Course Profile
Healthy Active Living Education, Grade 11, Open, Catholic
Unit
5: Mental Health and Stress
Time: 12 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6
Students
will continue to develop an approach to healthy active living through an
understanding of mental health and its influence on their overall well being.
Examination of mental health issues will further develop an understanding of
the prevalence of these issues in today’s society. Suicidal behaviours and
strategies for suicide prevention will be identified. Students will develop an
understanding of the impact of stress on an individual’s health through
exploration of physiological responses and the positive and negative effects of
stress. Emphasis is placed on the ability to enhance personal mental health
through the use of appropriate strategies and stress management techniques. The
culminating activity for the unit will be a health fair project which could be
used as a culminating activity for the entire course.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1. Introduction to Mental Health |
225 min |
HLV.03, HL3.01 CGE2e, CGE7d |
Knowledge/Understanding Thinking/Inquiry Communication |
Mind Mapping |
|
2. Mental Health Issues |
75 min |
HLV.03, HL3.03, HL3.04 CGE2b, CGE4a |
Knowledge/Understanding Thinking/Inquiry Communication |
Jigsaw |
|
3. Suicidal Behaviours and Prevention |
225 min |
HLV.03, HL3.05 CGE2b, CGE3c, CGE4a, CGE7d |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Case Studies Group Work |
|
4. Stress and the Effects of Stress on a Person |
75 min |
LSV.02, LS2.01, LS2.02 CGE2b, CGE2c, CGE4b, CGE4d, CGE5e |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Personal Stress Evaluation |
|
5. Stress Management |
120 min |
LSV.02, LS2.03, LS2.04 HL3.02 CGE4d, CGE4h |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Practical Experiences Personal Reflection Paper |
|
6. Health Fair Project |
180 min |
HLV.03, HL3.02, HL3.04 CGE2b, CGE2c, CGE2e, CGE5e |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Health Fair Project |
Time: 225 minutes
Students will begin to understand
the meaning of personal mental health versus mental illness. Students will
identify the myths and misconceptions and work to overcome related stigmas. The
influence of media in relation to mental health issues will be examined and students
will identify and explore the community resources available for treatment and
prevention.
Ontario
Catholic School Graduate Expectations
CGE2e - use and integrate the Catholic faith
tradition, in the critical analysis of the arts, media, technology and information systems to enhance
the quality of life;
CGE7d - promote the sacredness of life.
Strand(s): Healthy Living
Overall
Expectations
HLV.03 - describe the influence of mental health on
overall well-being.
Specific
Expectations
HL3.01 - describe the characteristics of an
emotionally healthy person (e.g., positive self-concept, ability to manage stress effectively,
ability to work productively).
·
Collaborative
learning/cooperative group skills
·
Note
taking skills
·
Active
listening and communication skills
·
Mind
mapping
·
Brainstorming
·
Think/Pair/Share
·
Self-evaluation
·
Sensitivity
to the student’s history and experience with mental health issues is
imperative.
·
Stress
gospel values regarding the sacredness of life.
·
The
culminating activity should be distributed on the first day of the unit (see
Activity 6). If the teacher chooses, he/she can use this project as a
culminating activity for the entire course.
·
Have
all materials available: chart paper, markers, TV/VCR, overhead, tape or CD
player.
·
Locate
or create a rubric for group work evaluation.
·
Use
the Canadian Mental Health Association (CMHA) website to prepare a note on mental
health, mental illness, myths and truths of mental illness.
·
Familiarize
yourself with movies and music that relate to mental health and mental illness
(e.g., Psycho; Girl Interrupted). Selected movies and music
should be appropriate for a classroom setting. Contact the closest branch of
the Canadian Mental Health Association for videos.
·
Review
characteristics of an emotionally healthy person.
·
Obtain
copies of and become knowledgeable about community resources relating to mental
health (blue book, locator, phone guide, community help paper, newspapers may
be needed in class).
·
Strategy
9 may be done as a game: list resources and have students match resource to
agency.
1. Introduce the summative Health Fair Project
(see Activity 6).
2. In groups of four or five, students will
brainstorm ideas surrounding the question, “When you hear the words ‘mental
health’, what comes to mind?” Students will mind map their ideas onto chart
paper. Have students circle ideas that relate to mental health issues. Expand
the mind map by asking students to write down where these thoughts and ideas
come from (i.e., media, movies, and literature). Present and discuss these
ideas. Help students understand the true definitions of the words they have
chosen. Hang the charts on the wall. They will self-evaluate their group work.
3. Students will complete the survey on mental
health and mental health issues. Responses will be taken up and shared with the
class (see Appendix 1A). Students will copy the prepared note on mental health,
mental health issues and the myths and truths surrounding mental health issues.
4. Video presentation: “Face to Face: Overcoming
the stigmas of mental illness” (see Resources)
5. Go back to the mind maps on the wall. Have
students eliminate any words or thoughts that do not accurately reflect the
experience of a person suffering from a mental health issue or that do not
respect the dignity of a person. Only facts should remain.
6. Brainstorm, with a partner, how the media
portrays the mentally ill. Share these ideas with the group. Use selected
movie, television and music clips to demonstrate and remind students of myths
and truths. Does the media portrayal of the mentally ill occasionally run
counter to a theme found in the gospels that states that the dignity and worth
of all individuals should be valued and protected?
7. With students, create a chart on the
emotionally healthy versus emotionally non-healthy person.
8. Discuss the three groups of factors that may
contribute to mental health issues (see Appendix 1B)
9. Using the questionnaire (Appendix 1C),
students will work in partners to locate all the different types of community
resources. Generate a master copy and post in the classroom.
·
Formative
or summative evaluation of group work
·
Formative
evaluation of community resource questionnaire
·
Implement
strategies recommended in student’s IEP.
·
Use
heterogeneous groupings.
·
Make
appropriate alterations for ESL students.
·
Provide
notes for students with special needs.
Anti-Stigma
– Do You Know? – www.mentalhealth.org/stigma/factsheet.htm
This website discusses the stigmas associated with mental health disorders.
It further discusses myths and truths and how to reduce the stigma.
Canadian
Mental Health Association (CMHA) (These are regionally-based)
Canadian Mental Health Association – www.cmha.ca
The CMHA site discusses education, advocacy, and research with regards to mental
health and mental health disorders. The site shows materials (e.g., pamphlets)
available for purchase.
“Face to Face: Overcoming the Stigma of Mental
Illness.” Etobicoke: Etobicoke Mental Health Services Agency, 1993. 14 min.
Internet Mental Health Association –
www.mentalhealth.com
This website is an excellent introduction to mental health disorders. It
has many links to different research (e.g., magazines)
“Mental
Wellness: Making it Happen.” Kingston: Canadian Learning Company Inc., 1988.
