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EATS Start Date: _______________Ending Date: ____________________ Teacher:_______________________ Subject: Secondary Grade Title: Overloaded: Ten Ways to Deal with Stress ESSENTIAL QUESTION: How do I recognize and deal with stress? Preparation and Materials Needed: Blow up a balloon and keep it hidden, out of sight of students. Have a pin available to pop the balloon. You will need one copy of the worksheet, Overloaded: Ten Ways to Deal with Stress, for each student. The worksheet is located at the end of these lesson plans and is also posted in the Mental Health Folder in Moodle. Students may complete the worksheet as you progress through the lesson, at the end of class or as a homework assignment. Copy of the worksheet and answer sheet are at the end of Lesson 2. A blue Post-It Note is on the slides containing a worksheet item. There is a DVD embedded on Slide 12. Practice clicking on slide to ensure it plays. ACTIVATING STRATEGY: Slide 1—Ensuring that students do not see the balloon in advance, pop the balloon to startle the class. Click on slide and say: Now that I have your attention, welcome to our class on STRESS. Raise your hand if you experienced any reaction to the balloon popping. (Allow for response.) Most of us had a physical response to the balloon pop. How did your body respond? (Record the answers on the board, which could include shaky hands, racing heart, butterflies, tense muscles, and sweaty palms.) If you have not done so, hand out worksheets and instruct the class to complete as you work through the lesson. Slide 2—Say: The balloon popping object lesson demonstrates some basic facts about stress. Although stress feels uncomfortable, it is a normal part of life that happens to everyone, is inevitable (certain to happen), and often unavoidable. Stress is a natural response to pressure, threat, or challenge. Instruct students to fill in the blanks for #1 and #2 on their worksheet. Slide 3—Say: This pressure, threat, or challenge is called a stressor. A stressor is anything that causes stress. What are some common stressors for teens your age? (Allow responses, which could include test taking, public speaking, parents arguing, school dance, sporting event, picture day, etc. Make sure there is a mix of positive stressors, as well as negative ones. For example, being anxious about going on vacation, going on a job interview or a first date, auditioning for a part in the school play, or participating in some kind of sport can be positive stress situations.) Click on slide and say: On your worksheet for Item 3, name a stressor YOU have currently or one you had in the past. Ask: What stressor did I introduce today? (Balloon popping) Slide 4—Say: The sudden loud noise caused by the ballooning popping affected you instantly without you even thinking about it. Immediately your brain perceived the balloon popping as a threat or danger. When you feel threatened, your nervous system responds by releasing a flood of stress hormones, which caused those physical changes you reported (refer to the students’ physical reactions you recorded on the board): Your heart beats faster, muscles tighten, blood pressure increases, breath quickens, and your senses become sharper. Slide 5—Say: These physical changes increase your strength and endurance and improve your reaction times and concentration, to prepare your body to defend itself from danger, by either fighting or running away. The stress response is not a bad thing. In fact, it is trying to keep you safe, by providing the energy and abilities you need to deal with danger, threats and challenges. Slide 6—Say: Therefore, stress can be adaptive: it helps us prepare for real challenges, such as dodging an oncoming car, studying for an exam or practicing for and participating in sporting events. Slide 7—Say: But when does stress become a problem? The stress response is designed to be a short-term fix for an immediate issue, such as being chased by an aggressive dog or escaping from a burning house. However, when stressors are always present and you constantly feel under attack, that fightor-flight reaction stays turned on, OVEREXPOSING your body to the stress hormones. Slide 8—Say: “The constant rush of stress hormones can put a lot of wear and tear on your body, causing it to age more quickly and making it more prone to illness,” (WebMD) such as headaches, stroke, obesity, heart disease, diabetes, and digestive difficulties. Excessive stress can adversely affect not only your health, but also other aspects of your life; relationships, job/school performance, and overall sense of wellbeing. Slide 9—Say: We may have little or no control over stressors in our environment, such as a balloon popping or a pandemic. HOWEVER, we CAN control how we will manage or respond to stress. Slide 10—Say: Depending on how we deal with stress, its effect on our lives can be either positive (Eustress) or negative (Distress). Stress, managed properly, can motivate us to take action and provide the extra energy we need to do our best. In fact, a certain amount of stress is actually good for us. On the other hand, unhealthy or too much stress can be destructive and may cause serious physical, mental or emotional problems. The challenge is not to eliminate stress from our lives, but to learn effective strategies to keep our stress levels manageable. Instruct students to fill in the blanks for #4 on their worksheet. ---------------------------------------------------------------------------------------Key vocabulary to preview: Stress-natural response to pressure, threat, or challenge (teenshealth.org) Stressor-anything that causes stress TEACHING STRATEGIES: (Acquisition Lesson) Slide 11—Say: To help us do that, we will watch the DVD, Overloaded: Ten Ways to Deal with Stress. This 20-minute video details effective methods for managing stress. Slide 12—Say: Let’s watch. (Play DVD by clicking on slide.) After DVD, click and say: The DVD discussed 10 proven ways to lower stress. Name one that you recall. (Allow for student responses.) Let’s quickly review each of the suggested techniques. You may need to click twice to advance to the next slide. Slide 13—Say: Sure, you know that exercise is good for your body, but did you know it is equally as important for your mental health? Physical movement is an effective and natural way to reduce stress. Click on slide and say: Physical activity increases the production of your brain’s natural “feel-good” transmitters, called endorphins, which improve mood, increase energy levels and promote quality sleep. Exercise also provides a healthy distraction from life’s irritations and worries, relaxes muscles, and