers to the health of a society, 
in general.
Social health is one of the three 
major components of health. How the 
members of a society treat each other, 
and what kind of social environment 
prevails in the society also form a 
part of social health. It is also how 
customs and traditions guide the 
behaviour of individuals towards self, 
each other and the society as a whole. 
Social health deals with individual 
skills, social awareness and social norms, and reinforces a close 
relationship with perceptions like social functioning and social 
adjustments. Social support 
amongst members of the 
society can also be seen as 
a part of social health. 
Who is a socially 
healthy person?
Being socially healthy 
means an individual’s 
interests that focus on one’s 
interpersonal relations with 
This Unit will help a 
teacher to enable the 
students to:
y y understand the 
concept of social 
health.
y y understand the 
relationship 
between health 
and society.
y y learn how social 
customs and 
traditions affect 
social health.
Objectives
Fig. 9.1: Social support among members 
of the society can be seen as part of 
social health
9
Unit
Social Health
 
other members of the society and vice versa. Socially healthy 
persons have better chances of developing psychological and 
physical fitness, and promote personal growth.
ActIvIty 9.1: Recognising a socially healthy person
The teacher may give a handout as given below and ask every 
student to put a tick (?) mark in the appropriate column of ‘Yes/
Agree’ or ‘No/Disagree’:       
S.No. Statements Agree/
Yes
Disagree/
No
1.
I form friendships outside the family.
2.
I often live in my own world.
3.
I listen to others.
4.
I take decisions impulsively.
5.
I am respectful to myself, as well 
as, others.
6.
I blame others for negative things 
in life.
7.
I engage in only talking and not 
listening.
8.
I am concerned about my own and 
others’ interests.
9.
I do not make fun of or bully anybody.
10.
I appreciate all existing rituals in the 
society.
After the students have responded to the sentences, the 
teacher must ask them to count their ‘Agree/Yes’ and ‘Disagree/
No’ responses. If responses to serial number 1, 3, 5, 8, 9 are 
‘yes’ or ‘agree’ and others are ‘no’ or ‘disagree’, it means the 
person is socially healthy. 
The teacher asks the students to respond to the above 
statements by raising their hands. The teacher may explain the 
facts about these personality statements, and may even apply 
Page 3


Social Health 155
IntroductIon Social health can be defined as the 
health of a person with reference to 
one’s ability to interact with others. It 
also refers to the health of a society, 
in general.
Social health is one of the three 
major components of health. How the 
members of a society treat each other, 
and what kind of social environment 
prevails in the society also form a 
part of social health. It is also how 
customs and traditions guide the 
behaviour of individuals towards self, 
each other and the society as a whole. 
Social health deals with individual 
skills, social awareness and social norms, and reinforces a close 
relationship with perceptions like social functioning and social 
adjustments. Social support 
amongst members of the 
society can also be seen as 
a part of social health. 
Who is a socially 
healthy person?
Being socially healthy 
means an individual’s 
interests that focus on one’s 
interpersonal relations with 
This Unit will help a 
teacher to enable the 
students to:
y y understand the 
concept of social 
health.
y y understand the 
relationship 
between health 
and society.
y y learn how social 
customs and 
traditions affect 
social health.
Objectives
Fig. 9.1: Social support among members 
of the society can be seen as part of 
social health
9
Unit
Social Health
 
other members of the society and vice versa. Socially healthy 
persons have better chances of developing psychological and 
physical fitness, and promote personal growth.
ActIvIty 9.1: Recognising a socially healthy person
The teacher may give a handout as given below and ask every 
student to put a tick (?) mark in the appropriate column of ‘Yes/
Agree’ or ‘No/Disagree’:       
S.No. Statements Agree/
Yes
Disagree/
No
1.
I form friendships outside the family.
2.
I often live in my own world.
3.
I listen to others.
4.
I take decisions impulsively.
5.
I am respectful to myself, as well 
as, others.
6.
I blame others for negative things 
in life.
7.
I engage in only talking and not 
listening.
8.
I am concerned about my own and 
others’ interests.
9.
I do not make fun of or bully anybody.
10.
I appreciate all existing rituals in the 
society.
After the students have responded to the sentences, the 
teacher must ask them to count their ‘Agree/Yes’ and ‘Disagree/
No’ responses. If responses to serial number 1, 3, 5, 8, 9 are 
‘yes’ or ‘agree’ and others are ‘no’ or ‘disagree’, it means the 
person is socially healthy. 
The teacher asks the students to respond to the above 
statements by raising their hands. The teacher may explain the 
facts about these personality statements, and may even apply 
 