20 min.
Toews,
John and Eleanor Loewen. No Longer Alone; Mental Health and the Church.
Waterloo, ON: Herald Press, 1995. ISBN0-8361-9010-6
Part A
Using the
following scale, circle the number which indicates the degree to which you
believe each statement to be true with 1 being NOT TRUE AT ALL and 5
being ALWAYS TRUE.
|
1 |
2 |
3 |
4 |
5 |
|
|
|
1. Mental illness can be contagious and
spread like a cold or flu.
1 2 3 4 5
2. Most people who have a mental health
issue are a danger to others.
1 2 3 4 5
3. The support of family and friends is a
critical part of helping people with mental health issues.
1 2 3 4 5
4. People who have mental health issues
are not able to work in full-time responsible employment positions.
1 2 3 4 5
5. All cultures view mental health issues
in the same fashion.
1 2 3 4 5
6. Mental health issues are a variety of conditions
that affect a person’s thinking, mood, behaviour, and the ability to handle stress.
1 2 3 4 5
7. People who are dealing with mental
health issues usually have to live in group homes.
8. Mental health issues can only affect
older people.
1 2 3 4 5
9. You can usually tell if a person is
dealing with a mental health issue by how they look or act.
1 2 3 4 5
10. People suffering from mental health
issues are more violent than the general population.
1 2 3 4 5
11. There are always warning signs before a
mental health issue strikes.
1 2 3 4 5
12. In the last six-months, one out of every
five persons in all walks of life suffered from a mental health issue.
1 2 3 4 5
13. As many as 8 in 10 people suffering from
a mental health issue can return to happy and productive
lives if they receive the appropriate treatment/support.
1 2 3 4 5
14. It is easy to recognize someone who once
had a serious mental health issue.
1 2 3 4 5
15. Even if they seem OK, people with a
chronic mental health issue always have the potential to commit violent acts.
1 2 3 4 5
16. Dealing with a mental health issue is
far less of a danger than what most people would believe.
1 2 3 4 5
17. Mental Health facilities should be kept
out of residential neighbourhoods.
1 2 3 4 5
Part B.
18. Which of the following are not mental health
issues? (Check any that apply)
|
_____ depression |
_____ bulimia |
_____ anxiety disorder |
|
_____ personality disorder |
_____ schizophrenia |
_____ epilepsy |
|
_____ substance abuse (alcohol, drugs) |
||
19. Which of the following may be symptoms of
mental health issues? (Check any that apply)
|
_____ apparent memory loss |
_____ erratic behaviour |
|
_____ moodiness |
_____ visible weight loss |
|
_____ social withdrawal |
_____ irrational speech patterns |
20. What is the difference between mental health
issues and mental distress?
21. Which of the following are factors that can
contribute to a mental health issue?
|
_____ stress |
_____ the genes one inherits |
_____ emotional distress |
|
_____ accidental injury |
_____ lack of discipline |
_____ personal loss |
|
_____ chemical imbalance |
_____ drug and alcohol abuse |
_____ biological disease |
22. What do you think is the most common cause of
mental health issues?
23. Are there any ways in which mental health
issues can be prevented? If “yes”, name some of these.
24. Where would you advise a friend to go if
he/she was in need of information or help with an emotional or mental health
issue?
25. Should you know more about mental health
issues than you presently do? If yes, what would you like to know?
26. What specific conditions or problems come to
mind when you think about mental health issues?
27. What things might you notice in someone that
would make you think that they were suffering from some type of mental health
issue?
28. How helpful do you think professionals can be
for individuals with emotional problems?
|
1 |
2 |
3 |
4 |
|
not at all helpful |
not very helpful |
somewhat helpful |
very helpful |
29. What do you think might keep a person of your
age from getting help for problems related to mental health issues?
30. In general, I have very accurate knowledge of
mental health issues.
|
1 |
2 |
3 |
4 |
5 |
|
Agree |
Agree Somewhat |
Neither Agree Nor Disagree |
Disagree Somewhat |
Disagree |
Adapted
from: Face to Face with Mental Illness: A School-Based Program
Developed
by Canadian Mental Health Association, London-Middlesex Branch & St, Thomas
Aquinas Catholic Secondary School, London District Catholic School Board
The exact
causes of mental health issues are not known. Even though there has been
intense research into a number of possible causes, there still exists a lack of
agreement among professionals regarding the origin of the experience of mental
health issues. Nevertheless, there seems to be three groups of factors thought
to have some role in the development of mental health issues. Mental health
issues rarely have a single cause, but rather a combination of causes.
1. Personal histories/injuries: Trauma
(i.e., head injuries), abuse, stress, severe and extreme experiences of
abandonment and fear, etc. may contribute to the development of mental health
issues in later life.
2. Biological factors: many researchers
believe that there is some biological or genetic predisposition toward the
onset of mental health issues. These biological factors may be biochemical or
neurological.
3. Social factors: Experiences of
poverty, unemployment, oppression, and other ongoing life stresses are also
thought to be possible contributors to the situation.
Source:
Canadian Mental Health Association, Waterloo Regional Branch, Autumn, 1996.
Exercise
On Locating Community Resources
1. Are there support groups for alcoholics?
2. Are there support groups for depressed teens?
3. My rent is due and I have no money.
4. I live in ____________________ and I need a
support group for people with mental health issues.
5. How do people get tested for sexually
transmitted diseases?
6. I need a place to sleep tonight.
7. When someone who lives in
____________________ has an eating disorder, where can that person go to get
help dealing with the issues?
8. A family member has recently been diagnosed
with schizophrenia. What kinds of resources are there to help the family?
9. Where can I go to find low-income housing?
10. A student is sad all the time and occasionally
jokes about killing himself/herself.
11. My boyfriend/girlfriend needs an
anger-management group. What is available?
12. My teenage friend is pregnant. Who can she
talk to about her options?
13. My 20-year-old acquaintance has been
unemployed for two years.
14. I am 14 and I need someone to talk to. I have
no money and I don’t want anyone to find out.
15. I have a mental health concern. Where can I go
for support?
16. My 13-year-old friend has run away from home.
17. An ex-psychiatric patient has just moved to
______________ and is looking for housing.
Adapted
from Canadian Mental Health Association, Waterloo Regional Branch, Autumn,
1996.
Time: 75 minutes
“Mental
health issues” is an all-encompassing term for many disorders that will be
researched and presented. Mental health issues such as affective disorders
(i.e., depression, bipolar, seasonal affective disorder), anxiety disorders
(i.e., phobias, obsessive-compulsive disorder), and psychosis (i.e.,
schizophrenia) will be explored. Students will understand and identify the
nature of these issues and display a compassion for the welfare of others.
