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Goal:
Students will identify stressful situations (stressors), understand what stress can do the body (physically and emotionally), and be able to recall effective stress
management techniques in order to live a healthier life.
Objective:
Students will be able to describe sources of daily stress and identify ways to manage the stress.

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8.MEH.1:

How does stress and emotions impact our behavior and decision-making?

How can we manage our emotions in a healthy way?

8.MEH.2:

What are defense mechanisms, and how do they help us cope with difficult emotions?

How can we distinguish between healthy and unhealthy defense mechanisms?

8.MEH.3:

What are the signs and symptoms of depression and other mental disorders?

What are some strategies for seeking help and managing mental health?

1. How can we recognize and express our emotions in a healthy way?

2. How do different situations and experiences impact our emotional well-being?

3. What are some common mental health disorders, and how do they impact a person's life?

4. How can we support individuals who are struggling with mental health issues?

5. What are some common barriers to seeking help for mental health issues, and how can we overcome them?

6. How can we advocate for increased access to mental health resources in our communities?

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Understanding the Body's Response to Stress: VIDEO

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Understanding the Body's Response to Stress: VIDEO

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8.MEH.1 Create positive stress
management strategies.

8.MEH.1.1 Evaluate stress management strategies based on personal experience.

8.MEH.1.2 Design a plan to prevent stressors or manage the effects of stress.

8.MEH.1.3 Design effective methods to deal with anxiety.

8.MEH.2 Evaluate how structured thinking
(decision making, problem
solving, goal setting) benefits
emotional well-being.

8.MEH.2.1 Evaluate the uses of defense mechanisms in terms of whether they are healthy or unhealthy.

8.MEH.2.2 Critique personal use of structured thinking to enhance emotional well-being (based on appropriateness, effectiveness, and consistency)

8.MEH.3 Apply help-seeking strategies for depression and mental disorders.

8.MEH.3.1 Recognize signs and symptoms of hurting self or others.

8.MEH.3.2 Implement a plan for seeking adult help for peers who express symptoms of self-injury or suicidal intent.

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Stress: physical, mental, or emotional strain or tension. Sometimes stress happens in response to a particular event or experience, like a big exam is coming up, or getting a detention at school. This is called acute stress.
But sometimes stress occurs over a long time and isn't resolved quickly, like stressing about getting into the right college, grades, GPAs, and finances. This is known as chronic stress.

A "stress response" is when our brains perceive a situation to be threatening, our bodies release a sudden rush of hormones that send us into an automatic “fight, flight or freeze” instinct.

Stress can negatively affect an individual's health in many ways. Signs of stress can vary from person to person, but some common symptoms include:

Physical symptoms such as headaches, fatigue, muscle tension, and stomach issues

Emotional symptoms such as irritability, anxiety, and depression

Behavioral changes such as increased use of drugs or alcohol, changes in appetite or sleep patterns, and social withdrawal

Cognitive changes such as difficulty concentrating, forgetfulness, and indecisiveness

Practicing positive stress management can benefit one's health exponentially. Some ways students can manage or ease stress include:

Practicing relaxation techniques such as deep breathing, meditation, or yoga

Engaging in physical activity such as running, swimming, or dancing

Prioritizing self-care activities such as getting enough sleep, eating healthy, and spending time with friends and family

Creating a study schedule to help manage time and prevent last-minute cramming

Seeking help from a counselor or mental health professional if stress is interfering with daily life.

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Key Ideas and Evidence

RI.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an
objective summary of the text.

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

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National Health Education Standards for Stress Management

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National Health Education Standards for Stress Management

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Students will:
• Comprehend concepts related
to health promotion and
disease prevention to enhance
health.
• Analyze the influence of
family, peers, culture, media,
technology, and other factors
on health behaviors.
• Demonstrate the ability to
access valid information and
products and services to
enhance health.
• Demonstrate the ability to use
interpersonal communication
skills to enhance health and
avoid or reduce health risks.
• Demonstrate the ability to
use decision-making skills to
enhance health.
• Demonstrate the ability to use
goal-setting skills to enhance
health.
• Demonstrate the ability to
practice health-enhancing
behaviors and avoid or reduce
health risks.
• Demonstrate the ability to
advocate for personal, family,
and community health.

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Not all stress is bad. Eustress is also known as "good stress" this can include short term excitement or motivation when positive things happen to us.