some personality traits that are common for the age group of 
the students. 
9.2: Assertiveness skills
Raju used to study all the time, whether at school or home. 
He always scored good marks. He did not have any other 
interests or hobbies. When he joined a new school in Class 
XI, he became friends with Zaheer and Moti. Both were 
keen cricketers. Raju started to play cricket with them and 
discovered that he was a good spin bowler. His parents are 
now concerned that he is spending too many hours in the 
playground, which may affect his studies.
Questions for discussion
1. Do you think Zaheer and Moti are a good influence 
on Raju?
2. Do you think that Raju’s parents are justified in being 
concerned about his new hobby? 
3. What role can Raju’s teacher(s) play in decreasing his 
parents’ anxiety?
4. Should Raju continue playing cricket? Why?
After discussion, the teacher concludes that:
 • self-confidence and assertiveness are essential for 
maintaining positive relationships.
 • trust is an important element in all relationships. 
 • there is a need for mutual respect and honesty in all 
relationships.
9.3: Qualities of a socially healthy person
The teacher may divide the students into groups of five–six 
members each. Each group is asked to discuss the qualities of 
a socially healthy person and note them down. A rapporteur of 
a smaller group would be asked to make a presentation to a 
larger group. The teacher notes down the important points on 
the blackboard and summarises the qualities as follows:
Page 4


Social Health 155
IntroductIon Social health can be defined as the 
health of a person with reference to 
one’s ability to interact with others. It 
also refers to the health of a society, 
in general.
Social health is one of the three 
major components of health. How the 
members of a society treat each other, 
and what kind of social environment 
prevails in the society also form a 
part of social health. It is also how 
customs and traditions guide the 
behaviour of individuals towards self, 
each other and the society as a whole. 
Social health deals with individual 
skills, social awareness and social norms, and reinforces a close 
relationship with perceptions like social functioning and social 
adjustments. Social support 
amongst members of the 
society can also be seen as 
a part of social health. 
Who is a socially 
healthy person?
Being socially healthy 
means an individual’s 
interests that focus on one’s 
interpersonal relations with 
This Unit will help a 
teacher to enable the 
students to:
y y understand the 
concept of social 
health.
y y understand the 
relationship 
between health 
and society.
y y learn how social 
customs and 
traditions affect 
social health.
Objectives
Fig. 9.1: Social support among members 
of the society can be seen as part of 
social health
9
Unit
Social Health
 
other members of the society and vice versa. Socially healthy 
persons have better chances of developing psychological and 
physical fitness, and promote personal growth.
ActIvIty 9.1: Recognising a socially healthy person
The teacher may give a handout as given below and ask every 
student to put a tick (?) mark in the appropriate column of ‘Yes/
Agree’ or ‘No/Disagree’:       
S.No. Statements Agree/
Yes
Disagree/
No
1.
I form friendships outside the family.
2.
I often live in my own world.
3.
I listen to others.
4.
I take decisions impulsively.
5.
I am respectful to myself, as well 
as, others.
6.
I blame others for negative things 
in life.
7.
I engage in only talking and not 
listening.
8.
I am concerned about my own and 
others’ interests.
9.
I do not make fun of or bully anybody.
10.
I appreciate all existing rituals in the 
society.
After the students have responded to the sentences, the 
teacher must ask them to count their ‘Agree/Yes’ and ‘Disagree/
No’ responses. If responses to serial number 1, 3, 5, 8, 9 are 
‘yes’ or ‘agree’ and others are ‘no’ or ‘disagree’, it means the 
person is socially healthy. 
The teacher asks the students to respond to the above 
statements by raising their hands. The teacher may explain the 
facts about these personality statements, and may even apply 
 
