Mental/Emotional Health Unit

Part 3

Distribute the SOS Newsletter to students…

Using this newsletter, we will discuss the following Mental/Emotional Health Topics from our unit list:

Depression

Resilience Bullying and Cyberbullying

Using Social Media Being an Ally: Sexuality, Tolerance & Acceptance

The Dangers of Drinking

DEPRESSION: Beyond the Blues Name: Period: DIRECTIONS: Using the SOS Newsletter, your teacher will lead you through the article ‘Beyond the Blues’. Take notes on key information in the space provided here:

DISCUSSION

HOW AND WHY TO GET HELP FOR YOURSELF OR A FRIEND:

Many people are available to help you, including health professionals, teachers, guidance counselors, coaches and mediators (your link).

You are not a “bad” person for being depressed. You did not choose to feel the way you do.

You are not alone, there are many other people who share your feelings and issues.

The entire school does not have to know. WHAT TO EXPECT FROM TREATMENT FROM DEPRESSION

Treatment is very effective and can include psychotherapy or “talk therapy”, medication or often, a combination of both. Short-term psychotherapy means talking about feelings with a trained professional who can help you change the relationships, thoughts or behaviors that contribute to depression. It is important to find someone you are comfortable talking with who will work with you to develop the very best treatment plan.

Medications have been developed that effectively treat depression. Antidepressant medications are not “uppers” and are not addictive. If medication is indicated, you may need to try more than one type of medication before you and your doctor find the one that works best.

With treatment, whether it is talk therapy, medications or a combination of both, most depressed people start to feel better in just a few weeks.

GUIDELINES FOR STUDENTS WHO MAY BE AFRAID TO TALK TO PARENTS OR CAREGIVERS ABOUT DEPRESSION:

If you are worried about speaking to your parents about depression, there are other people you can talk to who can educate you about depression. Find an adult you trust – such as a coach, priest, rabbi or other clergyman, school nurse or teacher – and ask them to meet with you and your parents.

Ask one of your best friends to come with you to talk to your parent or guardian. Practice the conversation with your friend first, then you can decide exactly what you want to say.

Remember that there is always someone you can find to help you and your family. Seek out the resources at your school to find out more information.

*Source: SOS Program Implementation Guide, p. 66

Name: Period Resiliency Lesson Directions: Before starting this lesson, your teacher will guide you through the SOS Newsletter activity on Resilience. Then, we will read with the lyrics to the song below. As you listen, highlight the lyrics that you can most relate to at this stage of your life.

Shake It Off" by Taylor Swift I stay out too late Got nothing in my brain That's what people say, mmm-mmm That's what people say, mmm-mmm I go on too many dates [chuckle] But I can't make 'em stay At least that's what people say, mmm-mmm That's what people say, mmm-mmm But I keep cruising Can't stop, won't stop moving It's like I got this music In my mind Saying, "It's gonna be alright." 'Cause the players gonna play, play, play, play, play And the haters gonna hate, hate, hate, hate, hate Baby, I'm just gonna shake, shake, shake, shake, shake I shake it off, I shake it off Heart-breakers gonna break, break, break, break, break And the fakers gonna fake, fake, fake, fake, fake Baby, I'm just gonna shake, shake, shake, shake, shake I shake it off, I shake it off I never miss a beat I'm lightning on my feet And that's what they don't see, mmm-mmm that's what they don't see, mmm-mmm I'm dancing on my own (dancing on my own) I make the moves up as I go (moves up as I go) And that's what they don't know, mmm-mmm that's what they don't know, mmm-mmm But I keep cruising Can't stop, won't stop grooving It's like I got this music In my mind Saying, "It's gonna be alright." 'Cause the players gonna play, play, play, play, play And the haters gonna hate, hate, hate, hate, hate Baby, I'm just gonna shake, shake, shake, shake, shake I shake it off, I shake it off Heart-breakers gonna break, break, break, break, break And the fakers gonna fake, fake, fake, fake, fake Baby, I'm just gonna shake, shake, shake, shake, shake I shake it off, I shake it off

