Mental Health

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					Mental Health
What you like            Personal Strength            Favorite Subject
in a person              (what are you good at/
                         what do you do well)


Name of a person                                          Favorite Movie
you admire (hero/idol)


                         Career Goal & Ambitions


Stressor/dislike                                          Favorite Food


                         (on back – something unique or
                              unusual about you)
Health Topic of interest                             Favorite TV Show
          Mental Health
 Today – focus on wellness
 Highest health official in USA
 Surgeon General
 Wellness programs in the workplace and in
  schools
 A positive, holistic-health approach that
  includes your physical, intellectual, social,
  and emotional well being.
 7 Dimensions of Wellness (Worksheet)
 Life expectancy today…
         HW assignment
         (due next class)
 www.
  nmfn.com/tnetwork/longevity
  _game_popup.html
 Longevity game
 Do it, print it out & bring to
  class
Top 10 Killers of Teenagers

          1.    Suicide
          2.    Alcohol
          3.    Homicide
          4.    Cancer
          5.    Heart Disease
          6.    HIV
          7.    Congenital Abnormalities
          8.    Pneumonia/Flu
          9.    Chronic Obstructive Disease
          10.   Stroke
Health

 Personal Health
  Behaviors contribute
  to the major causes
  of death
 Patterns of behavior
  established at young
  ages affect your
  health now & in the
  future (adulthood)
        The “Health Triangle”
 Physical
  Health
 Mental/
  Emotional
  Health
 Social Health
 “Self-Esteem”
Research has ID behaviors
  that  life expectancy
            Sleeping 7-8 hrs/day
            Eating breakfast
            Maintaining a healthy
             bodyweight
             saturated fat & salt in
             meals
            Getting regular physical
             exercise
            Avoiding tobacco & alcohol
            What else?
           Life Expectancy
 What  behaviors DECREASE your life
  expectancy? Why?
 Lifespan – Males? Females?
 Heredity
 Environment (physical & social)
 Culture
 Attitude
 HEALTH BEHAVIORS! (single largest factor)
 Media
 Health Care & Technology
“End of the Rainbow”
      exercise
                          The Facts
 No High School - $19,700
 HS Diploma - $26,000
 HS + 2 yr trade school - $31,700
 College - $40,100
 Masters Degree - $50,000


   Figures taken from the Federal Bureau of Labor Statistics and represent
    median average earnings in 1997 dollars.
    End of the Rainbow –”What?”
 What was your total team score in round 1
 Round 2? How does it compare w/others?
 Did your strategy change during the
  exercise? If so how?
End of the Rainbow –”So What?”
 Why were the bags worth more points as
  the distance increased?
 With practice, could you get better at
  this?
 Would you be willing to work hard for
  something that you wanted? Why or why
  not?
 Getting more education is not always easy,
  but what is the probable result in terms of
  income???
    End of the Rainbow –”So What?”
 What are some barriers a person encounters
  when trying to get an education?
 What are some ways to overcome these
  barriers?
 What role can others play in helping you
  achieve your education goals?
 Is $$$ a measure of success in our society?
 What other criteria could we use to measure
  success?
 What problems do people have when they
  lack an adequate amount of money?
End of the Rainbow –”Now What?”
 What behaviors would we see in a person who
  is interested in getting a good education?
 What behaviors do we see in people who are
  not interested in becoming smarter?
 Whose responsibility is it for you to achieve
  a good education?
 What can a high level of education help you
  achieve?
What is Personality?
          Mix  of how you
           feel, act & think
           that makes you
           different from
           everybody else.
          Developed by a
           combination of
           environment &
           heredity
Personality Influences
              Heredity &
               Environment
              Heredity
              – physical traits,
               intelligence, social?
               (strong link)
              Gender – society
               expects boys & girls
               to behave in certain
               ways
Developing Personality/
       Learning
     Personality Development
 Individuals   develop at their own
  pace
 Most psychologists agree that
  there are certain needs that
  must be met for children to grow
  up and become healthy adults
    Maslow’s Hierarchy of Needs

 Each  “level” is a
  higher level of
  achievement
 Many cultures have
  their own version of
  this
 Spiritual = “Nirvana”
Sigmund Freud

    Suggested   that if
    a child has
    problems in one
    stage of
    development, it
    could affect later
    stages of
    development
Psychologists
    Sigmund  Freud
    Labeled parts of
     a persons
     personality/
        behavior
    ID, Ego, Super
     Ego
ID

