Content Area: Health and Physical Education

 

Index: 2.1D Grade 8 CPI 5

 

Standard: 2.1 - Wellness

 

Strand: D - Diseases and Health Conditions

 

Cumulative Progress Indicator: 5 - The student will investigate various forms of mental illness including impulse disorders such as gambling or shopping, depression, eating disorders, and bipolar disorders.

 

Grade: 8

 

Sample Activities:

 

·        WATCHING WHAT YOU EAT - Ask students: “Could you tell if a friend had an eating disorder? How would you know? If you suspected that this friend had such a problem, what would you do?” Explain that eating disorders have received a lot of publicity because so many famous people have come forward with the problem. Explain that not only the rich and famous suffer from these problems. Put two headings on the chalkboard: “Normal Eating Behavior” and “Eating Disorder Behavior.” Brainstorm ideas for both categories and discuss them. Show pictures of models and celebrities that have come forward with the disease. Divide the class into small groups and give each group a case study where the individual may be exhibiting signs of an eating disorder or unhealthy eating pattern (see samples below). Each group discusses the situation, lists the possible symptoms and contributing factors, and offers resources for assistance. Groups share with the entire class.

 

      SAMPLE CASE STUDIES
Case Study #1: Dale
Dale has gained 20 pounds in the last 18 months but has also grown 4 inches. Dale feels fat and is constantly trying to lose weight. Dale skips breakfast and lunch and only eats salad for dinner.

Case study #2: Pat
Pat can’t get enough exercise. Pat works out 4-5 hours every day and judges success by the scale. Pat is trying to maintain 110 pounds. Each time the scale shows more, Pat adds more exercise to the daily routine.

Case Study #3: Sean
Sean doesn’t eat meat, milk products, or eggs. Sean eats mostly fresh vegetables and fruits.

Case Study #4: Leslie
Leslie won’t eat very much for days and then “pigs out” on junk food. Leslie has been seen vomiting in the school lavatory. When questioned, Leslie says, “I’m fine.”

Variation: Students investigate national organizations, agencies, and other resources for information on eating disorders. Students contact the agencies for information on treatment programs and compile information for a resource guide or poster.

Variation: Invite a panel consisting of two or three individuals with an eating disorder, a psychologist, and a nutrition specialist to discuss issues regarding the increased incidence of eating disorders and how to develop a positive body image.

Variation: Students write a story about a young person with an eating disorder. Include in the conclusion ways the young person should deal with the issues that contributed to the condition.

Variation: Students investigate the potential long-term health effects of unhealthy adolescent eating patterns (e.g., osteoporosis, cancer, obesity).

 

·        BOUNCE BACK FROM DEPRESSION - Ask how many students like to eat raisins. Show the class a box of raisins and explain that raisins are dried grapes and the drying process causes it to wrinkle or shrivel. Ask if anyone knows another meaning for the word “shriveled” and explain that the word can be used to describe someone who feels empty or helpless. Explain that everyone feels this way sometimes. Next, pour ginger ale or seltzer into a glass and drop a raisin, cut into to tiny pieces, into the glass. At first the raisin pieces sink but then the bubbles will bounce them back up to the top of the liquid. Ask students how this might represent the feeling of depression. Reinforce that short periods of depression and feeling sad are normal for people of any age but that an individual needs to develop coping strategies so he/she can “bounce back.” Brainstorm ways students can do this and write on the board. Then divide the class into small groups, and give each group a case study that describes a young person experiencing possible symptoms of depression. Each group outlines strategies and resources to help with the problem. Reconvene the class and share the case studies and recommendations. Students write a journal entry entitled: “Ways to Beat the Blues.”

SAMPLE CASE STUDIES
-        Ed has been feeling very tired lately. In fact, he doesn’t feel much like eating or playing since his dad died.
-       Annie cries a lot lately. Even if someone stares at her, she starts crying. Her friends are afraid to say anything to her for fear she’ll start up again.
-        Jo walks home from school alone and doesn’t seem to want to talk to her friends on the phone anymore. She seems like she is in her own little world and can’t be bothered by anyone else. Her friends are worried because she used to be so friendly and outgoing.

 

·        WHEN YOU'RE FEELING DOWN - Being aware of the early warning signs is the key to getting help. Emphasize that everyone feels “blue” or “down” at times. When the symptoms and feelings persist for a prolonged period of time and seem to interfere with normal everyday activities, professional help is needed. Generate a list of symptoms that include those listed in the chart below.

FEELING DOWN? GET HELP!
-        Sadness for no reason
-        Hopelessness and a feeling that your life is out of control
-        Mood shifts
-        Inability to make decisions about everyday life
-        Lack of concentration
-        Fear and anger at the world
-        Sleep disturbances
-        Substance abuse or eating disorders
-        Frequent physical ailments for which no medical cause can be found

Students identify community mental health agencies that assist individuals and families to cope with
mental health problems. The class compiles a resource list.

Variation: Students create a pamphlet or poster entitled “What To Do When You’re Blue.” Students should include in the guide the following ideas and strategies, along with other suggestions.
-         Everyone has bad times and feels low now and then.
-        You are not alone. Seek out family and friends for help.
-        Be sure to take care of the basics even if you’re feeling down. Be sure you get enough sleep, eat well, and get lots of exercise.
-        Do not use alcohol, tobacco, and/or other drugs and avoid the use of caffeine.
-        You control the way you feel.
-        How you view what happens to you is most important.

Variation: Invite a counselor, psychologist, or psychiatrist to speak about depression. The presentation should focus on the signs and symptoms of depression, the treatment of depression, and local resources for help and information.