relieves tension in the body. Just find some kind of physical activity you enjoy, such as walking, cycling, softball, swimming, or dancing. With the variety of exercise classes available over YouTube and apps, you may even find a free workout you can do from home. Strive to be physically active for 30 minutes on most days but do what you can; even a little bit of activity is better than nothing. Instruct students to fill in the blanks for #5 on their worksheet Slide 14—Say: Get Better Sleep: poor sleep leads to lack of energy, irritability, anxiety, depression, and anger. Most research indicates that teens need at least 9 hours of sleep every night. To have better sleep hygiene, Stick to a regular sleep schedule. Going to bed and waking up at the same time each day trains the body to know when it is time to fall asleep at night. Unplug all electronics about an hour before bedtime. Charge your electronics in another room to limit the amount of exposure to blue light rays, which interfere with sleep, and avoid temptation to check messages. Stay away from caffeine, including sodas and chocolate, from late afternoon on. Spend time outdoors. Exposure to natural light helps to regulate the body's internal clock. Instruct students to fill in the blanks for #6 on their worksheet. Slide 15—Say: Good Nutrition! The food you eat affects your mood and ability to manage life’s stressors. While a diet of sugary snacks and processed foods can worsen symptoms of stress, eating at least five portions of fruit and vegetables, along with some protein, everyday can help you better cope. Good nutrients create energy that allows you to sleep better, study more, focus and concentrate, and navigate peer relationships. Instruct students to fill in the blanks for #7 on their worksheet. Slide 16—Say: Avoid Alcohol and Other Drugs: “We all must develop healthy ways to manage stress, and avoid turning to drugs or other substances to escape stressful realities.” Nora D. Volkow, M.D., Director, National Institute on Drug Abuse. Alcohol and other drug use can actually worsen symptoms of stress, lead to a multitude of health, behavioral, and social problems, and increase a person’s vulnerability to addiction. Taking alcohol or other drugs to cope with stress only make matters worse. Instruct students to fill in the blanks for #8 on their worksheet. Slide 17—Say: Relaxation Techniques, such as Deep Breathing, Stretching, and Yoga, lower stress by increasing the oxygen supply to the brain, which promotes the production of anxiety reducing hormones. By activating the body’s natural relaxation response, these techniques slow breathing and heart rate, lower blood pressure, ease tense muscles, and release toxins from the body. In turn, you feel more alert, calm and relaxed. Practicing these skills helps you focus on the present moment, instead of worries or problems. Instruct students to fill in the blanks for #9 on their worksheet. Slide 18—Say: Let’s try an easy stretching exercise, the Crescent Stretch, an excellent technique for reducing stress. This stretch helps release tension from the neck, shoulders, and upper back while extending your entire torso. While standing or sitting, raise your hands over your head. Interlock your fingers and as you exhale, move your hands and arms to the right. Make sure to keep your shoulders back. Hold the stretch for 15 to 20 seconds. Take several deep breathes and inhale as you move your hands back over your head. Repeat the exercise moving your hands and arms toward the left. Hold the stretch for 15 to 20 seconds. Slide 19—Say: Take Control: Problems Solving Skills. Follow these steps to develop problem-solving skills that can help manage stress: Click on slide and say: Identify the Problem: Define the problem as specifically as you can, sticking to the facts. Brainstorm Ideas: Try to come up with as many different solutions as possible, without judging or filtering. The more solutions you consider, the more likely you will come up with one that will be right for you. Select a Solution: After all of the possible solutions are considered, select one that work best for your situation. Put Your Solution into Action: You may need to write down the steps you need to take to implement your plan of action. Reflect on How You Did: Taking time to think about how you did can help you with future problems and issues. Consider what could be done better next time. If your plan did not work, go back to Step 2 and try again. Difficult problems sometimes take several attempts before you arrive at a satisfactory solution! Remember to focus on what you CAN DO about a certain situation, instead of what you CAN’T! Instruct students to fill in the blanks for #10 on their worksheet. Slide 20—Say: Learn to say NO! Give yourself permission to say NO. Learn to set healthy limits. Establish personal boundaries, using your values and what is important to you. Practice saying NO to requests that you don’t truly believe in or that you know won’t serve you well in the long run. Recognize that you can’t do everything. By saying NO, you’re making room for things that matter. If you don’t say NO, you won’t be able to say YES to the really important things. Understand saying NO can help you avoid resentment. You can’t fully say YES until you have the freedom to say NO. (Boundaries by Cloud and Townsend.) Instruct students to fill in the blanks for #11 on their worksheet. Slide 21—Say: Stay Connected to Others. Because we are social beings, we need to be supported, valued and connected. People with good social connections tend to be happier and physically healthier. Strong social connections may even strengthen immune systems, improve longevity, and reduce stress, anxiety and depression (Stanford Medicine: The Center For Compassion And Altruism Research And Education). Unfortunately, this pandemic, with the necessity of social distancing, has increased social isolation and loneliness, which can intensify stress and anxiety. Slide 22—Say: To stay connected to others during the pandemic, try: (Click) Reaching out virtually. Stay connected to friends and loved ones who you don’t see in person by cell phone, text messaging, video calling, or social media. Remember to check your privacy settings so you are not posting too much personal information online. (Click) Socializing digitally. Host a virtual get together or game night, using platforms, such as House Party, ZOOM or Google Hangouts. Line up a few friends or extended family members, set up the date, time and platform and have fun! (Click) Helping others connect. Bring loved ones into the digital age! Use your technology expertise to teach parents, grandparents and other family members how to video chat or use