Ontario
Catholic School Graduate Expectations
CGE2b - read, understand and use written materials
effectively;
CGE4a - demonstrate a confident and positive sense
of self and respect for the dignity and welfare of others.
Strand(s): Healthy Living
Overall
Expectations
HLV.03 - describe the influence of mental health on overall well-being.
Specific
Expectations
HL3.03 - analyse the factors (e.g., environmental,
genetic) that influence the mental health of individuals and lead to the
prevalence of mental health problems in the community;
HL3.04 - describe the impact of mental health
disorders (e.g., phobias, anxiety disorder, schizophrenia, affective disorders) on a person’s
emotional and physical health.
·
Note-taking
·
Communication
skills
·
Collaborative
learning/cooperative group skills
·
Jigsaw
learning
·
Research
skills
·
Book
the computer lab. Bookmark possible websites for efficient Internet use.
·
Order
pamphlets or gather information on mental health issues for jigsaw learning.
These pamphlets can also be used for the case study exercise in Activity 3.
Fill in chart with expected answers.
·
Create
a note on mental health issues, prevalence rates, and environmental versus
genetic factors.
·
There
are a number of mental health issues to choose from. Depending on the size of
your class and time, you may choose different mental health issues.
·
Prepare
a chart for jigsaw learning. The chart should include a definition, signs and
symptoms, causes, treatment, and any other pertinent information and impact on
emotional and physical health.
·
Choose
a form of summative evaluation (i.e., letter to a friend, journal, reflection).
1. The
teacher leads discussion on mental health issues, prevalence rates, and
environmental and genetic factors.
2. As a
class, brainstorm different mental health issues.
3. Students
will be placed in home groups for jigsaw learning. One student from each home
group will work on one specific mental health issue. Once students have
gathered the necessary information, they will teach the mental health issue to
their home group.
Mental
Health Issues
·
Anxiety
Disorders (panic disorder, social phobias, specific phobias, post-traumatic
stress disorder, obsessive-compulsive disorder, generalized anxiety disorder)
·
Affective
Disorders (depression, bipolar affective disorder, seasonal affective disorder)
·
Psychosis
(schizophrenia)
·
Formative
evaluation of group work.
·
Summative
evaluation of the impact of mental health issues. This could take the form of a
letter to a friend, journal entry, or short reflection paper.
·
Implement
strategies recommended in student’s IEP.
·
Use
heterogeneous groupings.
·
Make
appropriate alterations for ESL students.
·
For
students with special needs, provide the information from the Jigsaw Learning
Activity and allow time for the Jigsaw Activity to be completed. Could follow
up with fewer illnesses.
·
Provide
a modified questionnaire that encompasses all mental health issues for students
with special needs.
·
Oral
evaluation on mental health issues following the jigsaw activity.
Anxiety
Disorders Association of America – www.adaa.org
This ADAA site breaks down the different anxiety disorders and specific
phobias. It provides a variety of other resources and links.
Bourne,
Edmund J., Ph.D. The Anxiety and Phobia Workbook.
Canadian
Mental Health Association (CMHA)
Internet Mental Health Association – www.mentalhealth.com
This website is an excellent introduction to mental health issues. It has many
links to different research (e.g., magazines).
Johnson,
Julie Tallard. Understanding Mental Illness: For Teens Who Care About
Someone with Mental Illness.
National
Foundation for Depressive Illness – www.depression.org
This website discusses facts, treatment and results of depression. It is an
excellent introductory site.
Obsessive
Compulsive Foundation – www.ocfoundation.org
This site introduces Obsessive Compulsive Disorder (OCD) and discusses how it
is treated. It has many links to articles related to OCD.
The World
Psychiatric Program to fight stigma due to Schizophrenia – www.openthedoors.com
The site is dedicated to fighting the stigmas involved with schizophrenia. The
facts, myths, and causes are also discussed.
Time: 225 minutes
Students
will develop an understanding of depression and its effect on young people.
They will begin to understand the difference between depression and suicide.
Students will become aware that depression and suicide do not have a
cause-and-effect relationship. In relation to suicide, students will examine
the myths versus truths, signs, symptoms and statistics. Students will work
through prevention, intervention, and grieving techniques.
Note: Teachers may wish to discuss this
activity with the principal and consider gaining the assistance of a
well-briefed trained professional from the community as they address these
expectations.
CGE2b - read, understand and use written material effectively;
CGE3c - think reflectively and creatively to evaluate situations and solve
problems;
CGE4a - demonstrate a confident and positive sense of self and respect for the
dignity and welfare of others;
CGE7d - promote sacredness of life.
Overall
Expectation
HLV.03 - describe the influence of mental health on
well-being.
Specific
Expectation
HL3.05 - identify and describe suicidal behaviours
and strategies for suicide prevention.
·
Collaborative
learning/cooperative group skills
·
Brainstorming
skills
·
Active
listening and communication skills
·
Note-taking
skills
·
Decision
making skills
·
Teachers
will need to set and maintain climate in class. Suicide is a very emotional
issue. Teachers need to be aware that students may have been exposed to suicide
at one point and boundaries for individual students need to be respected re:
talking about these experiences. A trusting and compassionate atmosphere must
exist if discussion is to happen. Teachers need to discuss gospel values
regarding the sacredness of life and the importance to society of a compassionate,
understanding, and empathetic outlook by the public to those individuals
suffering from suicidal tendencies.
·
Students
need to review work done in Activities 1 and 2.
·
Reserve
appropriate videos from community, board office.
·
Reserve
television and VCR if using supporting media.
·
Photocopy
appendices to be used as handouts.
·
For
Appendix 3B, an option would be to put a space beneath each question for
alternate statements or to put in correct information from class discussion.
·
Prepare
chart paper and signs for Activity 3.
·
For
each case study, prepare possible answers and risk factors. These can be found
in pamphlets from CMHA.
·
The
intent of the case studies is to review material for suicide prevention.
Teachers need to make students aware that this activity is dealing with suicide
and mental illnesses. Remind students that not all depressed people or those
experiencing mental illness are suicidal, nor are all people who attempt or
complete suicide depressed.
·
Alternate
to Teaching/Learning Strategy 7 would be to review different lyrics of songs
and their influence on the mental health of youth (e.g., “Adam’s Song” Blink
182, “Last Resort” Papa Roach, “Dying-Hole, In The End” Tenix TX). Possible
evaluation of this would be an expository essay analysing a particular song.
1. In a large group, students will brainstorm
the leading cause of death in adolescents. Student responses can be written on
the chalkboard or on an overhead. Many students will answer suicide, but motor
vehicle accidents are the number one cause of death. Suicide is the second
leading cause of death in teens (see Appendix 3A).