some personality traits that are common for the age group of 
the students. 
9.2: Assertiveness skills
Raju used to study all the time, whether at school or home. 
He always scored good marks. He did not have any other 
interests or hobbies. When he joined a new school in Class 
XI, he became friends with Zaheer and Moti. Both were 
keen cricketers. Raju started to play cricket with them and 
discovered that he was a good spin bowler. His parents are 
now concerned that he is spending too many hours in the 
playground, which may affect his studies.
Questions for discussion
1. Do you think Zaheer and Moti are a good influence 
on Raju?
2. Do you think that Raju’s parents are justified in being 
concerned about his new hobby? 
3. What role can Raju’s teacher(s) play in decreasing his 
parents’ anxiety?
4. Should Raju continue playing cricket? Why?
After discussion, the teacher concludes that:
 • self-confidence and assertiveness are essential for 
maintaining positive relationships.
 • trust is an important element in all relationships. 
 • there is a need for mutual respect and honesty in all 
relationships.
9.3: Qualities of a socially healthy person
The teacher may divide the students into groups of five–six 
members each. Each group is asked to discuss the qualities of 
a socially healthy person and note them down. A rapporteur of 
a smaller group would be asked to make a presentation to a 
larger group. The teacher notes down the important points on 
the blackboard and summarises the qualities as follows:
 
y y Integrity
y y Usefulness
y y Forgiveness
y y Sense of fairness
y y Cooperation
y y Healthy competition
y y Understanding
y y Listening skills
y y Caring for the nature and others
There can be many qualities listed by the children. The 
teacher categorises the above mentioned socially healthy 
person’s qualities in one column and others in another 
column. The teacher may conclude by stating that those who 
have the above mentioned qualities are considered as ‘socially 
healthy persons’.
9.4: Caring for elders and the aged
Elderly members need special care and emotional security 
because with growing age functional ability of our body 
reduces. Muscles become weak, joints become stiff and vision 
gets impaired. Therefore, there is a need of developing healthy 
attitude and values among children to respect and take care of 
the elderly at home, neighborhood and society. The teacher may 
organise the following activity to help the students understand 
their attitude towards elderly people
The teacher may give a handout of the following statements 
to every student in the class and ask them to put a tick (?) mark 
or answer in ‘Yes’ or ‘No’. 
1. While travelling in a public transport, always offer your 
seat to an elderly person.
2. Help the needy, such as the blind and elderly persons 
cross the road.
3. Help others climb staircases.
4. Enjoy playing loud music at night even when your 
grandparents are sleeping.
5. Offer to serve food to your grandparents, elderly relatives, 
friends and neighbours.
Page 5


Social Health 155
IntroductIon Social health can be defined as the 
health of a person with reference to 
one’s ability to interact with others. It 
also refers to the health of a society, 
in general.
Social health is one of the three 
major components of health. How the 
members of a society treat each other, 
and what kind of social environment 
prevails in the society also form a 
part of social health. It is also how 
customs and traditions guide the 
behaviour of individuals towards self, 
each other and the society as a whole. 
Social health deals with individual 
skills, social awareness and social norms, and reinforces a close 
relationship with perceptions like social functioning and social 
adjustments. Social support 
amongst members of the 
society can also be seen as 
a part of social health. 
Who is a socially 
healthy person?
Being socially healthy 
means an individual’s 
interests that focus on one’s 
interpersonal relations with 
This Unit will help a 
teacher to enable the 
students to:
y y understand the 
concept of social 
health.
y y understand the 
relationship 
between health 
and society.
y y learn how social 
customs and 
traditions affect 
social health.
Objectives
Fig. 9.1: Social support among members 
of the society can be seen as part of 
social health
9
Unit
Social Health
 
other members of the society and vice versa. Socially healthy 
persons have better chances of developing psychological and 
physical fitness, and promote personal growth.
ActIvIty 9.1: Recognising a socially healthy person
The teacher may give a handout as given below and ask every 
student to put a tick (?) mark in the appropriate column of ‘Yes/
Agree’ or ‘No/Disagree’:       
S.No. Statements Agree/
Yes
Disagree/
No
1.
I form friendships outside the family.
2.
I often live in my own world.
3.
I listen to others.
4.
I take decisions impulsively.
5.
I am respectful to myself, as well 
as, others.
6.
I blame others for negative things 
in life.
7.
I engage in only talking and not 
listening.
8.
I am concerned about my own and 
others’ interests.
9.
I do not make fun of or bully anybody.
10.
I appreciate all existing rituals in the 
society.
After the students have responded to the sentences, the 
teacher must ask them to count their ‘Agree/Yes’ and ‘Disagree/
No’ responses. If responses to serial number 1, 3, 5, 8, 9 are 
‘yes’ or ‘agree’ and others are ‘no’ or ‘disagree’, it means the 
person is socially healthy. 
The teacher asks the students to respond to the above 
statements by raising their hands. The teacher may explain the 
facts about these personality statements, and may even apply 
 