social media. (Click) Volunteering in the community. Look for opportunities to serve neighbors and your community. Do ‘check ins’ with elderly or homebound neighbors by phone call, text, or social media post or offer to run errands, such as grocery shopping or mowing the lawn. Volunteer to help tutor children of neighbors or friends online. These are all good ways to avoid isolation and loneliness. For #12 on your worksheet, name two ways YOU can stay connected to others, while practicing social distancing during the pandemic. Slide 23—Say: Asking for Help. All of us need help from time to time. Are you struggling? Do you need a friend or someone to listen? (Click) Reach out to people. Studies show that people are willing to help us but if we don’t ask, they assume we don’t need help. (Emma Seppala, Stanford University.) (Click) Asking for help doesn’t mean you are weak, inadequate, stupid or needy. It can be a responsible and healthy choice, not only for yourself but also for others. (Click) Refusing to ask for help when you need it is refusing someone the chance to be helpful. (Rick Okasek singer for Cars) Let others be there for you. And when they need you, be there for them too. (Click) On Item #13, name a friend, peer or other person you could call for support: someone who would listen and not judge you. Slide 24—Say: Recognize when you need more intense assistance. Here are some signs that it is time to seek expert or professional help. You are (or someone you care about is) experiencing: (Click) Poor concentration, forgetfulness, indecision (Click) Major changes in eating and/or sleeping patterns (Click) Persistent sadness, worry, hopelessness, or anger (Click) Loss of interest in activities and people that used to be enjoyed (Click) Difficulty functioning in normal, daily activities (Click) Frequent or serious thoughts of suicide Say: On your worksheet (#14), list two signs that stress may be a problem. Slide 25—Say: Get Help! (Click) Always talk with your parent or trusted adult about concerns, worries, fears and mental health symptoms you may be experiencing. (Click) Enlist the help of your school counselor, school psychologist, school social worker, or mental health facilitator. (Click) Get a medical check up to rule out any medical conditions and obtain a referral to a mental health professional for counseling and medication treatment, if necessary. Say: On worksheet Item #15, name two adults YOU could trust with a problem or concern, one from home and the other from school. Slide 26—Say: In addition, assistance is available by phone and text. Teen Line offers teen-to-teen counseling services between 6:00 p.m. and 10 p.m. PST, which is 9:00 p.m. to 1:00 a.m. for our time zone. Callers can talk to trained peers about what they are going through and learn strategies that might help with mental health issues. The number is 1-800-TLC-TEEN (8528336). You can also text “TEEN” to 839863 to talk through text message. A free resource for Floridians is the Florida Emotional Support Line, which is also available 24/7 and offers Bilingual Support to Spanish speakers. Their number is 1-833-848-1762. A local resource is Peace River Crisis Services, a 24/7 crisis hotline, counseling and mobile response team that can assist with mental health or emotional crises throughout Polk County. Slide 27—Say: Find your passion! Every day, do something you really enjoy. Is it sports, music, art, skateboarding, or poetry? It doesn’t matter what it is as long as it brings you genuine joy and doesn’t hurt you or others. Making time for fun, rest, and relaxation is good for your health. In fact, engaging in leisure activities can relieve stress, promote an overall sense of well-being and can even temporarily ease pain. Instruct students to fill in the blanks for #16 on their worksheet. SUMMARIZING STRATEGY: Slide 28—Say: In this lesson, we learned some fundamental facts about stress and ten ways to manage it. On your worksheet, complete the Sentence Starter #17: (Click) It is important for teens to learn about stress because ______________________________. (Allow time for students to respond.) (Click) Stress can be overwhelming, but it doesn't have to be. Learning about stress is a key step toward taking charge. On Item 18, name one thing you learned about stress today. (Allow time for students to respond.) (Click) During this lesson, you were introduced to 10 proven ways to handle stress. Which method are you most likely to use the next time you are overloaded and stressed? Record your answer on your worksheet, Item 18. (Allow time for students to respond.) (Click) Just as we learned when problem solving, we want to take time to reflect how we did in order to make improvement for the future. How would you improve this lesson? What would make this lesson more relevant to teens? Please complete the following: This lesson would be better if ___________. (Allow time for students to respond.) Say: The next time you are in a stressful situation, try different ways to reduce your stress. This will help you determine which methods of managing stress works best for you. Any questions? Slide 29—End of Lesson One EATS Start Date: _______________Ending Date: ____________________ Teacher:_______________________ Subject: _High School_____ Title: MINDS MATTER: Overcoming Mental Health Obstacles by Reducing Stigma ESSENTIAL QUESTIONS: How can I reduce stigma surrounding mental illness and mental health treatment? ACTIVATING STRATEGY: Preparation: Each student should have paper and pencil or pen. Students are asked to respond in writing on Slides 49, 59, and 61. A blue Post-It Note on the slide indicates a written response is required. On Slide 60, it is optional whether you want to play or just mention the 6-minute TedTalks clip done by high school student Sam Cohen. If you choose to play it, please make sure you have downloaded the clip in advance or have checked that the link is working properly. The link is provided in the lesson plan and on the PowerPoint. Slide 30—Say: In earlier lessons, we learned that we could improve our mental health by practicing self-care and handling stress. However, even with best efforts, some teens still find themselves struggling. What can be done so that all of us can seek support and ask for help when we need it? Click on slide and say: MINDS MATTER: Overcoming Mental Health Obstacles by Reducing Stigma. Slide 31—Say: Essential Question: How can I reduce stigma surrounding mental illness and mental health treatment? Today, we will discuss how to overcome mental health obstacles by reducing stigma surrounding mental illness and mental health treatment. To find out what you think, we will start out with a short quiz. If