2. Ask class why youth attempt/complete
suicide?
Sample responses could include:
·
life
is unbearable
·
experience
sense of hopelessness, helplessness and desperation
·
overwhelming
lack of hope about future
·
no
one to turn to
·
depression
·
stress
·
sexual
orientation
·
changes
to community, society, world
·
physical
and psychological changes
·
shifts
in family unit
·
exposure
to suicide
·
suicide
clusters or copycat suicides
3. Distribute Appendix 3B on the Facts and Myths
about Suicide. They can work alone or with a partner to answer the given
statements. Have the students volunteer answers from Appendix B. Teachers
should be prepared for questions, discussion and personal experiences that may
arise from this handout. Teachers can supply students with responses to Facts
and Myths about suicide (see Appendix B). Give the students time to review
responses to Facts and Myths. As a class discuss how students agree with the
supplied answers.
4. Divide the class into four groups. Assign
each group one of the following statements.
a) What would a
depressed/suicidal person be experiencing (i.e., thoughts and feelings)?
b) How would a depressed/suicidal
person behave? What are the behavioural signs of suicide?
c) What are the physical signs of
someone who is considering suicide?
d) What are the emotional signs
of someone who is considering suicide?
Each group needs to appoint a recorder and a spokesperson. Allow time
for groups to brainstorm responses. Spokesperson will then expand on groups’
ideas and share with class. The teacher can copy a class set of Appendix 3C –
Sample Responses for Activity 3 Group Work or use as an overhead for note-taking
purposes.
5. Prior
to class, teachers should create the following signs on bristol board:
talk/listen, express feelings, question, awareness of community resources, make
a plan together, and stay in touch. Distribute signs in random order to seven
volunteers. Volunteers are to come to the front of class with their sign. Task
for remaining students is to put students holding signs in correct order of
steps you would take in dealing with a potential suicide.
6. The
teacher may wish to use Appendix 3D as a basis for discussion. The point here
is discussion. Teachers should caution students that this is not as appropriate
intervention to “practise” on friends. Rather it is a useful guide for the work
of professionals. The teacher can also create overhead for note-taking
purposes. Emphasize to students that the goal is to prevent someone from
inflicting harm on himself or herself and to seek additional professional help.
Students can speak to teachers, counsellors, clergy, etc., if they or someone
they know is contemplating suicide. Gospel values discussion is critical here
particularly as it pertains to reverence for the sacredness of life.
7. Groups will be assigned one case study from
Appendix 3E. They are to answer the following questions on chart paper and
present their findings to the class.
Case
Study Questions
·
What
mental health issue is being referred to in the case study?
·
What
are the signs and symptoms of the problem?
·
What
predetermined factors may be contributing to this mental health issue?
·
What
intervention will you attempt?
·
What
treatment is available?
·
What
other community resources are available?
·
What
message/action do our gospel values call forth in this situation?
·
What
barriers might exist that could prevent an individual from seeking and/or
receiving help (i.e., stigma, denial, lack of community resources, money,
transportation, fear)?
·
Summative
evaluation of student group work for case study
·
Formative
evaluation of communication
·
Formative
evaluation of facts and myths about suicide
·
Implement
strategies recommended in student’s IEP.
·
Use
heterogeneous groupings.
·
Make
appropriate accommodations for ESL students.
·
Provide
alternative assessment tools for students with special needs.
Canadian
Health Network – http://www.canadian-health-network.ca
This website will provide additional information on suicide.
CMHA
Suicide Information and Education Centre – http://www.siec.ca
This website will provide information on suicide prevention.
Canadian
Mental Health Association
Cobain,
B. When Nothing Matters Anymore: a Survival Guide for Depressed Teens.
Ramasay, R., Tanney, R., Tierney, R., and Lang,
W. Suicide Intervention Handbook, Second Edition.
Reach
Out With Hope, Suicide Information and Education Centre Suicide Prevention
Training Programs, 1999.
Understanding
Depression and Suicide Student Booklet.
This website provides information regarding sexual orientation and affects
on mental health
Appendix 3A
Leading
Cause of Youth Deaths in
|
Cause |
Age |
Totals |
|||||
|
10-14M |
10-14F |
15-19M |
15-19F |
20-24M |
20-24F |
||
|
MVA |
52 |
36 |
266 |
137 |
328 |
82 |
901 |
|
Suicide |
22 |
21 |
217 |
47 |
290 |
49 |
646 |
|
Cancer |
21 |
34 |
56 |
28 |
51 |
38 |
228 |
|
|
|
|
|
|
|
|
|
|
All Causes |
221 |
184 |
815 |
320 |
1 088 |
328 |
2 956 |
Leading
cause of death for Canadians ages 10-24 in 1995 was Motor Vehicle Accidents at
30.5%, a decrease from 34.2% in 1993.
The
second leading cause of death was Suicide at 21.9%, an increase from 20.7% in
1993.
Leading
Causes of Death for All Ages in
|
Rank |
Cause |
Total Deaths |
% of Deaths |
Rate per 100
000 |
|
1 |
Heart/Stroke |
M 40 085 F 39 023 |
36.0 39.3 |
273.1 261.2 |
|
2 |
Cancer |
M 31 329 F 26 475 |
28.1 26.7 |
213.5 177.2 |
|
3 |
Respiratory |
M 10 209 F 8 677 |
9.2 8.7 |
69.6 58.1 |
|
4 |
Digestive |
M 3 933 F 3 683 |
3.5 3.7 |
26.8 24.7 |
|
5 |
Endocrine |
M 3 420 F 3 622 |
3.1 3.6 |
23.3 24.2 |
|
6 |
Suicide |
M 3 152 F 812 |
2.8 <1.0 |
21.5 5.4 |
|
9 |
Motor Vehicle |
M 2 239 F 1 018 |
2.0 1.0 |
15.3 6.8 |
|
Unranked |
HIV |
M 1 637 F not identified as a separate cause |
1.5 |
11.2 |
Leading
Cause of Death –
Instructions: State whether you agree or disagree
with the following statements. If you disagree, provide a suitable alternative
statement.
|
1. AGREE |
DISAGREE |
Young people rarely think about suicide. |
|
2. AGREE |
DISAGREE |
Talking about suicide will give a young person the idea, or permission, to consider suicide as a solution to their problems. |
|
3. AGREE |
DISAGREE |
Suicide is sudden and unpredictable. |
|
4. AGREE |
DISAGREE |
Suicidal youth are only seeking attention or trying to manipulate others. |
|
5. AGREE |
DISAGREE |
Suicidal people are determined to die. |
|
6. AGREE |
DISAGREE |
A suicidal person will always be at risk. |
Facts
and Myths
1. Teens and suicide are more closely linked
than adults might expect. In a survey of 15 000 grade 7 to 12 students in
British Columbia, 34% knew of someone who had attempted or died by suicide; 16%
had seriously considered suicide; 14% had made a suicide plan, 7% had made an
attempt, and 2% had required medical attention due to an attempt.