  Instinctive
   behaviors
  - seek fun &
   pleasure
  “want to do”
  Being impulsive
Super EGO

      A   person’s
        conscience
       - brings
        behavior in line
        w/societal
        values
       “Should do”/
        “Supposed to
        do”
EGO
 Reality
- Balance – puts
 boundaries on the
 impulsive nature of
 the ID by taking
 into account the
 values of the Super
 EGO
        Freud’s View of How We
                 Think
 Conscious   level =
  Super Ego
 Preconscious level
  = learning from
  our experiences
 Unconscious level
  = ID
Humanistic Approach
             Based on the
              belief that each
              person is born
              essentially good
              and worthy and
              has the potential
              to develop into a
              fully empowered
              person
Mental Health – Chinese
       Proverb
              “A person is
               like a sheet
               of paper
               upon which
               every person
               makes a
               mark.”
How do my actions affect
   others around me?
      Write a short story/few
            sentences…
 1. Something you did or      Chicken soup books
  said to another person       For Homework!
  that was mean/wrong.         Do something
  How did it make them          good/nice for another
  feel?                         person. Write a
                                couple of paragraphs
 2. Something you did
                                about it.
  or said to another
  person that was              How it made them
  nice/good. How did it         feel & how it made
  make THEM feel. How           you feel.
  did it make YOU feel?        Why was it a good
                                thing?
Teaching - Behavior
           Conditioning
          -shaping
           behavior by
           means of
           rewards and
           punishments
Social Learning Approach
               REINFORCEMENT
               - actions that lead
                to rewards are
                likely to be
                repeated
               - actions that lead
                to punishment are
                less likely to be
                repeated
Instincts
        INBORN
       -  babies know
         how to nurse
        Spider web
        -fear of
         falling
         - blinking
         - defending
         yourself
Fight or Flight Response




Stressor   Run?
                    Fight?
     VERY IMPORTANT TO
       UNDERSTAND!!!
 WHEN  A PERSON USES
  DRUGS, THE DRUG CONTROLS
  THEIR BODY FUNCTIONS.
 THE PERSON CANNOT
  CONTROL THE DRUG AND
  HOW THE DRUG EFFECTS
  THEIR BODY.
Fight or Flight Response (Stress)

 What happens? Why?
 Hormone involved – ADRENALINE!
 What is the equivalent of today’s “saber
  tooth tiger?” (Stress)
 What drugs mimic the Fight or Flight
  Response?
 Why do people die from stimulant drugs?
 Why people die from inhalant drugs
     (I.e. helium)
Quiz
           20 Pt. Quiz (10 Q’s)

1.   Who is the highest health
     official in the United States?
      A. Chief Surgeon
      B. Vice President
      C. Surgeon General
      D. Elmo
                 Quiz

 2.The top killer of teenagers
 is…

       A. Accidents
       B. Suicide
       C. HIV/AIDS
       D. Heart Disease
                  Quiz

   The health triangle is made up of
 3.
 Physical, Mental, and ______
 health.

       A. Cardiac
       B. Social
       C. Spiritual
       D. Family / Hereditary
                  Quiz

 4.This is the single largest factor
 in determining life expectancy.

       A. Heredity
       B. Health Behaviors
       C. Media
       D. Height
                   Quiz

 5.What is the top level to achieve
 in Maslow’s Hierarchy of Needs?

       A. Body Needs
       B. Ego Needs
       C. Self Actualization
       D. Spiritual
                Quiz

 6.   _____ Makes the decision.

       A. ID
       B. EGO
       C. Super EGO
       D. Elmo
                Quiz

   Young children are _____
 7.
 dominant.

       A. ID
       B. EGO
       C. Super EGO
                 Quiz

   Learning right from wrong (what
 8.
 you are supposed to do) develops
 your…

       A. ID
       B. EGO
       C. Super EGO
                Quiz

 9.This is the hormone involved
 in the Fight or Flight Response.