the statement is correct, stay seated; stand if the statement is incorrect. You can also have students to do a thumbs up (correct) or thumbs down (incorrect) if you would like less movement in your class. Slide 32—Say: Statement 1: Only crazy people need counseling. Allow time for student responses. Click on slide and say: INCORRECT! Speaking with a counselor or a therapist doesn’t mean you are crazy. It just means you recognize that a supportive, objective professional can help you gain a new perspective, talk through a tough decision or navigate your way past a difficult situation to emerge stronger. Slide 33—Say: Statement 2: Normal people should be able to handle life on their own. Allow time for student responses. Click on slide and say: INCORRECT! Mental health is just as important as physical health. Just as you would seek treatment from a doctor if a physical illness prevented you from normal activities, you should get help with a problem that interferes with your daily functioning and impairs your ability to lead a happy, productive life. Many people benefit from outside help when they need to sort through a personal life challenge. Slide 34—Say: Statement 3: Mental health problems are actually very common. Allow time for student responses. Click on slide and say: CORRECT! In America, one in five adults experience a mental illness each year. Centers for Disease Control. (One in six U.S. youth aged 6-17 experience a mental health disorder each year. National Alliance on Mental Illness, 2016) Mental illnesses are among the most common health conditions in the United States. Most people will be affected by mental illness, either by having a mental illness themselves or by knowing someone with a mental illness. Slide 35—Say: Statement 4: If I ignore my problems, they will go away. Allow time for student responses. Click on slide and say: INCORRECT! Most problems don’t get better until you deal with them. Like other forms of illnesses, mental disorders may even get worse if left untreated. Support, self-care and counseling may be needed to overcome some problems and difficulties. Slide 36—Say: Statement 5: Going for counseling is a sign of weakness. Allow time for student responses. Click on slide and say: INCORRECT! It is a sign of strength to recognize when you need to ask for support. Therapy is for people who are courageous enough to actively confront their problems. Slide 37—Say: Statement 6: Mental Illness can be treated. Allow time for student responses. Click on slide and say: CORRECT! Research shows that people with mental illness can get better and many recover completely. There are numerous effective treatments available to help people successfully manage mental health conditions. Slide 38—Say: Statement 7: You can’t trust therapists! They will blab all your personal information around and everybody will know your business! Allow time for student responses. Click on slide and say: INCORRECT! Whatever you discuss in therapy will remain confidential unless the therapist believes you are a danger to yourself or others. Even then, they won’t tell everyone; just those who can help. Slide 39—Say: Statement 8: It’s harmful to use terms like ‘psycho,’ ‘emo,’ ‘crazy,’ ‘weirdo,’ ‘wacked’ or ‘looney tune’ to describe someone. Allow time for student responses. Click on slide and say: CORRECT! Name-calling NEVER helps: it only reinforces stigma, prejudice and discrimination. Equating a mental illness with a negative trait is not only inaccurate, but is disrespectful to those who live with these illnesses. Slide 40—Say: Statement 9: People living with mental illness are often subjected to prejudice and discrimination. Allow time for student responses. Click on slide and say: CORRECT! Stigma is a BIG problem for people with mental health conditions. It affects people’s well-being, damages self-esteem, and prevents them from seeking treatment. Content for quiz from Human Resource Media, Who Needs Therapy? Slide 41—Say: More than 40 million Americans live with a mental illness; yet only half of these individuals will get the mental health treatment they need. (National Institute of Mental Health NIMH) Why??? According to former Surgeon General David Satcher, many people are hesitant to seek help due to the stigma and discrimination associated with having a mental illness. ---------------------------------------------------------------------------------------Key vocabulary to preview: Stigma—a set of negative and often unfair beliefs that a society or group of people have about something Counseling—assistance and guidance in resolving personal, social, or psychological problems and difficulties, especially by a professional Oxford Dictionary TEACHING STRATEGIES: (Acquisition Lesson) Slide 42—Say: So, what is stigma? Stigma is a set of negative and often unfair beliefs that a society or group of people have about something. It’s a label, stereotype, or a pre-judgment typically based on misinformation. The Concise Oxford Dictionary defines it as “a mark or sign of disgrace or discredit.” “Stigma is not just a matter of using the wrong word or action. Stigma is about disrespect.” (SAMHSA) Slide 43—Say: According to the Substance Abuse and Mental Health Services Administration (SAMHSA), “Stigma refers to a cluster of negative attitudes and beliefs that motivate the general public to fear, reject, avoid and discriminate against people with mental illnesses. Then, what is the result of stigma? The harmful effects of stigma include (click): Reluctance to seek help or treatment Lack of understanding by family, friends, co-workers or others Social isolation and loneliness Fewer opportunities for work, school or school activities Limited access to housing Bullying, physical violence or harassment In short, stigma is a barrier! (SAMHSA) Slide 44—Ask: What can we do to stop stigma? Lots! We can start by examining our own attitudes, judgments and bias toward mental health problems. We all have them, and in order to change, we need to be aware of what they are. Sadly, misconceptions and myths about mental health are far too common, and are perpetuated by the media, our culture and even people we know. Slide 45—Say: Combat the prejudice and misinformation by getting the facts! Educate yourself about mental health. Find out what is true and what isn’t. Making a change in how you see and talk about mental illness could even help others. Slide 46—Say: For example, some people believe that mental illness is the result of a personal weakness, lack of character, poor upbringing, lack of willpower or being lazy. IT IS NOT! Mental illness is caused by a number of reasons, such as biological factors, stressful or traumatic life events, or longlasting