Shake it off, I shake it off, I, I, I shake it off, I shake it off, I, I, I shake it off, I shake it off, I, I, I shake it off, I shake it off Hey, hey, hey Just think while you've been getting down and out about the liars and the dirty, dirty cheats of the world, You could've been getting down to this sick beat. My ex-man brought his new girlfriend She's like "Oh, my god!" but I'm just gonna shake. And to the fella over there with the hella good hair Won't you come on over, baby? We can shake, shake, shake Yeah ohhh 'Cause the players gonna play, play, play, play, play And the haters gonna hate, hate, hate, hate, hate (haters gonna hate) I'm just gonna shake, shake, shake, shake, shake I shake it off, I shake it off Heart-breakers gonna break, break, break, break, break (mmmm) And the fakers gonna fake, fake, fake, fake, fake (and fake, and fake, and fake) Baby, I'm just gonna shake, shake, shake, shake, shake I shake it off, I shake it off Shake it off, I shake it off, I, I, I shake it off, I shake it off, I, I, I shake it off, I shake it off I, I, I shake it off, I shake it off Shake it off, I shake it off, I, I, I shake it off, I shake it off, I, I, I shake it off, I shake it off, I, I, I shake it off, I shake it off Shake it off, I shake it off, I, I, I shake it off, I shake it off (you've got to), I, I, I shake it off, I shake it off, I, I, I shake it off, I shake it off

Directions: Answer the following questions pertaining to the lyrics of the song and its meaning.

1. Explain what Taylor Swift’s lyric “Shake It Off” might mean to her based on what you know of her life.

2. What in your life would you like to be able to “Shake Off” and why? Why isn’t it that simple?

3. Has you or someone you know ever been gossiped about on social media? If so, how did it make you/them feel?

4. Has you or someone you know ever been falsely accused of something, judged or misunderstood? How did that make you/them feel?

5. When you know the truth, but others are speaking otherwise, whose problem is it?

6. Why is our first instinct to defend ourselves verbally or online when we are falsely accused, judged or misunderstood?

7. Why do we worry about what others think? Especially the “others” judging us are strangers online, acquaintances who don’t really know us or peers who are just jumping on the ‘bandwagon’?

Bullying/Cyberbullying Name: Period: Directions: Before you begin this lesson, your teacher will guide you through the SOS Newsletter article about CYBERBULLYING. After this article, the Peer Mediators will present a skit for you. Following the skit, you will be asked to identify if the following aspects of cyberbullying occurred:

1 A student logged on innocently and posted a comment or picture to their wall. 2 A student commented on the comment or picture in a negative manner. 3 More students posted negative comment after the initial comment was made. 4 The original student who made the post attempted to defend themselves or stop the bullying. 5 The attacks continued and/or escalated. 6 The student again tried to defend themselves or stop the bullying. 7 The attacks continued and/or escalated a second time. 8 Another student tried to stop the cyberbullies. 9 The victim blocked the users. 10 The victim logged off. 11 There was no harm done. 12 There was harm done.

What are your concerns for the victim? What are your concerns for the cyberbully? What are your concerns about the number of persons who joined the cyberbully in bullying the victim further? What are your concerns about the number of students who attempted to protect the victim? Can this be a precipitating event?

WARNING SIGNS IN SOCIAL MEDIA: WHAT DO I DO? NAME: PERIOD:

WHAT HAPPENS WHEN I’M NOT WITH MY FRIEND WHEN I DISCOVER WARNING SIGNS? SKIT: CONCERNS EXPRESSED THROUGH SOCIAL MEDIA - The mediators will demonstrate for you how social media can

become a precipitating event. They will also demonstrate for you how concerns about student safety with regards to social media is addressed from the time a student concern is expressed to the time the Peer Mediation Team Crisis Plan takes effect during off-school hours. Watch carefully as the process plays out. How long do you think this usually takes?

1 STEP ONE: Discovery of student post/call/comment during off-school hours.

2 STEP TWO: Referred by student who discovered it to a friend who is a mediator (or friend of a friend who is a mediator… eventually gets to a mediator).

3 STEP THREE: Mediator calls or texts President on Duty.

4 STEP FOUR: President on Duty texts or calls Ms. Mariani or on-call advisor.

5 STEP FIVE: Ms. Mariani gathers more information (several texts/calls between concerned parties)

6 STEP SIX: Ms. Mariani determines threat level and initiates appropriate crisis response. Immediate

threat (Valley Creek Crisis or 9-1-1), threat with family/friends present (notifies Mental Health Specialist who intervenes), concern without threat to self or others, (notifies Guidance Counselor via text or email).

7 STEP SEVEN: Dr. Dunleavy is contacted and determines course of action, then contacts Principal,

Dr. Meisinger.

