Standard of Learning

8.1  The student will analyze and evaluate the relationship between health-risk behaviors and the onset of health problems that can impact health and wellness during the adolescent years. Key concepts/skills include

1. the pathogenic, genetic, age, cultural, environmental, and behavioral factors that influence the degree of risk for contracting specific diseases;
2. the roles of preventative health measures, immunization, and treatment in disease prevention;
3. the short- and long-term health issues related to alcohol abuse and tobacco use;
4. the impact of failing to recognize issues related to emotional and mental health;
5. the health risks associated with feelings of immortality and invincibility;
6. the consequences of involvement in potentially dangerous situations;
7. the health risks of a sedentary lifestyle;
8. the risk factors associated with communicable and noncommunicable diseases.

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Understanding the Standard

The student will understand the importance of recognizing symptoms of, and getting treatment for, emotional and mental health illnesses.

Essential Knowledge and Skills

The student will:

• define mental and emotional health. (the ability to accept oneself and others, cope with emotions, and deal with change and the many challenges one encounters in life)
• discuss adolescent mental or emotional problems. (anxiety, depression, stress, peer pressure, self-image, or relationship problems, etc.)
• list healthy methods teens can use to cope with emotional health issues.
• list medical or counseling services for mental and emotional health problems.

Sample Lessons

In the Mix: "Suicide Prevention"
Grade(s): 7-12
This lesson plan is designed for students in middle school and all the way up through high school.  Students will use cards to sort and understand a large quantity of information regarding suicidal teens, then apply what they learn to analyses of case studies.
http://www.pbs.org/inthemix/educators/lessons/depression2/index.html
Free

Responding in Peaceful and Positive Ways (RIPP)
Grades 6-8
Model 3-year violence prevention program. Includes importance of significant friends or adult mentors; relationship between self-image and gang-related behaviors; conflict resolution; and effects of environmental influences on personal health.
Sponsor: Virginia Commonwealth University
Contact: ameyer@saturn.vcu.edu
Cost

Samaritans: "Emotional Health Awareness"
Grade(s): 8-10
This lesson plan is designated to teach eighth through tenth grade students to understand what emotional health is, and how it may vary over time.  The skill they hope to learn will be to challenge the stigma associated with poor mental health, and to be able to discuss ways of maintaining good mental health.
http://www.samaritans.org/pdf/A1EmotionalHealth.pdf
Free

Samaritans: "Understanding Depression"
Grade(s): 8-10
The purpose of this lesson is for students to hopefully learn about some of the ways they may be able to help someone who is feeling depressed.  Also they might be able to identify with why someone might be feeling depressed or hopeless, and to recognize the signs that indicate that someone is becoming depressed.
http://www.samaritans.org/pdf/B1UnderstandingDepression.pdf
Free

Samaritans" "Understanding Suicide"
Grade(s): 8-10
In this lesson students will identify when someone may be seriously considering suicide and will dispel some of the myths and misunderstandings about suicide.  Then while participating in those activities, they will learn about some of the ways that students may be able to help someone who is feeling suicidal.
http://www.samaritans.org/pdf/B3UnderstandingSuicide.pdf
Free

S.O.D.A.T.: "Peer Pressure"
Grade(s): 7-8
At ages 12 to 14, youths are aware of drugs and may already have been offered or pressured to use drugs by older siblings and friends, or by their own peers. This lesson helps students recognize peer pressure and decide how to refuse drugs.
http://www.sodat.org/Lesson%20Plan%207&8.htm
Free

Additional Instructional Resources

• American Self Harm Information Clearinghouse – http://www.selfinjury.org
• Centers for Disease Control – http://www.cdc.gov
• Local Mental Health Agencies
• Local Psychologists and Psychiatrists
• School Crisis Management Team Members
• School Guidance Counselors
• Toolkit for Health and Mental Health Care – http://toolkit.ncjrs.org

Assessment Ideas

The student will:

• identify and list adolescent mental or emotional problems.
• compare and contrast services provided by psychologists and psychiatrists.
• rank symptoms of mental/emotional problems based on severity.
• using case studies, recommend possible solutions or sources of help for specific mental/emotional problems.

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