       A. Testosterone
       B. Estrogen
       C. Blood
       D. Adrenaline
                Quiz

 10.   Write the Chinese Proverb
Infancy (baby)
     Need love & affection
     Babies who are not
      held and comforted
      are likely to have
      difficulty trusting
      others
     Babies who are
      stimulated, begin to
      build trust & start to
      learn that they can
      depend upon other
      people
Childhood
      Develop   a need
       for
       independence
      Develop self-
       control
      Gender
       identification
Personality Traits
          Extrovert
          - outgoing, very social
          Introvert
          - being alone rather
           than in a crowd
          - keeps to themselves
          “Type A” personality
          “Type B” personality
          Optimists
          Pessimists
Socialization
         Teaching
          behavior based
          on the beliefs
          and habits of
          the family &
          community
         Passing along
          cultural
          heritage, family
          traditions…
Modeling

    Learning,
     watching &
     imitating
             Learning Style -
              Visualization
 For many people, this is an excellent
  way/method to remember things.
 10 words to remember activity
 If you visualize, you may
     retain information better!
 Why may visualizing help a person to learn
  and remember better? How does the brain
  develop?
Non-Conscious Learning
     Much of what we learn comes
      through the unconscious mind
     Visual Cues, Sounds, Aromas,
      Feelings, Experiences
  Conscious vs. Non-conscious
       (implicit) learning
      CONSCIOUS             IMPLICIT
      Discussion            Simulations
      Reading               Trial & Error
      E-mail                Projects
      Listening             Site Visits
      Q&A                   Role Plays
      Telling               Complex Games
      Reviews               Model Making
      Case Study            Life Experiences

90-99% of learning is non-conscious & only 1-10%
                 is conscious
          How Your Brain Works




   Different areas have different responsibilities
   Each area depends on information from other areas
   Brain works as a whole as opposed to parts
   However, there are differences between male &
    female brains
          Left Brain / Right Brain
   2 Hemispheres
   Connected by
    corpus callosum
   Each side has its
    own primary
    function but still
    depends on other
    parts to work
    properly
   Activating both
    sides of your
    brain…
Strange Activities for Your Brain

 Mirror Image         Balloons
  (Pens)               - Regular
 - symbols            - Non-dominant
 - Letters             hand
 - Numbers            - Alphabet,
 - Your Name           numbers, ans Q’s…
 Cross Laterals       - Dominant Leg

 Sitting Properly,    - 1 Eye closed
  etc…                 - Partners
Adolescence (teenager)

         Mood swings
         Question your
          thoughts and feelings
         Peers, peer
          preference
         Who am I? What do
          I believe? Where am
          I going?
         Development of self-
          esteem
Adolescence (teenager)
            Values  - (what are
             they & what
             shapes them?)
            Develop adult
             physical
             characteristics,
             gain a sense of
             their identity and
             grow emotionally
Alligator River
           Rank the
            characters in
            order & be
            prepared to
            discuss your
            answers
           Values
             Right &
              Wrong
Stereotyping
       Thinking all
       members of a
       large group
       share the same
       characteristics
       in a fixed way
Young Adulthood
         Emotional
          maturity
         Responsibility
         Major
          decisions made
Middle Adulthood
         Job & Family
         Being a role
          model for
          others?
Late Adulthood
        Evaluation   of
         your life
        Mortality
         awareness
Basic Emotions
        Love
        Anger
           Handling anger,How?

        Fear(anxiety,
        jealousy, grief)
         aka. Phobia
     Why are people afraid?
 What  frightens people?
 “The bigger they are, the harder
  they fall.”
 Fear of failure?
        Appointment with Love
 Story w/Lieutenant Blanford & Hollis
  Meynell
 Expectations
 Who thought…
 - he married the old lady
 - he became good friends w/the lady
 - he went after the girl in the green suit
 - he left
Mate Trait Rummy
             Mate Trait Rummy
   HW Q’s
 1-Write your 3 traits you ended up
  with.
 2- Of the three traits you chose,
  which is most important?
 3- Why was that trait the most
  important to you? Explain the
  importance that trait has for you.
 If You DO NOT Like one of your
            cards…
 4- Did you end up with a trait you
  do not like at all? If so, what was
  it? Explain WHY you do not like
  that trait.
 5- How will you handle it if your
  future mate ends up having this
  undesirable trait? (from question
  #4)
 If You LIKE ALL of Your Cards…

 4- Which of the 3 traits you ended
  up with is your least favorite?
  Explain WHY that is the least
  favorite of your 3 traits.
 5- What traits do you absolutely
  not want in a partner? EXPLAIN
  WHY.
      Mate Trait Rummy
6- What trait are you missing
 from your cards that you feel
 is essential for your
 happiness? (what do you need
 in a partner?)
7- How will you handle this if
 your partner is missing this
 trait?
       Mate Trait Rummy
 8- List the cards your ended up with in
  game 2. In the 2 games played, which
  set of cards did you like better?
 9- Why do you like that set better?
 10- Do you exhibit the traits you would
  like to see in your potential partner?
  Which ones do you have?
 ***11- What did you learn about
  yourself through this exercise?
   Defense Mechanisms
Waysto protect or defend
themselves from feeling too
much mental/emotional pain
Repression
   Painfulthoughts or
    feelings are pushed
    away from
    conscious thought
   Internalize
    feelings/ “block
    them out”
Rationalization

