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UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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NAME: ___________________________________ HOUR: ___________ DATE: _________ NO: ______
ABOUT ME POEM
• Line 1 – First Name • Line 2 – I am (4 adjectives that describe you!) • Line 3 – Son or Daughter of (your parents names)
• Line 4 – lover of (three different things that you love)
• Line 5 – Who Feels _____ when _______ . . . (list 3 different things)
• Line 6 – Who hopes (three different things you give)
• Line 7 – Who fears (three different fears that you have) • Line 8 – Who would like to see (three things that you would like to see) • Line 9 –Who lives in (a brief description of where you live) • Line 10 – Last name
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_________________________________________
UNIT 1 PACKET PART 1
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Chapter 1: Making Healthy Decisions
5 ASPECTS OF HEALTH
Physical Health: ______________________________________________________
______________________________________________________
Mental Health: ______________________________________________________
______________________________________________________
Emotional Health: ______________________________________________________
______________________________________________________
Social Health: ______________________________________________________
______________________________________________________
Moral Health: ______________________________________________________
______________________________________________________
On a scale of 1-5, rate where you believe you are in each of the 5 aspects of health. 1 = low and 5 = high
Physically: 1 2 3 4 5
Reason: ____________________________________________________________________________________
Mentally: 1 2 3 4 5
Reason: ____________________________________________________________________________________
Emotionally: 1 2 3 4 5
Reason: ____________________________________________________________________________________
Socially: 1 2 3 4 5
Reason: ____________________________________________________________________________________
Morally: 1 2 3 4 5
Reason: ____________________________________________________________________________________
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Chapter 1: Making Healthy Decisions
HEALTH: ______________________________________________________________________
The HEALTH CONTINUUM
___________________________________________________________________
On the line above, plot where you fall on the Health Continuum and give a short explanation why…
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
LIFE EXPECTANCY __________________________________________________
____________________________________________________________________
QUALITY OF LIFE ____________________________________________________
____________________________________________________________________
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Chapter 1: Making Healthy Decisions
CHAPTER 1 VOCABULARY T-CHART
VOCABULARY WORD DEFINTION OF WORD EXAMPLE OF THE
VOCABULARY WORD
HEREDITY All the traits passed biologically from parent to child Skin color and eye color
GENDER
ENVIRONMENT
CULTURE
MEDIA
HABIT
RISK FACTOR
PREVENTION
VALUES
ACTION PLAN
ADVOCACY
HEALTH LITERACY
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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DECISION MAKING
1. What do you spend your time doing? ________________________________________________________________________________
___________________________________________________________________________________________________________________________
2. What do you spend your money on? ________________________________________________________________________________
___________________________________________________________________________________________________________________________
3. What do you argue about? ____________________________________________________________________________________________
___________________________________________________________________________________________________________________________
4. Who are the most important people in your life? ___________________________________________________________________
5. Do the things/people you listed above have any effect on how you make decisions? ___________________________
6. Which one of the things listed above under time and money most influence your decisions?
___________________________________________________________________________________________________________________________
Why? ___________________________________________________________________________________________________________________
7. When making a decision do you take into account who will be affected by your decision?
___________________________________________________________________________________________________________________________
Who are you most worried about affecting when making a decision other than yourself and why? __
__________________________________________________________________________________________________________________
8. When making a decision do you take time to consider what will happen based on your decision?
If yes, why do you consider what will happen? _____________________________________________________________
__________________________________________________________________________________________________________________
If no, why is the outcome not important to consider? _____________________________________________________
__________________________________________________________________________________________________________________
9. Have you ever made a decision that negatively affected who you spend your time with, what you spend
your money on or what you spend your time doing? ________________________
If yes, how did this make you feel? __________________________________________________________________________
If no, what prevented it from affecting you? _______________________________________________________________
10. Describe a decision that you made that either had an impact on your life or changed the way you do things?
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Chapter 1: Making Healthy Decisions
D – E – C – I – D – E Process
Who should go!! This is a list of 10 children and some information about each one. Your job is to select four of these children to spend 2 weeks in Disney World. All expenses will be paid. Decide on 4 children by yourself first and then with a committee
(group) you must decide on one child to send on the all-expense paid trip to Disney World.