some personality traits that are common for the age group of 
the students. 
9.2: Assertiveness skills
Raju used to study all the time, whether at school or home. 
He always scored good marks. He did not have any other 
interests or hobbies. When he joined a new school in Class 
XI, he became friends with Zaheer and Moti. Both were 
keen cricketers. Raju started to play cricket with them and 
discovered that he was a good spin bowler. His parents are 
now concerned that he is spending too many hours in the 
playground, which may affect his studies.
Questions for discussion
1. Do you think Zaheer and Moti are a good influence 
on Raju?
2. Do you think that Raju’s parents are justified in being 
concerned about his new hobby? 
3. What role can Raju’s teacher(s) play in decreasing his 
parents’ anxiety?
4. Should Raju continue playing cricket? Why?
After discussion, the teacher concludes that:
 • self-confidence and assertiveness are essential for 
maintaining positive relationships.
 • trust is an important element in all relationships. 
 • there is a need for mutual respect and honesty in all 
relationships.
9.3: Qualities of a socially healthy person
The teacher may divide the students into groups of five–six 
members each. Each group is asked to discuss the qualities of 
a socially healthy person and note them down. A rapporteur of 
a smaller group would be asked to make a presentation to a 
larger group. The teacher notes down the important points on 
the blackboard and summarises the qualities as follows:
 
y y Integrity
y y Usefulness
y y Forgiveness
y y Sense of fairness
y y Cooperation
y y Healthy competition
y y Understanding
y y Listening skills
y y Caring for the nature and others
There can be many qualities listed by the children. The 
teacher categorises the above mentioned socially healthy 
person’s qualities in one column and others in another 
column. The teacher may conclude by stating that those who 
have the above mentioned qualities are considered as ‘socially 
healthy persons’.
9.4: Caring for elders and the aged
Elderly members need special care and emotional security 
because with growing age functional ability of our body 
reduces. Muscles become weak, joints become stiff and vision 
gets impaired. Therefore, there is a need of developing healthy 
attitude and values among children to respect and take care of 
the elderly at home, neighborhood and society. The teacher may 
organise the following activity to help the students understand 
their attitude towards elderly people
The teacher may give a handout of the following statements 
to every student in the class and ask them to put a tick (?) mark 
or answer in ‘Yes’ or ‘No’. 
1. While travelling in a public transport, always offer your 
seat to an elderly person.
2. Help the needy, such as the blind and elderly persons 
cross the road.
3. Help others climb staircases.
4. Enjoy playing loud music at night even when your 
grandparents are sleeping.
5. Offer to serve food to your grandparents, elderly relatives, 
friends and neighbours.
 
6. Spend time with your grandparents at home.
7. Help your grandparents to do their daily chores.
8. Go for outings with your grandparents or the elderly 
sometimes.
9. Enquire about their well-being and requirements 
every day.
10. Once in a while watch TV or listen to music with them.
11. Read out for them and tell them about news item of 
importance in the country or world so that they remain 
informed at all times.
12. Provide elderly persons space and opportunity to walk 
first in crowded situations.
If you have more than 50 per cent ‘yes’, it shows that you are 
a socially concerned person toward elderly people. If a member 
has less than 50 per cent ‘yes’, it is a matter of concern and 
there is a need to change one’s attitude towards elders.
9.5: For relaxation 
The teacher can organise recreational games with the students 
as suggested in Unit 8. The games will help in relaxation and 
developing leadership qualities, listening skills and empathy, 
and help the students in decision making. These recreational 
games will also help develop confidence among the students. The 
teacher can ask the students to develop more recreational games.
9.6: Me and my relationships
The teacher encourages the students to reflect on which 
relationships are the strongest and the closest to them. For 
example, a friend or a relative could also be closer for some 
students.
Fig. 9.2: Relationship circle