      Making an excuse or
       a reason for your
       behavior
      - the real reason of
       something is more
       difficult to face
      People who rationalize
       are often unaware
       that they are hiding
       from the truth
             Compensation
 Covering up faults or trying to excel
 in other areas
Projection
    Seeing  your own
     faults or feelings in
     other people
       Anger / feelings
        come from within
        you
    “taking it out on
     somebody else”
    “The Waterboy”
     movie
Idealization
      People admire
       someone so much
       that they see the
       person as perfect
      Hero-worship
      Not seeing people
       as they are can
       lead you to expect
       too much from
       them
Daydreaming
    In order to escape the
     frustration or hurt of
     difficult situations
    Make-believe events
     that seem more
     pleasant or exciting
     than the real world
    They are obstacles
     when they serve as a
     substitute for reality
Regression

    Acting  less
     maturely than
     you usually
     would
    Childish
     behavior
DENIAL
   Is the refusal to
    recognize reality
   This defense
    mechanism
    protects people
    from facing an
    unpleasant fact
    that they cannot
    yet accept
            Displacement
                        Shifting the feelings
                         about one person or
                         situation to an object
                         or another person
                        - person is unable to
                         face the person who
                         brought out the
                         emotion in them so
                         the emotion is
                         directed at someone
                         or something else
* Anger comes from
an outside source
Reaction Formation
       Hiding  true feelings
        from themselves by
        acting in a manner
        OPPOSITE to the
        way they would like
        to act
       Act as if you do not
        like someone when
        you do – fear of
        rejection
Sublimation
    Replacing of
     undesirable impulses
     with acceptable
     behavior
    “Channeling energy”
     into a useful activity
    Only successful if
     the anger can be
     completely released
  Note – WE ARE
HAVING A QUIZ IN
 OUR NEXT CLASS!
                 GROUPS OF 4
   Repression              Make a team name
   Rationalization         1 – Defense Mechanism
                             Poster
   Compensation
                            2 – Defense Mechanism
   Projection               Song / Poem
   Idealization            3 – Defense Mechanism
   Daydreaming              Skit / Play
   Regression
                         Be Original & Creative
   Denial
                         Assign responsibilities to each
   Displacement           group member
   Reaction Formation   Will be presenting it to class
                           at the end of the period
   Sublimation
Quiz
         30 Pt. Quiz (15 Q’s)

1.   Sigmund Freud labeled
     the impulsive part of
     your personality as the
     _______
               hint: “Want to do”
          Quiz

2.What hormone is
involved in the Fight
Or Flight Response?
        Quiz

  What do all babies
3.
need for their
mental development?
                Quiz

4. The term for when
 children learn their
 “roles” that society places
 upon them.
   (Hint: Girls play with dolls and
 like pretty things)
           Quiz

5. A person who is an
 EXTROVERT can be
 described as having what
 kind of personality?
       Quiz


  Define the term
6.
STEREOTYPING
                Quiz

7. Name the defense
 mechanism where a person
 pushes away painful
 thoughts or feelings.

Hint: “blocking out your feelings”
              Quiz

8. Name the defense
 mechanism where a person
 makes excuses for their
 behavior and blames
 somebody or something else.
   dropped the ball because the sun
 “I
 was in my eyes”
                  Quiz
9. Name the defense
 mechanism where a
 person refuses to
 recognize or accept
 reality.
 Hint:   American Idol contestants
         Quiz

10.You remind me of
 my ex-girlfriend. So I
 treat you differently
 than everybody else
        Quiz

11.“My child is the
 greatest”
        Quiz

12.I struck out so
I threw the bat on
the ground
          Quiz

13.   Temper tantrum
       Quiz

14.Fred picks on
Wilma but he really
likes her
        Quiz

15.“Channeling
energy” into a useful
activity (Yoga,
Meditation, Working
Out…) is called…
  Quiz Extra Credit (2 pts)

Name  and list in order
the 10 words I asked
you to memorize in the
visualization activity
Important Life-long
      Skills
    Decision Making
        Textbook

Read Pg 33-36
Ans Q’s Pg 36 #1 & 2
“But You Promised Story”

   A Native American tale
  Peer Pressure
        or
Peer Preference?
        Do Now

Read Textbook pg 198-204
   Do Q’s pg 204 #1-3
           Chinese Proverb
 “That the birds of worry and care
        Fly above your head
  This you cannot change
    But that they may make nests in
        your hair
    This you can prevent”
 Stressors – birds of worry and care
What is Stress?