health conditions, such as heart disease or cancer. Just as you would not blame someone who has cancer for her sickness, it is just as insensitive to blame someone for her mental illness. Slide 47—Say: The truth is mental health problems can happen to anyone. Everyone has times when they feel down, angry or stressed. Often these feelings pass, but sometimes they can develop into a more serious problem. Slide 48—Say: People from all walks of life experience mental illness. They are someone’s father, mother, son or daughter: someone with value and potential. Just like the rest of us, most people with mental health issues have families, go to school or work, pay bills and have dreams. Slide 49—Say: Many of them have been successful while living with their mental illness. Here is a list of famous people who have experienced mental health problems. (Click) Pick out three names that you recognize and write them on your paper. Allow time for students to respond. Ask volunteers to share the celebrities they recognized. Say: As you can tell, people with mental illnesses are quite capable of leading successful and rewarding lives, and many have made valuable contributions to society. Their mental health problems are just one part of who they are. Slide 50—Say: Mental illness is not something shameful that needs to be hidden. As Former President Bill Clinton said, “Mental Illness is nothing to be ashamed of, but stigma and bias shame us all.” Slide 51—Say: Next, think about how you talk about mental illness. Your words matter! Use accurate and sensitive words when talking about people with mental health problems. Use person-first language: A person should not be defined by an illness or condition. People live with mental illness but mental illness does not make them who they are. For example, when you say, “He’s bipolar,” you equate the person with the condition. It’s better to say: “He is being treated for bipolar disorder” OR “He has a bipolar disorder” Or “He is living with a mental health condition.” These examples puts the emphasis on the person, not his illness. Avoid using offensive labels: Names, such as ‘psycho,’ ‘emo,’ ‘crazy,’ ‘looney tune,’ and ‘wacked,’ are stigmatizing, disrespectful and cruel. Use accurate terms: Don’t use mental health terms to explain everyday behaviors or common individual peculiarities, such as, “That’s just my OCD” or “I’m so ADHD.” Likewise, schizophrenic or bipolar should not be used to mean ‘two minds’ or ‘split personality. Slide 52—Say: Speak up! Challenge wrong or negative comments about mental health when you see or hear them. Just like with bullying, your silence is often perceived or interpreted as approval. Help to dispel myths by sharing the truth about mental health issues. Slide 53—Say: Put people first. See people as unique human beings, not as labels, stereotypes or conditions. Value and affirm all people in your life and community, not just the ones who look, believe or act like you. Treat everyone with dignity and respect. Slide 54—Say: Offer support and encouragement if you think someone is having trouble. These signs suggest that a person may need help: prolonged sadness for no apparent reason, major changes in eating or sleeping patterns, overwhelming fear, anxiety, or anger, and/or withdrawing from family, friends and social activities. Slide 55—Say: If you think someone is struggling, here are some practical tips on how to reach out: (Click) Pick a time and place where you can talk without distractions or interruptions. (Click) Let your friend know you care. Reassure them that you are there for them. (Click) Share your concerns, such as “It seem as though you are having a difficult time lately. May I help?” (Click) Allow them to share as little or as much as they want. Listen closely; be patient and understanding. (Click) Encourage the person to seek help from a parent, school counselor or other trusted adult. Offer to go with them to get help. (Click) Tell a responsible adult about your concerns. Slide 56—Say: Just as we discussed earlier, your words matter and can offer hope and encouragement to those who are hurting. Here are some statements that can show you care: I’m here if you want to talk. What can I do to help? Do you want me to help you find an adult to talk to? Is something wrong? I’m worried about you. Do you want to talk? You matter! You deserve to get the help you need. Slide 57—Say: Get help early! Don’t ignore the warning signs of mental health problems in yourself, family members or friends. The sooner a person receives help, the better the outcome is likely to be. Remember to talk to a parent/guardian or other trusted adult about your concerns. Sometimes counseling can be the help that a person needs to feel better. AP: reducing stigma surrounding mental illness and mental health treatment Slide 58—Say: Living with mental illness can be exceedingly difficult, and we need to recognize the bravery that exists in people who seek help. It just takes one person to make a difference. Slide 59—Say: Here’s a quick review of what YOU can do to stop stigma. 1. Be aware of your own attitudes, judgments and bias. 2. Use respectful language to talk about mental health conditions 3. Challenge misconceptions when you see or hear them. 4. Put people first. See the person, not the condition. Treat everyone with dignity and respect. 5. Offer support if you think someone is having trouble. Click and ask: Look over the list above and select one you are most likely to try. Write its number on your paper and the REASON you would try it. Allow time for students to respond. Say: With a show of hands, how many of you selected #1? Pick one or two students to give the reason(s) for their choice. Go through #2 through #5, using the same format. Click and ask: Which one would be the hardest for you to try? Again, record it on your paper. Allow time for students to respond. Have volunteers to share the reason their choice would be difficult. Slide 60—Please note that you can choose to share this TedTalks clip or just refer to it as time permits. Say: Sam Cohen is a high school student who shares her story about depression and anxiety and discusses the importance of treating mental illnesses as the illnesses they are. She does a great job recapping what we just learned today about the stigma of mental illness. Say either: You can listen to her story on TedTalks Sam Cohen on Stigma and Mental Illness. OR: Let’s watch the 6 minute video clip. (Click on the link on the slide to play video. If it does not play, the link is below. Once video is completed, you may need to hit the “Escape” button to return to the PowerPoint.) https://youtu.be/bUlBZuQ2c0Q SUMMARIZING STRATEGY: Putting It All