2. Talking calmly about suicide, without showing
fear or making judgments, can bring relief to someone who is feeling terribly
isolated. A willingness to listen shows sincere concern; encouraging someone to
speak about his or her suicidal feelings can reduce the risk of an attempt.
3. Suicide is often a process, not an event.
Eight out of ten people who have completed suicide gave some, or even many
indications of their intentions.
4. Efforts to manipulate or grab attention are
always a cause for concern. It is difficult to determine if a youth is at risk
of suicide. All suicide threats must be taken seriously.
5. Suicidal youth are in pain. They don’t
necessarily want to die; they want their pain to end. If their ability to cope
is stretched to the limit, or if problems occur together with a mental illness,
it can seem that death is the only way to make the pain stop.
6. Most people feel suicidal at some time in
their lives. The overwhelming desire to escape from pain can be relieved when
the problem or pressure is relieved. Learning effective coping techniques to
deal with stressful situations can help.
Adapted
From: Reflections on Youth Suicide, Canadian Mental Health Association,
National Office 2000.
1. What would depressed/suicidal people
experience?
|
· negative feelings about self |
· change in sleep patterns |
|
· sadness or apathy |
· constant fatigue |
|
· a tendency to blame themselves |
· loss of interest in life |
|
· loss or increase in appetite |
· inability to make decisions/analyse and solve problems |
2. How would depressed/suicidal people act out?
What are behavioural signs of suicide?
·
increasing
alcohol/drug use
·
changing
patterns of school attendance; truancy
·
major
changes in school performance
·
becoming
sexually promiscuous
·
taking
risks
·
fighting
with friends, family, teachers
·
dangerous
driving
·
running
away from home
·
making
of will, writing poetry or stories about death
·
quietly
putting affairs in order, “taking care of business”
·
threatening
suicide
·
hoarding
pills, hiding weapons, describing methods of committing suicide
·
unexplained
use of alcohol and drugs
·
loss
of interest in hobbies, sport, work
·
withdrawal
from friends, family
·
truancy
·
accident
proneness and increase in risk-taking activities (careless driving, bike
accidents, dangerous use of firearms)
·
sexual
promiscuity
·
giving
away prize possessions
·
preoccupation
with death
3. What are physical signs of suicide?
·
neglect
of appearance
·
sudden
change in manner of dress
·
chronic
or unexplained illnesses, aches and pains
·
sudden
weight gain/loss
·
change
in appetite
4. What are emotional signs of suicide?
|
· sense of hopelessness/helplessness |
· changes in personality |
|
· inability to enjoy friendships |
· depression, sadness |
|
· wide mood changes |
· feelings of guilt or failure |
|
· anxiousness, extreme tension or agitation |
· self-destructive thoughts |
|
· lethargy or tiredness |
· exaggerated fears of cancer, HIV/AIDS, or physical impairment |
|
· loss of enjoyment from activities formerly enjoyed |
|
Prevention,
Intervention, and Grieving
Note: The point here is discussion.
Teachers should caution students that this is not as appropriate intervention
to “practise” on friends. Rather it is a useful guide for the work of
professionals.
Prevention – There are many circumstances that can
contribute to suicide. A person’s feelings about those circumstances are more
important than the circumstances themselves. Certain factors are known to be
correlated with suicidal behaviour and supply ideas for suicide.
Prevention: Awareness of signs and symptoms of
suicidal behaviour
Treatment of mental illnesses
Drug and alcohol abuse counselling
Reduced access to firearms
Education on coping skills, problem solving
skills
Educating community to discuss suicide openly
Educating community to actively listen to
people seeking help
Dealing
with a Potential Suicide (Intervention)
1. Talk/Listen
·
listen
without judgement
·
find
a quiet place to talk
·
talking
can only decrease likelihood of suicide
2. Express Feelings
·
ask
about recent events
·
encourage
them to express feelings
·
do
not minimize feelings
3. Question
·
ask
if they have a plan/how they intend to kill themselves
·
share
your concern
·
respect
how they are feeling
·
indicate
that for their benefit you cannot keep this a secret
·
inquire
about any previous suicide attempts
4. Make a Plan Together
·
make
plan for next few hours/days
·
make
contact with him/her
·
let
them know when you are available
·
reassure
them that you will help them to get professional help, if they want it
5. Awareness of Community Resources
·
share
knowledge of available assistance (guidance counsellor, family, friends, crisis
centres)
·
intervenor
should seek professional help
6. Stay in Touch
·
praise
person for their courage
·
reaffirm
your belief that they can overcome this with help
Grieving
To assist
people affected by suicidal behaviour:
·
accept
feelings of anger, grief; do not deny them
·
identify
close friends and offer assistance; help them realize they were not the cause
·
be
aware of “copycat” suicides
·
monitor
friends if concern exists for “copycat suicide” (watch for signs of suicide)
·
encourage
counselling
Case 1
17-year-old
female, pregnant; wants baby, but boyfriend does not. No job. Depressed; cries
easily; school marks have dropped. Mother is single, works and supports four
children.
Case 2
18-year-old
male, will not graduate with his class. Heavy alcohol and drug abuse;
aggressive behaviour resulting in three fistfights last two weeks. He has a
gun, his brother committed suicide six years ago. Parents are divorced; he
lives with mother; no contact with father and siblings; isolated from friends.
Case 3
15-year-old
female, complains of sleeplessness and is beginning to shut out her friends.
She lacks motivation and schoolwork is suffering. Recent lack of effort in
maintaining physical appearance. She is concerned that someone is spying on
her; that her telephone is being monitored. Normal conversation with her is
difficult because topics constantly change.
Case 4
16-year-old
male, friends have noticed bouts of sadness and withdrawal from social groups.
Recently he has been extremely sociable, confident, and very high energy. Along
with these “positive signs,” he has been irritable; has shown poor judgment;
and looks like he never sleeps.
Case 5
17-year-old
female, is constantly concerned about being judged by others. She constantly
fears being asked to respond in class. Always seems physically uncomfortable;
is short of breath and sweats profusely.
Time: 75 minutes
Students
will develop an understanding of what stress is. They will learn to
differentiate between positive and negative stress. Students will begin to
understand that stress is caused by an internal and personal interpretation of
an event and not necessarily by the event itself. Students will recognize
symptoms of stress and understand how their body responds to stressors in their
life. They will learn about the factors that influence their perception of
stress. Learning will be achieved through an examination of the students’ own
situations and how they relate to them.