        A physiological
         change
        Responses the body
         makes to stressors
         (a biological
         response)
What is Stress?

        Stress is a
        person’s physical
        and psychological
        reaction to a
        perceived or
        actual demand for
        change
     A well known saying
     is 10% of what happens
 Life
 to me and 90% HOW I
 respond to it.
What is Stress?

        What  is a
         stressor? Things
         that cause stress!
        Knocks
         homeostasis out
         of balance
  “Events are Neutral”
 What  does that mean?
 The individual exercises
  control over the outcomes
 Most stress occurs in the
  mind
 Results are things you do to
  yourself
3 Factors That Influence
         Stress
              1. Quality of the
               stressor
              2. Individual
               differences
               (PERCEPTION) /how
               the individual handles
               it
              3. Coping resources
               (what the person
               does about it)
   On a separate sheet of paper…
Stressor       Cause (Why) Effect                Category
------------------------------------------------------------
5 Categories of Stressors
    1- Biological
    - Illness, injury…

              2-Environmental
             - Poverty, pollution…
             3 -Cognitive
             - Thinking (Events are Neutral)

                    4- Personal Behavior
                    - Drugs, lack of
                    exercise
                     5-   Life Situation
Stages of Stress

   Alarm  (interpretation)
   Resistance (Fight or
    Flight) (freeze?)
   Exhaustion / Fatigue
    Physical,
      Psychological
      (mental), Pathological
      (Cortisol)
2 Types of Stress
          Distress = Bad
          Eustress =
           Good Stress
          Distress =
           cortisol
          Eustress =
           serotonin &
           dopamine
            Stress Symptoms
 Subjectivity        Objectivity
  (manifest anxiety)  - Can be measured &
 - How stressed
                       symptoms observed
  you think you are  1. General
                       Responder
 PSYCHOSOMATIC
                      2. Rigid Responder
  ILLNESSES
                      3. Random
 Headaches            Responder
 Nausea
 Upset   Stomach…
        Stress Symptoms (cont.)
 1. General Responder
 - may find response in DIFFERENT parts
  of the body
 2. Rigid Responder
 - ALWAYS get the SAME symptoms (stiff
  neck, headaches, upset stomach)
 3. Random Responder
 - Different symptoms depending on the
  situation
     Early Warning Signs of Stress
   Physical
   Cortisol Production 
    immune dysfunction
    (Stress Hormone)
   Muscle Tension
   Headache
   Upset Stomach
   Heart Pounding
   Dry Mouth
   Skin Rash
   Grinding Teeth, Nail Biting
    Early Warning Signs of Stress
 Emotional Signs
 Irritability, anger
 Impatience
 Nervousness
 Forgetfulness
 Inability to concentrate
 Negative thinking
 Self-criticism
     Early Warning Signs of Stress
 Behavioral Signs
 Change of eating
  behavior (loss of appetite
    overeating)
 Drug abuse
 Sleep problems
 Restlessness
 Withdrawing from
  relationships
     Time Management Ideas – General
        Rules to Help Manage Time
 1 – Learn to say “No”
 2- Banish bottom items –
  High priorities first
 3- Build in interruption
  time (15% rule – give 15%
  more time to do stuff
 4 - Keep a separate list of
  short 5 minute tasks
  (little ones) that you can
  do
            Time Management
 5 - Delegate tasks
 6 – Get up earlier
 7 – Block off escape
  routes
 8 – Don’t always have to
  be perfect
 9 – Consolidate tasks (I.e.
  phone calls, check writing,
  etc.)
           “Once Over” activity
   6 volunteers (3 girls & 3 boys) – Outside
 Group    Inside –
    1 - Pick a card and Find your
     matching partner
    2 - Sit Down with your partner
     (bring your notebook)
    3 - Pick a card from pile 2 for
     instructions to follow
        “Once Over Activity”
 How did you feel when…
 What are the differences and varying
  degrees of feeling uncomfortable?
 Does verbalizing change the intensity of the
  harassment?
 Does Physical Contact or Touching a person?
 Does Age matter?
 Define sexual harassment
             Sexual Assault
 Facts and figures
 http://www.psu.edu/ouic/orientation100/
  T10/sexassult.html
 http://www.cdc.gov/ncipc/factsheets/svf
  acts.htm#top
                          Facts and Figures