Together Slide 61—Say: Sam Cohen sums up her talk with one short sentence, “Be nicer to people.” With that in mind, what simple act of kindness or good deed could you do for someone who is dealing with a mental health problem? Write your response on your paper. Allow time for students to respond. Have volunteers to share as time permits. Slide 62—Say: Any questions? If you or someone you know are dealing with difficult emotions, stressful situations or relationship issues, don’t suffer alone. Reach out to someone: a parent, family member, teacher, counselor or other trusted adult. In February, we will learn more about counseling and seeking help. Have students to turn in their papers if you will be using them for a grade. EATS Start Date: _______________Ending Date: ____________________ Teacher:_______________________ Subject: _High School ______ Title: MINDS MATTER: Overcoming Mental Health Obstacles by Seeking Help ESSENTIAL QUESTION: What is counseling? Preparation and Materials Needed: There is a DVD embedded on Slide 9, which should play automatically but you can click the play button manually, if needed. In advance, familiarize yourself with this slide so you are accustomed to playing the video. Students need paper and pencil/pen. ACTIVATING STRATEGY: Slide 63—Say: Overcoming Mental Health Obstacles by Seeking Help. Slide 64—Ask: What do these students have in common? Allow for a couple of student responses. Here are some clues from each of the students. Click on slide and say: “I feel trapped, with no way out.” “I’m just so angry ALL the time I could just explode!” “I can’t sleep, eat, or even do my school work!” “So, I drink and smoke a little. No big deal!” “Why is everybody so worried about me?! I wished they would just stay off my back!” Ask: Now, what do you think these students have in common? Allow for a couple of student responses and say: Each of the students are exhibiting signs of mental health distress and that professional help may be needed. Slide 65—Say: In earlier lessons, we learned that we could improve our mental health by practicing self-care, handling stress and reducing stigma. However, even with best efforts, some still find themselves struggling. What can be done so that all of us can seek support and ask for help when we need it? Slide 66—Say: As always, your first source of help is a parent or guardian. After discussing concerns, you and your parents can consider resources and seek help together. Slide 67—Say: For teens who are dealing with intense emotions, a difficult personal situation, a crisis or a serious mental health issue, counseling may be the help that is needed. In this lesson, we will learn about counseling, its possible benefits, and what to expect during a counseling or therapy session. ---------------------------------------------------------------------------------------Key vocabulary to preview: Counseling-assistance and guidance in resolving personal, social, or psychological problems and difficulties, especially by a professional. Oxford Dictionary TEACHING STRATEGIES: (Acquisition Lesson) Slide 68—Say: ESSENTIAL QUESTION: What is counseling? Slide 69—Say: So, what is counseling? Counseling is the assistance and guidance in resolving personal, social, or psychological problems and difficulties, especially provided by a professional. Oxford Dictionary Simply, it is a way to get help with a problem. It can improve interpersonal, communication and coping skills. Slide 70—Say: To help us understand more about therapy and counseling, we will watch the DVD, Who Needs Therapy. This 19-minute video answers many common questions that teens may have about counseling and therapy. Slide 71—Say: Let’s watch. (Play DVD by clicking on slide.) The DVD should play automatically but you can click the play button manually, if needed. The video should transition to Slide 72 when it is done. Slide 72—Say: On the DVD, real teens discussed their personal problems that brought them to therapy. What common mental health issues were discussed? Allow for student responses. Click on slide and say: Let’s see how many you remembered. Laura: sadness, eating disorder and poor self-esteem. “My control was taken from me. That’s the point where I knew I needed help.” Dara: dealing with chronic illness. Shane: wanted to talk with someone who was objective and impartial. Leslie: stress, anxiety and depression. “I was basically a zombie. I wouldn’t do anything at all.” Molly: anxiety and anger. “I just shut the lights off in every aspect of my life…I wanted it to go away.” Mathew: depression and bullying. Dezeray: substance abuse. “If I kept on smoking and drinking, I was going to end up getting really sick and I’m going to get addicted.” Slide 73—Say: Here is a list of some issues that usually respond well to therapy and counseling. School or academic struggles, death, divorce and other grief and loss issues, bullying, traumatic events, relationship issues, family problems, health concerns, sadness and depression, stress, worry and anxiety, anger management, eating disorders, and addictive behaviors are just a few of the difficulties that counseling can help. Everyone deserves help with a problem. Slide 74—Say: There are many types of mental health professionals, such as: School Psychologist-a professional who specializes in the assessment of school-related problems, including learning, emotional and behavioral difficulties, of school-aged youth Clinical Psychologist-a professional who diagnoses, treats and provides counseling for emotional, behavioral and mental disorders School Counselor-a professional who is trained in education and counseling School Social Worker-a professional who provides support, counseling and assistance with accessing resources in the community to students and their families. Mental Health Facilitator- a professional who provides mental health counseling or referrals for community services to students experiencing signs and symptoms of a mental illness Mental Health Facilitator- a professional who provides mental health counseling and other supports to students at risk of hurting themselves or others Licensed Mental Health Counselor (LMHC)-a licensed therapist with advanced training in counseling Psychiatrist-a medical doctor who specializes in treating mental health disorders and can prescribe medications Some mental health professionals may have more than one qualification. For example, a school counselor can also be a licensed mental health counselor. Look for a counselor who makes you feel comfortable and whose approach, specialty and personality are right for you. Slide 75—Say: Confidentiality is an essential part of the counseling/therapy process and the privacy of your personal