CGE2b - read, understand and use written materials
effectively;
CGE2c - present ideas and information clearly,
honestly and with sensitivity to others;
CGE4b - demonstrate flexibility and adaptability;
CGE4d - respond to, manage and constructively
influence change in a discerning manner;
CGE5e - respects the rights, responsibilities and
contributions of self and others.
Overall
Expectations
LSV.02 - demonstrate an ability to use stress
management techniques.
Specific
Expectations
LS2.01 - describe the positive and negative effects
of stresses that are part of daily life;
LS2.02 - explain physiological responses to stress.
·
Communication
Skills
·
Group
work skills
·
Self-assessment
using a rubric
·
Help
students respect the choices of others and their right to express their opinion
openly and without hesitation.
·
Be
sensitive to the individual circumstances of students and their
parents/guardians.
·
Review
background information on stress and distress.
·
Gather
and prepare inventories on common stressors and stress symptoms in teenagers.
·
Gather
and prepare suitable and appropriate quizzes or inventories on diagnosing teen
stress levels (found on the various websites listed).
·
Prepare
diagram on how the body responds to stress.
1. Individually, have the students list the
major stressors in their lives. After ample opportunity for students to come up
with responses, lead a discussion to reveal the students’ responses. Possible
answers could include school, family, friends, appearances, world issues, and
personal safety. From these responses, have students come up with ideas as to
what stress is. Emphasize that stress is the general feeling one gets as a
result of many different kinds of problems. The teacher will explain how good
stress can turn into distress. Students will review stressors in their life and
determine which stressors they can control and which stressors they cannot.
2. In
their notebooks, students will list three things they have accomplished in the
past semester that they probably would not have managed without some good
pressure. Next, students will list three things they wish to accomplish in the
next year where a bit of good pressure might come in handy. The teacher will
lead a discussion on the differences between positive and negative stress. The
teacher should emphasize that stress is the way one interprets events and that
stress does not come from around an individual, but comes from what is inside
that person. A suitable analogy to help the student understand is that of a snowstorm.
A snowstorm is not stressful to a skier who has plans to ski that day, but it
is to someone who has to drive before the street is ploughed.
3. Divide students into groups of three or four.
Have students brainstorm how we know we are stressed. Have them list all the
different ways they are affected by stress. Emphasize that there are not just
physical symptoms, but various feelings, thoughts and behaviours that occur.
Bring the class back together as a whole and have students present their
findings to the rest of the class. As a class, divide the various symptoms into
the four categories, forming an organized chart.
The following is an example of what
can be expected:
|
Feelings |
Thoughts |
Behaviours |
Physiological |
|
· Anxious · Worried · Moody · Irritable · Feeling “wired” · Depression · Frustrated · Feeling like everything is out of control · Frazzled/ disorganized · Lethargic |
· Fear of failure · Inability to concentrate · Worry about future · Preoccupation · Pessimism · Fail to see humour in situations others find funny · Difficulty making decisions · Loss of joy in life · Boredom · General sense of dread · Cynical |
· Grinding teeth · Increased use of drugs, alcohol, cigarettes · Increased arguments, blow up easily · Crying spells · Eating too much or too little · Sleep problems-too much or too little · Change in activity level-fidgeting, listlessness · Lack of patience · Keep everything inside · Procrastinate · Can’t slow down –fail to build in relaxation time · Nervous laughter · Avoidance of others and commitments |
· Appetite change and weight gain or loss · Susceptibility to colds and viruses · Pain, headache, muscle tension, stiffness · High pulse rate, change in breathing, heart pounding · Tiredness · Dry mouth · Grinding teeth · Nausea, cramps, diarrhea · Excessive perspiration · Tearful |
4. Give
students a prepared handout dealing with an inventory of common stressors. Ask
students to draw from their personal experience to add stressors to the list
and discuss their findings. (i.e., most popular stressors present, things that
surprised them, etc.) Be mindful of the fact that some students may be
uncomfortable discussing personal information and let them know that they do
not have to share everything.
5. The
teacher will lead a discussion on how the body responds to stress from a
physiological perspective. This discussion will further develop the knowledge
gained in Strategy 3, particularly as it pertains to the physiological effects
of stress. It would be helpful to have a diagram of the body, with specific
areas highlighted and their responses (see Resources). Effects of other
physiological (and scientific) responses include those related to epinephrine
involvement, for example decreased digestive activity, increased metabolic
rate, increased sweating, decreased salivation, increased muscular tension,
increased cardiac and pulmonary function, and altered immune system response.
6. As a class, students will brainstorm the
factors that influence their perceptions of stress and why certain people
respond the way they do. Responses should include genetic predisposition, past
experiences, expectations, setting and time (time of day, time in life), number
and frequency and the amount of support.
7. Students will use a stress level index to
evaluate their current level of stress (see Resources).
8. The teacher will assign an assignment for
students to complete for the following class. Students will complete a
three-to-five day stress journal (see Appendix 4A). They will record all the
events that have caused them stress in the prescribed amount of time. They will
also record how they feel at the time and how their body responds to the
stress. The students should include both positive and negative stress. Their
findings will be discussed at the start of the next class. Depending on the
length of time between classes, students will either record their findings in
the next five consecutive classes or if the class is the next day, students
will have to reflect back upon the previous couple of days. This is up to the
teacher’s discretion.
·
A
formative assessment of stress journal
·
Implement
strategies recommended in the student’s IEP.
·
Use
heterogeneous groupings.
·
Make
appropriate alterations for ESL students.
·
Students
with special needs should be given extra time to complete questionnaires and
indexes.
·
Students
with reading difficulties can be paired with suitable partners for help in
completion of questionnaires and indexes.
·
During
teacher-led discussions, the teacher should allow ample time for comprehension
of questions before asking for answers.
Conscious Living Foundation –
www.cliving.org/biblobiof.htm
This site includes a variety of resources and links for other stress
information.
Conscious Living Foundation –
www.cliving.org/lifstrstst.htm
This site includes a life stress test that can be used during Activity 6.
Payne, Wayne A. and Dale B. Hahn. Understanding
Your Health, 3rd ed.
Rizzo Toner, Patricia. Stress Management and
Self-Esteem Activities. Unit 5.
Reservoir
– www.coolware.com/health/medicalreporter/stress.html
This site provides further links to all aspects of stress and stress
management.
Canadian
Mental Health Association – www.cmha.ca
The CMHA site discusses education, advocacy and research with regards to mental
health and mental health disorders. The site shows materials (e.g., pamphlets)
available for purchase.