Bradley Cole 12 year old boy – very
poor – good boy who has never been out of the
slums – his father often hits him when he’s angry.
Cynthia Adams 10 year old girl – the
doctors think she may have cancer, and if she does she may not live
long.
Nate Gromek 6 year old boy – has 11 sisters and brothers –
never gets anything of his own – his toys and clothes
are always hand-me-downs
Marcus Thompson 11 year old boy – very smart – has very few
friends – has a has time controlling himself and his
emotions
Gwen Severson 13 year old girl – blind – lost her sight in an auto
accident – has made great progress and has a guide
dog
Alicia Wong 4 year old girl – very alert and bright – seems much older – parents are dead,
and she lives in an orphanage
Tasia Allan 10 year old – deaf – has
never been able to hear – cannot speak – parents try to hide her by keeping her
in the house.
Mike Burdick 13 year old boy – very rich – his parents travel all the time and leave him home
with a babysitter
Marquice Tran 8 year old boy – well-liked by adults and children –good at sports – always seems to know the right
thing to do in an emergency
Alexandra Doreen 14 year old girl – has
spent six months in reform school because she was
stealing and dealing drugs – has been good for one
year now?
On your own fill in the table below….
Define the problem
Explore the Choices
Child 1 Child 2 Child 3 Child 4
Consider the
Consequences
Why did you chose each of the 4 children?
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
Identify your Values What is important to you
when making this decision?
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Now with your committee/group, decide on one person to send to Disney World
Committee Decision
Who has the committee (group) chosen to send?
Child to go on trip ____________________
Reason the group chose this child?
1.
2.
3.
Evaluate the Results
Just remember… after you make a decision and the scenario plays out, you will always evaluate what had happened and what you would have done the same or could
have done different for the ultimate outcome.
Group Decision Making Reflection
Participation/Leadership/Roles
1. Did all members of the group participate? ________________________________________________________________
2. Was there a clear leader in the group? ______________ If yes, who was the leader? _____________________
3. Did a few people dominate the group and decision making process? __________________________________
4. Who started the ideas? ______________________ Did anyone block out others ideas? __________________
Decision Making/Communication
5. Did the group take everyone’s suggestions and ideas before making a decision? _____________________
6. Did everyone agree on who to send to Disney World? ___________________________________________________
7. Did you feel that everyone listen to each other’s ideas? _________________________________________________
If yes, do you think that made your group more successful? ____________________________________________
If no, do you think that stopped your group from making a cohesive decision? ________________________
8. Did you agree with the group’s decision on who to send? If not, why not? ____________________________
9. _________________________________________________________________________________________________________________
10. Where group members sensitive to others ideas and thoughts? Why or why not? ____________________
_________________________________________________________________________________________________________________
11. What are the 2 hardest things about making a decision as a group?
1. _____________________________________________________________________________________
2. _____________________________________________________________________________________
Activities: Crystal Ball – Trapped – Marshmallow Tower – Skittle Activity
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Chapter 2: Personality, Self-Esteem, and Emotions
PERSONALITY: __________________________________________________________________________________
_________________________________________________________________________________________________
PERSONALITY IS DESCRIBED AS TRAITS THAT DEPICT HOW PEOPLE BEHAVE, RELATE TO OTHERS, AND REACT TO CHANGE
TRAIT DESCRIPTION (page 30-31)
introvert Comfortable spending time on their own
extrovert
agreeable
disagreeable
conscientious
disorganized
stable
unstable
open to new experiences
close minded
Stages of Personality Development (page 34-35)
STAGE DESCRIPTION
Birth to 18 months Learns to trust other people
18 months – 3 years Starts to gain control
3 – 6 years Starts to plan own activities
6 – 12 years Learns the skills they will need as an adult
12 – 19 years Become more familiar with sense of self
20 – 65+ years
- - -
- establish close bonds with others - help others learn and grow - reflection takes place
Where do you think you stand?
