Standard of Learning

10.3 The student will implement personal injury prevention and self-management strategies that promote personal, family, and community health throughout life. Key concepts/skills include:

1. strategies to reduce and prevent violence;
2. peaceful resolution of conflicts;
3. administration of emergency care;
4. recognition of tendencies toward self-harm;
5. recognition of life-threatening situations;
6. crisis-management strategies;
7. methods of avoiding gang-related activity and the use of weapons to commit violent acts of aggression;
8. recognition of when to seek support for self and others.

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Understanding the Standard

The student will learn to identify when help is needed for self and others.

Essential Knowledge and Skills

The student will:

• define mental disorders. (an emotional, psychological, physical, or biochemical disorder that interferes with the demands of daily life)
• describe an organic mental disorder. (a physical illness or injury that affects the brain)
• describe a functional mental disorder. (results from stress, trauma, poor coping skills, emotional conflict, etc.)
• describe depression. (feelings of hopelessness, helplessness, and sadness)
• explain warning signs that indicate someone may cause harm to themselves:
  • seems depressed, lacks energy, and enthusiasm;
  • withdraws from family and friends;
  • shows no interest in doing well at school;
  • gives away possessions;
  • neglects personal hygiene and has an unkempt appearance;
  • becomes extremely sensitivity to what others say and do;
  • makes comments or writes songs or poetry about not wanting to live any more;
  • increases risk-taking behaviors - drives recklessly, behaves violently; and
  • shows self-destructive behaviors such as abusing drugs and alcohol.
• decide what actions can be taken when friends show tendencies toward self-harm:
  • listen, show concern, talk directly to them, and make sure they know you care;
  • stress to them that this is temporary and there are people who can help them;
  • make sure they understand that harming themselves is not the best solution; and
  • have them talk to a trusted adult.
• recognize options for professional help. (school counselor, psychiatrist, neurologist, school psychologist, psychiatric social worker, etc.)

Sample Lessons

In the Mix: "Dealing with Death"
Grade(s): 7-12
In this lesson questions are provided to be used to open up more analytical discussion about related concepts. Also included are in-class activities and longer-term projects that are presented in bold type. It is also suggested to show the entire program to all the students as a whole and then running individual segments followed by discussion.
http://www.pbs.org/inthemix/educators/deathguide.html
Free

In the Mix: "What is Depression"
Grade(s): 9-12
In this lesson, students will examine teenage depression: what it's all about, how it feels, and ways to deal with it. This will be accomplished by small group discussions, recalling life events that trigger depressive episodes, self-reflection and topic research. Upon completion, students will have a better understanding of depression and how it relates to their own lives.
http://www.pbs.org/inthemix/educators/lessons/depression1/index.html
Free

Samaritans: "Understanding Self-Injury"
Grade(s): 8-10
In this lesson students will be taught to challenge misconceptions surrounding self-injury, and to discuss routes to find help and support.  Along with learning those skills, students will also learn to practice how to help support someone who is self injuring and to understand what self-injury is.
http://www.samaritans.org/pdf/B2UnderstandingSelf.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.: “Steroids and the Body"
Grade(s): 9-12
Youths ages 14 to 18 are concerned about their appearance. Boys, especially, want to look muscular, and some use steroids to achieve that look.  This lesson teaches that steroids are dangerous to physical and mental health.
http://www.sodat.org/Lesson%20Plan%209-12.htm
Free

Teen Life Counts Suicide Prevention
Grade: 10
Students take part in a four-day "suicide prevention program" in their sophomore year. It is a very active learning experience in which every student is called upon to answer questions in class and to take part in discussions. They learn the signs and symptoms of depression as well as myths about suicide and depression.
http://www.jsea.org/FileUploads/Guidance-Bonitatibus.pdf
Free

Additional Instructional Resources

• National Suicide Prevention Lifeline- 1-800-273-TALK, http://www.suicidepreventionlifeline.org
• American Self Harm Information Clearinghouse - http://www.selfinjury.org
• Prevent Suicide Virginia - http://www.vahealth.org/civp/preventsuicideva/
• Suicide Prevention Resource Center (SPRC)- http://www.sprc.org
• SPAN USA: http://www.spanusa.org/C_suicide-resources.html
• Substance Abuse and Mental Health Services Administration (SAMHSA)- http://www.samhsa.gov/
• Center for Disease Control and Prevention (CDC): Suicide Prevention : http://www.cdc.gov/ncipc/dvp/Suicide/default.htm
• American Association for Suicidology: http://www.suicidology.org/

Assessment Ideas

The student will:

• design a brochure on signs and symptoms of self harm.
• keep a journal of their daily experiences with stress, anxiety, fear, and feelings of sadness.
• write a short story about a teenager whose life became overwhelming.
• list three short-term and three long-term benefits of seeking help for depressive feelings.
• rewrite a case study so that there is a positive result.

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