The
Web’s Stress Management and Emotional Wellness Page –
http://imt.net/~randolfi/StressPage.html
This site provides links to other sites relating to stress and stress
management
Directions: Fill in a stress journal entry
each time you feel stressed in the span of the next five days. Be sure to
record the date, time and state the situation that has occurred. Describe the
signs and symptoms that you feel and state how you dealt with the situation.
(Use as many sheets as necessary to complete the task.)
|
Date |
Time |
Situation (Where? With
whom? Doing what? |
Signs (heart racing, headache, etc.) |
Solutions (What did you do to combat the problem?) |
Alternative
Solutions |
|
Jan 17 |
|
Gave presentation in front of entire English class |
Sweaty palms Rapid speech Shuffling feet |
Took deep breaths Drank water Positive self talk |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
(Adapted
from Stress Management and Self-Esteem Activities. Patricia Rizzo Toner. The
Centre for Applied Research in Education, 1993)
Time: 120 minutes
Students
will reflect upon stress in their own life and will develop coping strategies
for handling stress. Coping strategies and stress management techniques will be
explored through the use of a variety of learning activities. Students will be
introduced to some of the various strategies used to manage stress and will
evaluate the ones that are most suitable to them.
CGE4d - respond to, manage and constructively
influence change in a discerning manner;
CGE4h - participate in leisure and fitness
activities for a balanced and healthy lifestyle.
Overall
Expectations
LSV.02 - demonstrate an ability to use stress
management techniques.
Specific
Expectations
LS2.03 - use appropriate strategies for coping with
stress and anxiety (e.g., relaxation, meditation, exercise, reforming);
LS2.04 - demonstrate an understanding of change and
its impact on an individual’s health;
HL3.02 - demonstrate the factors (e.g.,
environmental, genetic) that influence the mental health of individuals and lead to the
prevalence of mental health problems in the community.
·
Active
listening and communication skills
·
Collaborative
learning/cooperative group skills
·
Group
work skills
·
As
this class will have a hands-on component, an alternate location may be
conducive to a better experience. If this is the case, secure a more suitable
location. Examples include the chapel, an empty classroom where desks could be
rearranged, the gym, or an exercise/aerobic room.
·
Obtain
and organize pertinent equipment. These could be exercise mats, stereo,
exercise tapes, relaxation CDs/tapes, VCR.
·
Research
and gather information on a variety of stress reducers.
·
Choose
one or two types of stress reducers that would be suitable for the individual
class. Teachers will have inside knowledge about what will work for their
class.
·
Prepare
rubric for reflection paper.
This
activity can be broken down into two components. This first half of the class
will involve student reflection, group work, and some teacher-facilitated
discussion. The second half of the class will allow for some teacher choice.
There will be some options listed, but ultimately it will be the teachers, who
decide which activity to choose as they have the best knowledge of the dynamics
of the class.
1. Students are expected to come to class with
their completed homework assignment. Their task was to complete a stress
journal for a period of five days, making note of the activities that caused
them stress, how the stress affected them, and what they did to combat the
problem. In groups of four, the students will discuss the ways they dealt with
the stress in their lives and complete the final column (alternative solutions)
of the stress journal. They will look for common findings amongst the group and
make a list of the positive and negative ways in which they dealt with stress.
2. The teacher will gather the group together
and through discussion generate a list of the ways the students dealt with
stress. The teacher should start with the negative ways of dealing with stress
and emphasize that these are only short-term solutions and often create new
problems. Students should come to understand that these short-term solutions
can be divided into three categories and include the following examples:
·
Avoidance –
constantly wearing headphones, even during class or mealtimes, excessive sleep,
procrastination, and even illness
·
Escapist behaviours – skipping school, running away from home, abusing drugs, alcohol, and
nicotine
·
Distraction
– excessive preoccupation with the Internet, peer group, boyfriend/girlfriend
3. The teacher will elaborate on positive ways
of coping with stress. There are two alternative models offered here that
suggest coping strategies.
a) Three Steps For Managing Stress
Step 1: Identify the source of stress. In order to
manage stress better, we must identify where it is coming from. Identifying the
source of stress can be trickier than it might seem at first.
Step 2: Eliminate the source of stress, if possible. Sometimes it’s possible
to get rid of the source of stress. For example, a student who has too much to
do can eliminate an extracurricular activity, or work fewer hours at a
part-time job.
Step 3: Change the way we handle stress. We can learn to handle stress
differently. Instead of engaging in negative thinking, we can learn to think
positively. Instead of ignoring a stress we can deal with it head-on, or
discuss it with a supportive person.
(Reference: Teenagers, Stress & How to Cope. 1992 SUNBURST Communications,
Inc.)
b)
The CHILL Factor
(Reference: Chill: Straight talk About Stress. 1995, Meridian Education
Corporation)
4. Pick one or two of the following ways of
reducing stress in life and have the students participate in the activity.
Options include relaxation techniques, massage, meditation, yoga, exercise, tai
chi, Tae Bo, biofeedback, music therapy, and laughter therapy. The activities
can take the form of a videotape, audiotape, guest speaker, or a teacher-led
activity.
5. Students will complete a follow-up assessment
of their experience. The following questions will be used to write a reflection
paper:
a) Which negative activities do I
currently engage in to manage my stress?
b) Which positive activities do I
currently engage in to manage my stress?
c) How did I feel during the
stress-reducing activities? How did my body feel? What was my emotional level? Did I feel
comfortable, at ease?
d) Which techniques did I enjoy
and would like to further explore? What was it about these techniques that appealed to me?
e) Where would I go to find out
more information about these stress-reducing activities?
f) Which activities lead to
mind, body, and spirit harmony? How do they provide integration or harmony?
·
Summative
evaluation of reflection paper
·
Implement
strategies recommended in students’ IEPs.
·
Use
heterogeneous groupings
·
Make
appropriate alterations for ESL students.
·
Students
with special needs should be given extra time to complete questionnaires.
·
Ensure
that students with visual or auditory disabilities situate themselves
accordingly during the practical experiences.
Canadian
Mental Association, British Columbia – www.vcn.bc.ca/mdcmha/stressa.html
This site provides information dealing with stress, particularly relaxation and
coping techniques.
Canadian
Mental Health Association – www.cmha.ca
The CMHA site discusses education, advocacy, and research with regards to
mental health and mental health disorders. The site shows materials (e.g.,
pamphlets) available for purchase.
Conscious
Living Foundation – http://www.cliving/bibliobiof.htm
This site includes a life-stress test that can be used during Activity 4.
The
Web’s Stress Management and Emotional Wellness Page –
http://imt.net/~randolfi/StressPage.html
This site provides links to other sites relating to stress and stress
management.
Powell,
Trevor. The Mental Health Handbook (Revised). Oxon: Winslow Press Ltd.,
1992.