Closed minded Open to new experiences Disagreeable Agreeable
Disorganized Conscientious Calm/Relaxed Nervous / High-Strung
Introvert Extrovert
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Chapter 2: Personality, Self-Esteem, and Emotions
SELF – ESTEEM: ____________________________________________ ACTIVITY: THINK * PAIR * SHARE
WITH A PARTNER FILL IN WHAT YOU THINK ARE THE BENEFITS OF HIGH SELF-ESTEEM AND RISKS OF LOW SELF-ESTEEM
BENEFITS OF HIGH SELF-ESTEEM RISKS OF LOW SELF-ESTEEM
Self –Esteem is not a CONSTANT. It can increase or decrease throughout your life depending on your interactions with family, friends, and the community. On average, self-esteem drops in elementary and high school, increases
gradually during adulthood, and decreases again during the end of life.
On the line below, place an X where you feel your self-esteem was when you were in elementary school, put an O where you think your self-esteem is currently in high school and put a box where you think your
parents are on the self-esteem continuum.
------------------------------------------------------------------------------------------------------------------------------------ Why do you think your self-esteem changed from middle school to high school? What contributed to the change?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What impact do your parents have on your self-esteem? __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Activities: Apple Demonstration – UNPRETTY by TLC – How Elephants are trained
Low self esteem High self esteem
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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How Baby Elephants Are Trained
Elephants in captivity are trained, at an early age, not to roam. One leg of a baby elephant is tied with a rope to a wooden post planted in the ground. The rope confines the baby elephant to an area determined by the length of the rope. Initially the baby elephant tries to break free from the rope, but the rope is too strong.
The baby elephant "learns" that it can't break the rope.
When the elephant grows up and is strong, it could easily break the same rope. But because it "learned" that it couldn't break the rope when it was young, the adult elephant believes that it still can't break the rope, so it doesn't even try!
Humans operate in a similar way. We learned something about ourselves at an early age and still believe it as an adult. Even though it may not be true, we operate as if it is. Fortunately, humans are born with the ability to make conscious choices - an important step in changing how you perceive yourself.
What Do You Believe?
1. What have the following people made you believe about yourself?
Mother: ________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Father: _________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Siblings: _______________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Friends: ________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Teachers: ______________________________________________________________________________________________________
__________________________________________________________________________________________________________________
2. Which of these messages continue to dominate your thoughts today? _________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
3. Which messages support and which messages detract your confidence, happiness and satisfaction?
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
4. Which messages do you want to change to improve your self-esteem? ________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Chapter 2: Personality, Self-Esteem, and Emotions
HOMEWORK:
CHAPTER 2 VOCABULARY T-CHART (PG 30-41)
VOCABULARY WORD DEFINTION OF WORD EXAMPLE OF THE
VOCABULARY WORD
PERSONALITY
PSYCHOLOGIST
MODELING
PEER GROUP
IDENTITY
SELF-ESTEEM
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Chapter 2: Personality, Self-Esteem, and Emotions
“How Am I Perceived” Important Person in your life (1)
Interview someone important in your life and have them write their answers to the questions on this sheet of paper. If thye are not
available to be interviewed please have them complete the questions on their own. Do not comment on if they are right or wrong
during the interview. After the interview is over, discuss what answers were right and what answers was wrong.
1. Are you satisfied by how your important person perceives you? Yes or No because ____________________________
_______________________________________________________________________________________________
2. Why do you think that they perceive you this way? ______________________________________________________
_______________________________________________________________________________________________
3. How does this persons perception of you affect your self-esteem and personality? _____________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Important Person’s Signature __________________________________________________
Question Answer Check if
correct
What are five words that best describe me
What are two things that upset me?
What are my out of school activities?
What are my three wishes for success this year?
What are two of my strengths in or out of school?
What is my favorite T.V. show?
I learn best when: A. reads information on their own
B. listens to explanations C. does experiments or projects
What is my favorite food/restaurant?
What is one thing that I will never forget about elementary school?
What are two reasons why my friends like him/her?
What teacher made a difference in my life and why?
What are my pet-peeves?
What is my favorite flavor of ice cream?