information is safeguarded. However, a counselor who thinks that someone is at risk of being harmed is required by law to share that information. Even then, they won’t tell everyone; just those who can help. Slide 76—Say: The mental health professional should always explain the limits of confidentiality to you. Talk directly with your counselor if you have questions or concerns about what can and cannot be kept private. Keep in mind that your parent/guardian may need to give permission for you to speak to a counselor or other mental health professionals, especially if you are a minor. Slide 77—Say: What happens in counseling? Typically, you meet with the counselor for 30 to 50 minutes. During that time, you have the opportunity to express feelings, share concerns and discuss other things on your mind. The counselor will ask questions and listen to learn more about you and the challenges you are facing. Since the session is confidential, you can discuss things that you may have felt uncomfortable or uneasy sharing with others. Counseling can help you identify problems, find solutions and new perspectives, achieve goals, and make healthier choices. Slide 78—Say: What counselors WON’T do! They won’t solve your problems for you, tell you what to do or how to live your life. You and your counselor may work together to solve problems, but YOU decide what you will do. Furthermore, they can’t read your mind or know what you are thinking. Although counselors are trained to pay attention to what they hear and see, they still need you to be open and honest so they know how to help. Slide 79—Ask: Does counseling cost money? It can. However, free, low-cost, and affordable counseling services are available. Insurance. Many health insurance policies cover mental health services. Ask your parents to contact your insurance company to determine if mental health benefits are included in your plan. If so, they can provide a list of providers in your area. Mental Health Supports At School. Several mental health professionals at school may be able to provide free, short-term services to students. It is best to start with your school counselor to find out what help is currently available at our school. If needed, they can refer you to additional resources at school or in the community. Community Mental Health Centers. Local agencies provide free or low-cost therapy options or services on a sliding scale based on income or covered by public insurance, such as Children’s Health Insurance Program and Medicaid. Slide 80—Say: Here is the contact information for some of our local community agencies, who provide individual, group and/or family counseling. Baycare Winter Haven Hospital Behavioral Health Division serves Winter Haven and the East Area of Polk County. Telephone: 863 294-7062. Peace River Center for Personal Development have offices in Lakeland (863 248-3311) and Bartow (863 519-3747), and provide a 24-hour crisis line at 863 519-3744. Tri-County Human Services have offices in Lakeland (863 701-7373) and Winter Haven (863 299-4357), and provide services for those affected by alcohol and other drug dependency. Slide 81—Say: First Time Jitters. It is very normal to feel nervous, scared, or unsure about seeing a mental health professional for the first time. Trying anything new is usually stressful. Sometimes, the hardest part is going for that first visit. Just remember that the initial session is a time for you and the counselor to get to know one another. Slide 82—Say: Still hesitant? Just try it for two or three visits to see if it works for you. If not, it’s okay to consider switching to another counselor. Keep trying until you find a counselor who is a good match for you. Look for a counselor who makes you feel comfortable and whose approach, specialty and personality are right for you. AP: identifying factors related to counseling Slide 83—Say: Counseling can help you gain insight into yourself so you clarify problems, manage anxiety, find your strengths, make better choices, and improve personal skills. On your paper, write three types of problems that respond well to counseling, two types of mental health professionals, and one benefit of counseling. Remember, counseling is not just about helping you feel better; it is helping you LIVE better! SUMMARIZING STRATEGY: Putting It All Together Slide 84—Say: What would you do in the following scenario? You and Skyler have been best friends since fifth grade. Last year, his brother died in a boating accident, and Skyler hasn’t been the same. He seems either angry or sad most of the time. He complains that he can’t sleep at night and has trouble concentrating in school. Although you have tried to get him to go places and do things with you, he is not interested in hanging out and spends most of his time in his room. You know Skyler is a private person who doesn’t want his business ‘out there.’ What would you do? Write your response on your paper. Allow students to share their responses as time permits. Slide 85—Say: After talking with you and his parents, Skyler is now considering going to counseling. However, he has confided in you that he has some major concerns. He is afraid he will be labeled “crazy” or ‘psycho’, and how that may impact his chances of being chosen for the high school’s baseball team next school year. He’s concerned that his teachers or other friends may treat him differently. Furthermore, he is worried that he won’t like the counselor or know what to talk about. What would you say to Skyler? Write down your response on your paper. Slide 86—Say: If you or someone you know are dealing with difficult emotions, stressful situations or relationship issues, don’t suffer alone. Reach out to someone. Counseling may be just the thing that can help you get your life back on track. Slide 87—Ask: Any questions? Gather papers if you will be using them for a grade for your students. Overloaded: Ten Ways to Deal with Stress 1. Although stress is uncomfortable, it is a _________________ part of life, happens to everyone, is ________________ and often _______________. 2. Definition of stress: Stress is a natural response to __________________, _________________ or challenge. 3. A stressor is anything that causes stress. Name one stressor that YOU deal with. ____________________________________________________. 4. Depending on how we deal with stress, its effect on our lives can be either positive (E________________) or negative (D________________). 