Rush,
Anne Kent. The Modern Book of Yoga: Exercising Mind, Body and Spirit.
New York: Dell Publishing, 1996. ISBN 0-440-50719-7
Schmitz,
Connie and Hipp, Earl. Fighting Invisible Tigers: A Stress Management Guide
For Teens. Minneapolis: Free Spirit Publishing, 1995. (To Order
1-800-735-7323)
Simmons,
M. and Daw, Peter. Stress Anxiety and Depression: A Practical Workbook.
Oxon: Winslow Press.
Time: 180 minutes
Students
will work individually or with a partner to further develop their knowledge of
a particular subject related to mental health, mental health issues, and
stress. Students will effectively communicate their ideas through oral,
written, and visual presentation. Students will elaborate on information
presented earlier in the unit.
Ontario
Catholic School Graduate Expectations
CGE2b - read, understand, and use written materials
effectively;
CGE2c - present information and ideas clearly and
honestly and with sensitivity to others;
CGE2e - use and integrate the Catholic faith
tradition, in the critical analysis of the arts, media, technology, and
information systems, to enhance the quality of life;
CGE5e - respect the rights, responsibilities, and contributions of self and
others.
Strand(s): Healthy Living
Overall
Expectations
HLV.03 - describe the influence of mental health on
overall well-being.
Specific
Expectations
HL3.02 - demonstrate the skills that enhance
personal mental health (e.g., coping strategies for stress management);
HL3.04 - describe the impact of mental health
disorders (e.g., phobias, anxiety disorder, schizophrenia, affective disorders)
on a person’s emotional and physical health.
·
Cooperative
Learning Skills/Collaborative Group Skills
·
Oral,
visual and written presentation skills
·
Research
skills
·
Computer
and Internet skills
·
The
teacher will have to decide if this project will be done individually or
collaboratively with a partner. If students are working in partners, decide if
partners will be chosen by student, teacher, or drawn randomly.
·
This
summative assignment should be distributed on the first day of the unit. Two
other days will need to be scheduled, one for a work period, the other for a
presentation day.
·
Book
the gymnasium for the Health Fair. The teacher may also consider inviting other
classes, and administration, so they, too, can benefit from the knowledge and
insight of the students in the class. It is possible to have these students
become involved by having them vote for their favourite project, most creative,
most knowledgeable, etc.
·
Prepare
for how the final day will be arranged. At what point do students leave their
booth to look at other projects? Are students expected to take notes on other
projects? Will the students be evaluated on all projects?
·
Prepare
assignment sheet and rubric (see Appendix 6).
·
Prepare
a timeline for student/teacher conference in reference to progress.
·
Students
will need to purchase a billboard for the visual presentation.
·
Decide
which topics students can work on (e.g., mental health, mental health
disorders, stress, stress management, etc.). Decide whether you will allow more
than one group to present the same topic.
1. Introduce the health fair project to
students. Discuss the rubric and answer any questions regarding evaluation of
this project (see Appendix 6).
2. If students are working in pairs, introduce
this and allow students to discuss topics with their partner. Set a due date
for the health fair topic.
3. Share resources with students (e.g.,
pamphlets from the CMHA, Internet sites, books, videos, etc.).
4. a) Set
a date for in-class work and for the health fair project presentation.
b) Set a date for student/teacher
conferences.
·
Summative
Health Fair Project
·
Formative
student/teacher Conference
·
Implement
strategies recommended in student’s IEP.
·
Make
appropriate alterations for ESL students.
·
Provide
resource material for students with an IEP, to aid in development of their
health fair project. Teachers need to be consistent with other accommodations
for students with an IEP.
·
Make
modifications to final summative evaluation for those students with special
needs (e.g., less extensive, extra time to work on in class, place them in a
group with two other students).
·
Allow
enrichment students to work alone on the summative project if they wish to do
so.
Canadian
Mental Health Association
Anxiety
Disorders Association of America – www.adaa.org
This ADAA site breaks down the different anxiety disorders and specific phobias.
It provides a variety of other resources and links.
Internet
Mental Health Association – www.mentalhealth.com
This website is an excellent introduction to mental health disorders. It has
many links to different research (e.g., magazines).
National
Foundation for Depressive Illness – www.depression.org
This website discusses facts, treatment, and results of depression. It is an
excellent introductory site.
Obsessive
Compulsive Foundation – www.ocfoundation.org
This site introduces OCD and discusses how it is treated. It has many links to
articles related to OCD.
The
World Psychiatric Program to fight stigma due to Schizophrenia –
www.openthedoors.com
The site is dedicated to fighting the stigmas involved with schizophrenia. The
facts, myths, and causes are also discussed.
|
|
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding Understanding of particular mental health topic or stress management technique |
- demonstrates limited understanding of the basic ideas and/or concepts |
- demonstrates moderate understanding of the basic ideas and/or concepts |
- demonstrates considerable understanding of the basic ideas and/or concepts |
- demonstrates thorough understanding of the basic ideas and/or concepts |
|
Thinking/Inquiry Use of a variety of critical and creative thinking skills in reflection (i.e., organizing, interpreting) Selection of strategies and resources that are relevant to topic and enhance presentation |
- uses critical and creative thinking skills with limited effectiveness - selects strategies and resources with limited effectiveness |
- uses critical and creative thinking skills with moderate effectiveness - selects strategies and resources with moderate effectiveness |
- uses critical and creative thinking skills with considerable effectiveness - selects strategies and resources with considerable effectiveness |
- uses critical and creative thinking skills with a high degree of effectiveness - selects strategies and resources with high degree effectiveness |
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Communication Communication of ideas concerning mental health/stress management clearly (through appropriate level of detail, organization of information, proper use of language conventions, presentation format) Use of symbols and visuals |
- communicates ideas with limited clarity - uses symbols and visuals with limited effectiveness |
- communicates ideas with moderate clarity - uses symbols and visuals with moderate effectiveness |
- communicates ideas with considerable clarity - uses symbols and visuals with considerable effectiveness |
- communicates ideas with a high degree of clarity - uses symbols and visuals with high degree effectiveness |
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Application Display of empathy for the feelings and situations of others by making connections through the research and presentation Use of scriptures and Church teachings to analyse the social issue of mental health from a faith perspective |
- displays little empathy for the feelings and situations of others - demonstrates limited ability to analyse social issues using a faith perspective |
- displays some empathy for the feelings and situations of others - demonstrates moderate ability to analyse social issues using a faith perspective |
- displays considerable empathy for the feelings and situations of others - demonstrates considerable ability to analyse social issues using a faith perspective |
- displays high degree of empathy for the feelings and situations of others - demonstrates high degree of ability to analyse social issues using a faith perspective |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
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