ABOUT ME POEMil01001099.schoolwires.net/cms/lib6/IL01001099/Centrici… · · 2015-02-11UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON 3 Chapter

UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON

1

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

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

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UNIT 1 PACKET PART 1


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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: ____________________________________________________________________________________


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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 ____________________________________________________

____________________________________________________________________


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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


5

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?

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________


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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?


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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


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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


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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


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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? ________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________


11


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


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“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?


13


“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?


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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


15

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)


16

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


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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


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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: ______________________________________________________________________________


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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.


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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


21

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


22

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


23

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. _________________________________________________________________________________________________


24

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 …

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________


25

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)

Documents

ABOUT ME POEMil01001099.schoolwires.net/cms/lib6/IL01001099/Centrici… · · 2015-02-11UNIT 1 CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4 FETIG/STRYCZEK/HORSCH/JOHNSON 3 Chapter