5. Physical activity is an effective and natural way to reduce stress. Name one physical activity that YOU would consider doing. _______________ _____________________________________________________________ 6. For better sleep hygiene, do the following: Stick to a ________________ sleep schedule. Going to bed and waking up at the same time each day trains the body to know when it is time to fall asleep at night. Unplug all electronics about an _____________ before bedtime. Charge your electronics in another room to limit the amount of exposure to blue light rays, which interfere with sleep, and avoid temptation to check messages. Stay away from _______________ including sodas and chocolate, from late afternoon on. Spend time ____________________. Exposure to natural light helps to regulate the body's internal clock. 7. The foods you eat affects your mood and ability to manage life’s stressors. Eating at least _______________________portions of fruit and vegetables, along with some protein, everyday can help you cope better. 8. Avoid ____________________ and other __________________, which can actually worsen symptoms of stress. 9. Relaxation Techniques, such as_______ _____________, ____________, and ___________________, help you feel more alert, calm and relaxed. 10. The steps to problem-solving include: __________________ the Problem Brainstorm ___________________ Select a ______________________ Put Your Solution into Action _________________ on How You Did 11. When you say NO, you can be setting healthy______________________, establishing ___________________ boundaries, recognizing you can’t do ________________, making room for things that __________________, saying YES to the really important things, and avoiding ____________. 12. Name two ways YOU can stay connected to others during the pandemic, while practicing social distancing. ________________________________________________________ ________________________________________________________ 13. Asking for help can be a responsible and healthy choice. To whom can YOU go for help? ______________________________________________ 14. Sometimes we need more help than a friend or classmate can provide. Name two signs that stress is a problem. ________________________________________________________ ________________________________________________________ 15. Name two adults YOU could trust with a problem or concern. A trusted adult at home/community: ______________________ A trusted adult at school: _______________________________ 16. Making time for fun, rest, and relaxation is _______________for your ____________. Doing an activity YOU enjoy can relieve stress, promote an overall sense of well-being and can even temporarily ease pain. 17. One thing I learned about stress today is __________________________ _____________________________________________________________. 18. Of the Ten Ways to Deal with Stress discussed today, I am most likely to use this technique when I am stressed and overwhelmed: _____________________________________________________________. 19. It is important for teens to learn about stress because _______________ _____________________________________________________________ _____________________________________________________________. 20. This lesson would be better if ___________________________________. Answer Sheet Overloaded: Ten Ways to Deal with Stress 1. Although stress is uncomfortable, it is a NORMAL part of life, happens to everyone, is INEVITABLE and often UNAVOIDABLE. 2. Definition of stress: Stress is a natural response to PRESSURE, THREAT or challenge. 3. A stressor is anything that causes stress. Name one stressor that YOU deal with. ____________________________________________________. 4. Depending on how we deal with stress, its effect on our lives can be either positive (EUSTRESS) or negative (DISTRESS). 5. Physical activity is an effective and natural way to reduce stress. Name one physical activity that YOU would consider doing. _______________ _____________________________________________________________ 6. For better sleep hygiene, do the following: Stick to a REGULAR sleep schedule. Going to bed and waking up at the same time each day trains the body to know when it is time to fall asleep at night. Unplug all electronics about an HOUR before bedtime. Charge your electronics in another room to limit the amount of exposure to blue light rays, which interfere with sleep, and avoid temptation to check messages. Stay away from CAFFEINE, including sodas and chocolate, from late afternoon on. Spend time OUTDOORS. Exposure to natural light helps to regulate the body's internal clock. 7. The foods you eat affects your mood and ability to manage life’s stressors. Eating at least FIVE portions of fruit and vegetables, along with some protein, everyday can help you cope better. 8. Avoid ALCOHOL and other DRUGS, which can actually worsen symptoms of stress. 9. Relaxation Techniques, such as DEEP BREATHING, STRETCHING, and YOGA, help you feel more alert, calm and relaxed. 10. The steps to problem-solving include: IDENTIFY the Problem Brainstorm IDEAS Select a SOLUTION Put Your Solution into Action REFLECT on How You Did 11.When you say NO, you can be setting healthy LIMITS, establishing PERSONAL boundaries, recognizing you can’t do EVERYTHING, making room for things that MATTER, saying YES to the really important things, and avoiding RESENTMENT. 12. Name two ways YOU can stay connected to others during the pandemic, while practicing social distancing. ________________________________________________________ ________________________________________________________ 13. Asking for help can be a responsible and healthy choice. To whom can YOU go for help? ______________________________________________ 14. Sometimes we need more help than a friend or classmate can provide. Name two signs that stress is a problem. ________________________________________________________ ________________________________________________________ 15. Name two adults YOU could trust with a problem or concern. A trusted adult at home/community: ______________________ A trusted adult at school: _______________________________ 16. Making time for fun, rest, and relaxation is GOOD for your HEALTH. Doing an activity YOU enjoy can relieve stress, promote an overall sense of well-being and can even temporarily ease pain. 17. One thing I learned about stress today is __________________________ _____________________________________________________________. 18. Of the Ten Ways to Deal with Stress discussed today, I am most likely to use this technique when I am stressed and overwhelmed: _____________________________________________________________. 19. It is important for teens to learn about stress because _______________ _____________________________________________________________ _____________________________________________________________. 20. This lesson would be better if ___________________________________.