 Everytwo minutes, somewhere
 in America, someone is sexually
 assaulted.
 (RAINN calculation based on 2000 National Crime Victimization Survey. Bureau of Justice Statistics, U.S. Department of Justice)




 One out of every six American
 women have been the victims of
 an attempted or completed rape
 in their lifetime.
 (Prevalence, Incidence and Consequences of Violence Against Women Survey, National Institute of Justice and Centers for

 Disease Control and Prevention, 1998)
Harassment, Assault &
      Violence
            Does TV & the
            media
            (Hollywood)
            affect
            harassment,
            abuse and
            violence in
            society today?
Sexual Harassment

          Unwanted advances
           of a sexual nature,
           sexual jokes,
           touching in an
           inappropriate way,
           inappropriate
           gestures, spreading
           rumors about
           another person’s
           sexual behavior.
    Is it Sexual Harassment?
   You be the judge!
Handshake Activity
        Partners
        Partner 1 - Make Fist
        Partner 2 – Try to
         convince, in any way
         possible, to open their fist
        Switch roles
         Concept of CONSENT
        http://www.cdc.gov/ncipc/pub-
         res/sv_surveillance/SexViolSu
         rv.pdf
       Sexual Assault
 Myths  & Facts Quiz
 Definitions
    Peer Pressure Activity
 Candy – Group Activity
 Observers + Other Volunteers
 Volunteers go outside for instructions
 Group – Try to get the “volunteer” to
  eat the candy
5 Types of Abuse
         *Abuse – someone
          who uses power &
          control to inflict
          harm/pain on
          others
         1- Physical
         2- Sexual
         3- Emotional
         4- Verbal
         5- Economic
Mental Health – Emotional
         Abuse
              How  do people
               influence
               others?
              Neglect? Verbal
               abuse? Physical
               abuse?
Sexual Assault & Rape
       Crimes
              Concept of
               CONSENT
              GHB & Rohypnol
              What to do if a
               person is raped?
              - believe, support,
               and refrain from
               blaming victim
              Help #’s & Rape
               Crisis Unit at
               hospitals
Violence
    Many  sexual
     assault crimes
     are crimes of
     violence, control
     and power
    80% of the time
     the assailant
     knows their
     victim
         Resources & Help #’s
 Relationship Abuse/Domestic
  Violence Hotline 1-800-621-HOPE
 Youthline 1-800-246-4646
 NY State domestic Violence Hotline
  1-800-942-6906
 Sexual Harassment Unit – NY State
  Div. Of Human Rights (718) 222-
  2060
Warning Signs of a Potential
         Batterer
            Jealousy
            Controlling
            Pressures you to do
             things you do not want
             to do
            Tries to keep you from
             friends and family
            Is easily upset
            Uses force during
             arguments
         Steps for Preventing Sexual
               Assault or Rape
   Set your limits and state        Carry keys between a
    them clearly                      closed fist
   Say “no” clearly and             If being followed, go
    assertively                       to nearest populated
   Trust your instincts. If          place
    you feel uncomfortable,          Lock doors in home
    ACT…                              or car before leaving
   Travel in pairs                  Do not be alone
   Stay away from darkened           (date, etc.) with
    streets, buildings, alleys,       people you do not
    etc.                              fully trust
Tips For Teens
                 Story
   Story about Mike & Jennifer
Peer Pressure
          Pressure Lines Activity
 Group  activity
 The following are pressure lines that
  offenders sometimes use to make it
  difficult for young people to resist
  sexual abuse.
 Think of responses that can help you
  get out of an uncomfortable situation
“Everybody does this.”
“This will make us closer.”
“If you don’t do this, I won’t
     love you anymore.”
“You need to learn
   sometime.”
“We did it once before, so
 what’s the problem now?”
“Don’t you love me?”
“Don’t you want to try it to
   see what it is like?”
“If you do it, I’ll be nice to
           you.”
“You want it as much as I
          do.”
“It will be fun.”
“Come on, nobody’s home!
      Let’s do it!”
             School Violence
 How  do experiences in
  school affect a
  person?
 Can it be stopped?
 Movie – Cruel Schools
Brainstorming