Who is the person that I admires/looks up to as a role model?
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Chapter 2: Personality, Self-Esteem, and Emotions
“How Am I Perceived” Important Person in your life (2)
Interview someone important in your life and have them write their answers to the questions on this sheet of paper. If thye are not
available to be interviewed please have them complete the questions on their own. Do not comment on if they are right or wrong
during the interview. After the interview is over, discuss what answers were right and what answers was wrong.
4. Are you satisfied by how your important person perceives you? Yes or No because ____________________________
_______________________________________________________________________________________________
5. Why do you think that they perceive you this way? ______________________________________________________
_______________________________________________________________________________________________
6. How does this person’s perception of you affect your self-esteem and personality? ____________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Important Person’s Signature __________________________________________________
Question Answer Check if
correct
What are five words that best describe me
What are two things that upset me?
What are my out of school activities?
What are my three wishes for success this year?
What are two of my strengths in or out of school?
What is my favorite T.V. show?
I learn best when: A. reads information on their own
B. listens to explanations C. does experiments or projects
What is my favorite food/restaurant?
What is one thing that I will never forget about elementary school?
What are two reasons why my friends like him/her?
What teacher made a difference in my life and why?
What are my pet-peeves?
What is my favorite flavor of ice cream?
Who is the person that I admires/looks up to as a role model?
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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NAME: ___________________________________ HOUR: ___________ DATE: _________ NO: ______
Chapter 3: Managing Stress
Stress: _____________________________________________________________________________
Eustress: ___________________________ ex: ______________________________
Distress: ____________________________ ex: ______________________________
Causes of Stress are known as STRESSORS
Think * Pair * Share
With a partner please list examples of each major stressor; try to put an example at each point of the circle (page 57-59).
MAJOR LIFE
CHANGES
EVERYDAY
PROBLEMS
CATASTROPHES
ENVIRONMENTAL
PROBLEMS
Graduating from high school
Hurricanes
Overcrowded School Bus
Forgetting Lunch Money
Heat Wave
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Pupils widen
Chapter 3: Managing Stress
All _______________________ trigger the same ___________________________________.
However the ________________________ of the response will vary with each situation.
Stressors that last for weeks, months or years on end may cause the body to experience the resistance or
exhaustion stage of stress. Which possible long term stressors could have this effect on the body?
Example: Divorce
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
CH 1-3 TEST: You will be able to use your packet … all information done up until this point may be on the TEST
Alarm Stage - Fight – or – Flight (pg. 61)
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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MENTAL / EMOTIONAL DISORDERS PROJECT You, along with a partner or two, will be assigned one of the following topics. Once assigned the topic you must create a poster that teaches the class about your topic using words and drawings relative to the topic. Please make sure that all the information on the poster comes from the book or the article that you have been given.
MENTAL/EMOTIONAL DISORDERS
WHERE TO FIND THE DISORDER FACT 1 ABOUT THE DISORDER FACT 2 ABOUT THE DISORDER
Alcoholism pg. 388
impulse control pg. 87
Schizophrenia pg. 86
Seasonal affective disorder pg. 107
Bipolar disorder article
Depression article
Obsessive-compulsive disorder
pg.85
Post-traumatic stress disorder pg.85
Anxiety article
Panic attacks pg.85
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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MENTAL / EMOTIONAL DISORDERS PROJECT You, along with a partner or two, will be assigned one of the following topics. Once assigned the topic you must create a poster that teaches the class about your topic using words and drawings relative to the topic. Please make sure that all the information on the poster comes from the book or the article that you have been given.
MENTAL/EMOTIONAL DISORDERS
WHERE TO FIND THE DISORDER FACT 1 ABOUT THE DISORDER FACT 2 ABOUT THE DISORDER
phobias pg.84
Alzheimer’s disease pg.535
Personality disorders pg.88
Autism article
Hoarding article
Attention deficit (hyperactivity) disorder
pg.82
Learning disabilities Article
Sleeping disorders pg.365
Tourette syndrome Article
Self-Injury pg.96
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Chapter 4: Mental Disorders and Suicide
MENTAL / EMOTIONAL DISORDERS PROJECT
You, along with a partner or two, will be assigned one of the following topics. Once assigned the topic you must create a
poster that teaches the class about your topic using words and drawings relative to the topic. Please make sure that all the
information on the poster comes from the book or the article that you have been given.