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Ask students for a definition of stress. Stress is the body’s response to any demand or pressure. It is a natural response. Stress can have healthy or unhealthy effects on our lives. For example, when we know we have a big test coming up, it can give us the motivation to study. But if we become too stressed about the test, it can prevent us from focusing.

Divide the class into groups of three to four. Ask each group to take three minutes and brainstorm as many things as possible that cause stress in our lives. Time the activity and call stop at the end of the three minutes.

Ask each group to pick the top two stressors and write
each on a separate 8½ x 11 inch piece of paper. Have
students share the stressors that their groups have
chosen. Try to ensure that each group has chosen
different stressors. Their responses may include
the following:
• pressure from friends
• academic stress
• fighting with people we love
• high expectations

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Get Physical: Potholes Cooperative Lesson

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Get Physical: Potholes Cooperative Lesson

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Objective: Stress is a real issue for teens. By helping
them to understand their body’s responses to stress,
we can empower them to cope with stress in a healthy
way. The following activity represents the stresses we
face as we navigate our daily life.

Instructions: Prepare for this activity by using masking
tape to make a large rectangle (approximately six feet
by 15 feet) in a large open room (e.g., a classroom
with desks pushed to the side, a gym or a wide hallway).
Collect the sheets of paper that the students have
written their top stressors on, and place them inside
the rectangle in a random order.

Discuss the significance of the rectangle and the

sheets: the rectangle is like a road we have to navigate

in our daily life, and the pieces of paper are “potholes”

that represent the stresses we face along the road.

Ask for a volunteer to walk from one side of the rectangle

to the other while blindfolded, without touching any

of the potholes.

Have the volunteer choose another student to be their guide (their supporter) to get them around the potholes. This supporter will be able to offer verbal directions to the blindfolded student.

Meanwhile, split the remainder of the class into two

groups. Have them stand on opposite sides of the rectangle. One group will shout out positive, supportive comments (such as, “You can do it!” or “Almost there!”) while the other group does the opposite, shouting out negative messages

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How Do I Respond to Stress?

Take a minute to think about past experiences of performing under stress.  Think about times when you did well and also times when you felt you could have performed better.

In your journal, write down examples from your life when you were performing under stress.
Then, answer the following questions in order to become more aware of your own optimal level of stress.

2. A time when I performed well under stressful circumstances was . . .

2. On a scale of 1 to 10, at the time my stress level was _____.

3. I prepared for this task by . . .

4. I did the following things to manage the stress I felt . . .

5. A time when I would have liked to perform better under stress was . . .

6. On a scale of 1 to 10, at the time my stress level was _____.

7. I prepared for this task by . . .

8. I did the following things to manage the stress I felt . . .

9. Right now, my stress level on a scale of 1 to 10 is _____.

10. In order to get to a more optimal level of stress I need to . . .

(get organised, get some exercise, practice relaxation or ??)

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Whenever you feel anxious, panicky or uptight …………

1. Let your breath go (don’t breathe in first).

1. Take in a slow, gentle breath, breathing in through your nose.

1. Hold it for a second or two (count to four).

1. Let it go, slowly with a leisurely sigh of relief out your mouth.

1. Make sure your teeth are not clenched together.

6.  Repeat 4 times.

This exercise forces your shoulders down and it relaxes the abdomen – both areas where tension gathers.  It also gives you a short break to think some positive thoughts and get back in control.

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1. Defense mechanisms: There are various types of defense mechanisms, including denial, repression, projection, displacement, and others. They will learn how these mechanisms work to protect the individual from emotional pain, anxiety, or stress.

2. Distinguish between healthy and unhealthy defense mechanisms: While defense mechanisms can be useful, they can also be unhealthy if they are used in extreme ways or too frequently. One must distinguish between healthy and unhealthy defense mechanisms and the effects of each on a person's emotional well-being.

3. One must analyze real-life examples of defense mechanisms used by individuals and evaluate whether they are healthy or unhealthy. They will also explore how different situations can impact the effectiveness of defense mechanisms.

4. There are alternative strategies for managing emotions, such as seeking support, practicing mindfulness, or engaging in physical activity. They will explore how these strategies can be used to promote emotional well-being and to reduce the need for unhealthy defense mechanisms.