         1. List 3+ TV shows
          or movies you have
          seen that showed
          some form of
          violence
         2. What messages
          do these media
          send to teens
          about violence?
          List at least 3.
Brainstorming (cont.)
         3. List 5 strategies
          that you personally
          might use to avoid
          violence in your life
         4. What are 2 ways of
          dealing with a bully?
         5. ID 3 strategies you
          & your classmates can
          apply to avoid school
          violence.
  A Permanent Solution to a
     Temporary Problem
 Teen  Suicide
 Risk Factors?
 Signs?
 Prevention?
 Getting Help
          The Rumor Game
 Communication
      The Telephone Game

5  Volunteers
 #5 – Who are the characters?
 Who is male? Who is female?
 How long have they been going out?
 How old are they?
 How do each of them feel about the
  pregnancy?
           Communication

 Who   did a pretty good job of listening?
 Who didn’t do such a good job?
 What could have been done to make the
  communication more effective?
 - ask questions
 - face to face communication
 - body language
 - shorter story…
       Communication Styles
 Passive
 - Inability or unwillingness to express
  thoughts or feelings
 Aggressive
 - Express themselves through bullying and
  intimidation
 Assertive
 - Expressing thoughts and feelings clearly
  and directly but without hurting others
          Refusal Skills
4Steps
 Question

 Personal Consequence

 Suggest Alternatives

 Leave, but leave door open
          The Bottom Line
 Mr. Wilson was a      Bob had 1 drink or
  concerned father       was completely
  or unreasonable        drunk?
  strict father?        Throwing guys out
                         can mean he
 Mrs. Wilson didn’t
                         forcefully asked
  care about her         them leave? Or
  daughter? Of she       he physically
  didn’t care if she     tossed them out
  had friends over?      the door?
            The Bottom Line
 Mr. Snyder politely     Was Sue a
  asked the kids to        concerned sister or
  turn the music down      a rat?
  or was threatening      How old is Jane?
  and obnoxious?           Would it be
 Is this the first        different if she was
  time this has            13? 14? 17?
  happened to Jane?       Police are authority
  If not, would you        figures. Seen as
  think differently of     protector or bully?
  Sue?
         The Bottom Line – Peer
               Pressure
 How hard was it to    Anybody change their
  switch groups?          mind? Why?
 Did anyone switch     Is it ok to change
  groups because they     your mind after
  felt pressured into
                          hearing other
  it?
                          people’s opinions?
 Because your group
  was smaller? Did it
  matter where your
  friends are?
       Life’s Challenges

Why   are life’s challenges
 so difficult?
imPOSSIBLE
 OPPORTUNITYISNOWHERE
           Life’s Challenges
 Groups of 3 + 1 observer
 Need 1 Observer/Volunteer (extra credit)

 TASK    Find a way to balance
  the remaining 10 nails on the
  head of the nail that is stuck
  into the block of wood.
 You cannot use any “outside
  aids”
             Questions
 Describe  your feelings produced by
  the inability to solve the problem
 Observers – What did you see and
  hear?
 As time passed negative comments
  were stated more frequently
 Problems have many potential
  solutions
 Communication ideas/skills
            Think About…
Describe the feelings of frustration,
  communication issues, and other
  problems that are often associated
  with difficult tasks.
How does that affect the group and how
  people feel toward each other?
How do negative comments affect a
  person’s performance in school, sports,
  relationships…(Life’s challenges)
           Think About…
 Did anybody give up?
 How do negative comments affect
  one’s relationships?
 What is it like when beginning a
  relationship?
 Comments…
Fore! (communication game)
             Need: Piece of paper + writing
              utensil
             You are going to design & create
              a 9 hole golf course
             You will have 3 minutes to do so
             You must mark 9 holes scattered
              around the paper and label them
              w/#’s 1-9
             Go back and put in sand traps,
              water hazards & trees
             Place an “X” somewhere on the
              paper to show where the course
              will begin
             Do not show your course to
              anybody else
                 Instructions
   Partners A & B
   Partner A closes eyes / blindfold
   Partner B take out your golf course
   Place partner A’s pencil on the starting point
   Partner B will verbally give directions to partner A
    as to where to move the pencil to reach each of the
    9 designated holes.
   You must go through the course in numerical order
   You must go around the hazards
   Partner A may not talk
   You will be timed (record your time) (4 min max.)
   Partners switch roles
           Golf – “What?”
 How  hard was the course you designed
  compared to the one your partner
  designed?
 How did your team’s time compare to
  the rest of the group?
 How easy was it to follow the
  instructions?
 Which role did you like better, giving or
  receiving instructions?
 Did anybody cheat? Why?
         Golf – “So What?”
 What  does this activity have to do with
  communication?
 Would it have been easier if the person
  drawing could talk? Why or why not?
 If you don’t understand something
  someone has said, who should you ask to
  help you clear it up?
 Describe a situation where unclear
  communication could be dangerous.
          Golf – “So What?”
 Whose   role is more important, the
  person talking or the person listening?
  Why?
 Why is good communication important
  in a family? In a friendship? At the
  workplace?
 How can you be sure that someone has
  understood you correctly?
 How can you be sure that you heard
  someone correctly?
Golf – “Now What?”