BRAINSTORM WORKSHEET
NAME OF DISORDER: ______________________________________________________________________________
What is the disorder?
Signs/Symptoms (what can you see/what the person feels): _______________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Description (how does it affect the body): _____________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Three interesting facts/statistics
- _____________________________________________________________________________________________
_____________________________________________________________________________________________
- _____________________________________________________________________________________________
_____________________________________________________________________________________________
- _____________________________________________________________________________________________
_____________________________________________________________________________________________
Can this disorder be treated? (Write only what is relative to your disorder, some disorders may not have treatments)
Therapy: _______________________________________________________________________________________
Medication: _____________________________________________________________________________________
Coping techniques: ______________________________________________________________________________
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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MENTAL / EMOTIONAL DISORDERS PROJECT rubric
CATEGORY 10 8 6 4
Use of Class Time
Used time well during
each class period.
Focused on getting the
project done. Never
distracted others.
Used time well during
each class period.
Usually focused on
getting the project done
and never distracted
others.
Used some of the time
well during each class
period. There was some
focus on getting the
project done but
occasionally distracted
others.
Did not use class time to
focus on the project OR
often distracted others.
Required Elements
The poster includes all
required elements as
well as additional
information.
All required elements
are included on the
poster.
All but 1 of the required
elements are included
on the poster.
Several required
elements were missing.
Content - Accuracy At least 7 accurate facts
are displayed on the
poster.
5-6 accurate facts are
displayed on the poster.
3-4 accurate facts are
displayed on the poster.
Less than 3 accurate
facts are displayed on
the poster.
Attractiveness
The poster is
exceptionally attractive in
terms of design, layout,
and neatness.
The poster is attractive
in terms of design,
layout and neatness.
The poster is acceptably
attractive though it may
be a bit messy.
The poster is
distractingly messy or
very poorly designed. It
is not attractive.
Spelling There are no spelling
mistakes on the poster.
There is 1 spelling
mistake on the poster.
There are 2 spelling
mistakes on the poster.
There are more than 2
spelling mistakes on the
poster.
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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NAME: ___________________________________ HOUR: ___________ DATE: _________ NO: ______
EATING DISORDERS
Eating Disorder: ____________________________________________________________________________________
____________________________________________________________________________________
BULIMIA: __________________________________________________________________________
Binging - _________________________________________________________________________
Purging - _______________________________________________________________________
Other Facts: practices strange eating habits (use of laxatives, diuretics or compulsive exercising), usually normal weight and usually considered to be high achievers.
ANOREXIA: ____________________________________________________________________________________________
Main Symptom: ____________________________________________________________________
Other Symptoms: __________________________________________________________________
Symptom only in females: ____________________________________________________________
Other Facts: Usually 15% below normal body weight, practice strange eating habits, convinced they are overweight
BINGE EATING DISORDER: _________________________________________________________
______________________________________________________________________________
Other Facts: individuals are usually obese, considered “addicted” to food, emotional eater
Dove Commercial
If asked to do a self-portrait, do you think you would draw what everyone else sees?
_______________________________________________________________________________________________________
If an artist did a portrait of you, what aspects of the drawing would be the same?
_______________________________________________________________________________________________________
What aspects would be different? ________________________________________________________________
UNIT 1 PACKET PART 2
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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EATING DISORDER REVIEW CHART
Pages 90-93
ANOREXIA NERVOSA BULIMIA BINGE EATING
DISORDER Health Risks Health Risks Health Risks
-
-
-
-
-
-
-
-
Possible Causes Possible Causes Possible Causes
-
-
-
-
-
-
-
Treatment Treatment Treatment
Possible Signs
-
-
-
EATING DISORDER QUIZ – NO NOTES WILL BE ALLOWED
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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CLINICAL DEPRESSION
What relationship is there between risk of depression and how connected
teens feel to their school?