5. Students should reflect on their own use of defense mechanisms and evaluate whether they are healthy or unhealthy. They will also consider how they can use alternative strategies to manage their emotions in a healthy way.

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1. There are signs and symptoms of depression and other common mental disorders, including anxiety, bipolar disorder, and schizophrenia. Students will learn about the impact these disorders can have on a person's life and well-being.

2. Understanding help-seeking strategies: Students will learn about the importance of seeking help for depression and other mental disorders. They will explore different help-seeking strategies, such as talking to a trusted friend or family member, seeking professional help from a therapist or counselor, and using self-help resources such as books, apps, and online support groups.

3. Recognizing barriers to help-seeking: Students will learn about common barriers to help-seeking, such as stigma, lack of knowledge about available resources, and fear of judgment or rejection. They will explore strategies for overcoming these barriers, such as educating themselves about mental health and seeking support from trusted individuals.

4. Applying help-seeking strategies: Students will apply help-seeking strategies by practicing seeking help for depression and other mental disorders. They will role-play conversations with trusted individuals and explore different resources for seeking professional help.

5. Reflecting on personal experiences: Students will reflect on their own experiences with depression and mental disorders and apply help-seeking strategies to their own lives. They will consider how they can support others who may be struggling with mental health issues and how to advocate for increased access to mental health resources in their communities.

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Macro concepts: Mental/Emotional Health, Health risk behavior, healthy behavior outcomes
Micro concepts: stress response, stress management strategies, depression, coping, mental disorders

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Lesson Activity: Seeking Strategies for Depression and Mental Disorders

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Lesson Activity: Seeking Strategies for Depression and Mental Disorders

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Role-playing activity:

1. Introduction: Begin by reviewing the signs and symptoms of depression and other mental disorders. Discuss the importance of seeking help and the barriers that can make it difficult to do so.

2. Role-playing activity: Divide the class into pairs or small groups. Assign each group a scenario in which one person is seeking help for a mental health issue, and the other person is a trusted friend or family member. For example, one scenario could be that the person seeking help is experiencing symptoms of depression and needs to talk to someone about it. The other person could be a parent, sibling, or close friend.

3. Practice seeking help: Each group should take turns role-playing the scenario. The person seeking help should practice expressing their feelings and concerns, and the other person should practice active listening and providing support. Encourage students to use some of the help-seeking strategies they learned in class, such as asking for help, using "I" statements, and being specific about what they need.

4. Debrief: After each role-play, have the class debrief and discuss what went well and what could be improved. Ask students to reflect on what they learned about seeking help for mental health issues and how they might apply these skills in their own lives.

5. Reflection: Finally, have students reflect on the role-play activity and write a brief reflection on what they learned. Ask them to consider how they might support a friend or family member who is struggling with mental health issues and what resources are available for seeking help in their community.

This activity can help students develop practical skills for seeking help and supporting others who are struggling with mental health issues. It can also help break down some of the stigma around mental health and encourage open and honest communication about emotions and mental health.

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Stress management plan project

1. Introduction: Begin by discussing the impact of stress on mental and physical health. Review the signs and symptoms of stress and the different sources of stress, such as school, relationships, and extracurricular activities.

2. Brainstorming activity: Divide the class into small groups and have each group brainstorm a list of stressors that are particularly relevant to them. For example, they might list exams, social media, or sports practice.

3. Stress management strategies: Review different stress management strategies, such as exercise, relaxation techniques, time management, and social support. Discuss how these strategies can be used to prevent stressors or manage the effects of stress.

4. Creating a stress management plan: Have each group create a stress management plan that addresses the stressors they identified in step 2. Their plan should include at least three stress management strategies that they will use to prevent or manage stress. Encourage them to be specific and realistic about how they will use these strategies.

5. Presentation and discussion: After each group has created their stress management plan, have them present it to the class. Ask the class to discuss the different strategies presented and to offer feedback and suggestions for improvement.

6. Reflection: Finally, have students reflect on what they learned about stress management and write a brief reflection on their own stress management plan. Ask them to consider how they might use their plan in their own lives and what barriers they might encounter in implementing it.

This activity can help students develop practical skills for managing stress and preventing stressors. It can also help them develop self-awareness about their own stressors and stress management strategies, and encourage open and honest communication about stress and mental health.

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Depression - Understand the causes, Recognize the Signs