          What steps can we take to
           communicate more clearly?
Communication & Teamwork
           Communication
           What  doesn’t work?
           What does work?
           Listening skills
           Re-state what was
            said. Check for
            understanding
           Eye contact
           Tone of voice
Two Way Communication Loop


   Sender         Receiver




   Feedback    Understanding
Diversity & Working Together
             Teams of 4 w/paper &
              pen
             You will have 60 sec to
              complete the challenge
             Try to create the
              longest list of answers
              possible from the
              category I give you
           Rules of the Game
 Pass the paper around with each member
  adding 1 answer to the list when it is their
  turn
 A team may not have any duplicate answers
 If one person can not think of an answer,
  they must write the word “Skip” on the
  paper and then pass it to the next person
 NO   TALKING DURING THIS
    ROUND!
      Round 1 Categories
           (new person starts each category)


Animalsw/4 Legs
Names of Fruits & Vegetables
Famous athletes
Names of Diseases
             End of round 1
 Each team report the total # of answers you
  have (“skips” do not count)
 Each team read your list out loud
             Round 2 Rules
 Group   members may talk to each
  other
 (You can brainstorm and suggest
  ideas)
 Paper must still be passed around
       Round 2 Categories
        (new person starts each category)


Countries   from around the
 world
Harmful drugs
Famous inventors or people in
 history
Organs of the body
             End of round 2
 Each team report the total # of answers you
  have (“skips” do not count)
 Each team read your list out loud
 Diversity & Working Together –
             “What?”
 How  many answers did your team
  get in round 1? Round 2?
 How did these #’s compare to the
  other groups?
 What category did you find the
  easiest?
 If you could choose a category that
  wasn’t listed, what would it be?
 Diversity & Working Together –
           “So What?”
 Did one person on your team always
  contribute the most?
 If your team only had 2 people, how well
  would the team have done?
 Why was your team able to create a
  longer list when you were allowed to
  talk?
 Why can’t one person know everything?
 Diversity & Working Together –
           “So What?”
 What  role does a person’s interests play
  in what they know?
 How does a person’s background
  influence how they live?
 Does having people with various
  experiences help a community survive?
 How does working together help make a
  problem easier to solve?
 Diversity & Working Together –
          “Now What?”
 How  can people from different
  backgrounds help make a community
  a better place to live?
 How can people from different
  backgrounds help solve a problem
 Why do people stereotype others?
“I” Messages

      Sharing Concern
      Enhancing Communication
      Assertive, aggressive &
       passive behavior
      How that affects an “I”
       message
         Sharing Concern
 Used to          I  care/love…
 approach           I see…
 someone you’re     I feel…
 concerned about
                    - Listen – (Just be
 and let them
 know that you       there and listen)
 love/care about    I want/would like…
 them in a non-     I will…
 judgmental way
     Helpful Skills to Enhance
          Communication
 Confrontation      I  feel…
 skill used to let    When…
 another person
 know your            Because…
 feelings and to      I’d like/I want…
 help set up a        Would you
 compromise
 situation for         consider…
 both parties if
 needed.
Change each “you” message into an
“I” message
 1.You always take my CD’s without
  asking and I want it back right now!
 2. You never listen to me when I am
  talking!
 3. How come you always show up late
  and I have to wait for you!
 4. Where is the money you took and said
  you would return to me today!
Change each “you” message into an
“I” message
 5. You are always on the computer and I
  can never get on line!
 6. I stayed home all night waiting for
  you to call and you never did!
 7. You were told to clean up your room
  and take the garbage out. You never
  listen when I tell you to do anything!
 8. I told you you weren’t supposed to
  tell anybody! I didn’t want anybody to
  know!
              “I” Messages
 Describing your feelings
  by using the pronoun “I”
 “You” messages…
 Fuel to the “emotional
  fire”
 “I” messages…
 Help put the flame out
 Try to use “I” messages
  for the next 24 hours
  instead of “you”
  messages

				
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