What could make someone feel connected?
_______________________________________________
What could make someone feel disconnected?
_______________________________________________
Clinical Depression is an emotional state
that can leave a person _________________ and _________________ for months. Clinical Depression
can cause problems at _________________, at _________________, and ________________________. If
untreated, depression can also lead to _________________, _________________, and even
_________________.
Signs of Clinical Depression A person who has clinical depression will experience four or more of the symptoms nearly every day for at least two weeks.
* _________________________________________________________________________________________________
* _________________________________________________________________________________________________
* _________________________________________________________________________________________________
* _________________________________________________________________________________________________
* _________________________________________________________________________________________________
* _________________________________________________________________________________________________
* _________________________________________________________________________________________________
* _________________________________________________________________________________________________
Treatment of Clinical Depression
• Medication will help restore normal brain function
• Mental health experts can also help cope with their problems
Clinical Depression left Untreated
• Can lead to substance abuse, serious behavior problems, and suicide
Connected to School Risk of Depression
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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SELF-INJURY Self-Injury is an unhealthy way to cope with ______________________, ______________________ or
______________________. People who self-injure are not trying to kill themselves but rather
______________________. They say that the behavior ____________________________________________.
Self-injury does not address the underlying problems but it can be symptom of
______________________, ______________________, or an______________________.
Some who relies on self-injury to cope with ______________________ should tell a trusted adult.
With the help of ______________________, they can learn better ways to cope with problems.
SUICIDE PREVENTION
Suicide is the ____________________________________. Suicide affects all kinds of people.
Suicide is the ___________________ leading cause of death amount people ___________________.
Cluster suicides are a series of ___________________ that occur within ___________________ of time in the same ___________________ or ___________________.
Risk Factors for Suicide:
• Mood disorders, such as depression • __________________________________________ • __________________________________________
• __________________________________________ • __________________________________________ • __________________________________________
Treating a personal’s mental disorders, getting treatment for abuse, making connections in the community and school and having beliefs that discourage suicide are all protective factors from suicide. What other factors do you think are protective factors for suicide,
meaning what could prevent suicide from happening? ________________________________________________________________________________________________________________________________________________________________________________________________________________ Given the opportunity to speak with a social worker, list 2 questions that you would have for her regarding self-injury, self-injury prevention, or suicide prevention.
1. _________________________________________________________________________________________________ 2. _________________________________________________________________________________________________
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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SUICIDE PREVENTION
Warning Signs of Suicide
Talk – If a person talks about: • Killing themselves • Having no reason to live • Being a burden to others • Seeking revenge • Feeling trapped • Unbearable pain
Behavior – a person’s suicide risk is greater is a behavior is new or has increased, especially if it’s related to a painful event, loss or change.
• Increased use of alcohol or drugs • Looking for a way to kill themselves • Acting recklessly • Withdrawing from activities • Sleeping too much or too little • Visiting or calling people to say goodbye • Giving away prized possessions • Suffering from panic attacks
WHEN A FRIEND OR SOMEONE YOU KNOW IS THINKING ABOUT SUICIDE …
Think about it…
Your friend Bryan has shown some signs of clinical depression for over a month. You are worried about Bryan, but he refuses to talk to you about his feelings or his intentions. What could you do to help Bryan? ________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Think about the stressors we spoke about last unit, how might those stressors contribute to the suicide rate among teens? _________________________________________________________________ ________________________________________________________________________________________________________Which of those stressors do think may have the biggest impact on the suicide rate? Why? ________________________________________________________________________________________________________
DO …
• ______________________________________
• ______________________________________
• ______________________________________
• ______________________________________
• ______________________________________
• ______________________________________
• ______________________________________
DO NOT …
• ______________________________________
• ______________________________________
• ______________________________________
• ______________________________________
• ______________________________________
UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON
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Illinois Suicide and Crisis Hotline 1-800-SUICIDE (1-800-784-2433) National Suicide Prevention Lifeline 1-800-273-TALK (1-800-273-8255)
Self-Injury Hotline 1-800-DONTCUT (1-800-366-8288)