Download HS Lesson Plan. Mental Wellness.Health. Part 1. Lessons 1, 2, and 3

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 ___________________________________.