8 STEP EIGHT: Dr. Dunleavy takes action.

9 STEP NINE: Dr. Meisinger and Ms. Mariani are notified of outcome.

10 STEP TEN: Ms. Mariani follows up with President who in turn follows up with referring student to let them know the student is safe and being cared for. No other information is disclosed due to confidentiality.

Let’s take a closer look at Bullying. Read the article on the pages that follows, answering the questions at the bottom of each page.

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Dealing With Bullies Bullying is a big problem. It can make kids feel hurt, scared, sick, lonely, embarrassed and sad. Bullies might hit, kick, or push to hurt people, or use words to call names, threaten, tease, or scare them. A bully might say mean things about someone, grab a kid's stuff, make fun of someone, or leave a kid out of the group on purpose. Some bullies threaten people or try to make them do things they don't want to

do.

Bullying Is a Big Deal Bullying is a big problem that affects lots of kids. Three-quarters of all kids say they have been bullied or teased. Being bullied can make kids feel really bad. The stress of dealing with bullies can make kids feel

sick. Bullying can make kids not want to play outside or go to school. It's hard to keep your mind on schoolwork when you're worried about how you're going to deal with the bully near your locker. Bullying

bothers everyone — and not just the kids who are getting picked on. Bullying can make school a place of fear and can lead to more violence and more stress for everyone. Telling an adult is the most important step to take if you're being bullied. Which other step would you take?

Why Do Bullies Act That Way? Some bullies are looking for attention. They might think bullying is a way to be popular or to get what they want. Most bullies are trying to make themselves feel more important. When they pick on someone else, it can make them feel big and powerful. Some bullies come from families where everyone is angry and shouting all the time. They may think that

being angry, calling names, and pushing people around is a normal way to act. Some bullies are copying what they've seen someone else do. Some have been bullied themselves. Sometimes bullies know that what they are doing or saying hurts other people. But other bullies may not really know how hurtful their actions can be. Most bullies don't understand or care about the feelings of

others.

Bullies often pick on someone they think they can have power over. They might pick on kids who get upset easily or who have trouble sticking up for themselves. Getting a big reaction out of someone can make bullies feel like they have the power they want. Sometimes bullies pick on someone who is smarter than they are or different from them in some way. Sometimes bullies just pick on a kid for no reason at all. Gemma told her mom that this one kid was picking on her for having red hair and freckles. She wanted to

be like the other kids but she couldn't change those things about herself. Finally Gemma made friends at her local swimming pool with a girl who wished she had red hair like Gemma's. The two girls became great friends and she learned to ignore the mean girl's taunts at school.

QUESTION: You’ve had a lot of educational programs about bullying, but still they remain. What do you think it will take to have a bully-free school? Explain. (BTW… “It’s not possible” is not an acceptable answer… think…)

Bullying: How to Handle It

So now you know that bullying is a big problem that affects a lot of kids, but what do you do if someone is bullying you? Our advice falls into two categories: preventing a run-in with the bully, and what to do if you end up face-to-face with the bully.

Preventing a Run-In with a Bully Don't give the bully a chance. As much as you can, avoid the bully. You can't go into hiding or skip class, of course. But if you can take a different route and avoid him or her, do so. Stand tall and be brave. When you're scared of another person, you're probably not feeling your bravest. But sometimes just acting brave is enough to stop a bully. How does a brave person look and act? Stand tall and you'll send the message: "Don't mess with me." It's easier to feel brave when you feel good about yourself. See the next

tip! Feel good about you. Nobody's perfect, but what can you do to look and feel your best? Maybe you'd like to be more fit. If so, maybe you'll decide to get more exercise, watch less TV, and eat healthier snacks. Or maybe you feel you look best when you shower in the morning before school. If so, you could decide to get up a little earlier so you can be clean and refreshed for the school day.

Get a buddy (and be a buddy). Two is better than one if you're trying to avoid being bullied. Make a plan to walk with a friend or two on the way to school or recess or lunch or wherever you think you might meet the bully. Offer to do the same if a friend is having bully trouble. Get involved if you see bullying going on in your school — tell an adult, stick up for the kid being bullied, and tell the bully to stop.

If The Bully Says or Does Something to You Ignore the bully. If you can, try your best to ignore the bully's threats. Pretend you don't hear them and walk away quickly to a place of safety. Bullies want a big reaction to their teasing and meanness. Acting as if you don't notice and don't care is like giving no reaction at all, and this just might stop a bully's behavior. Stand up for yourself. Pretend to feel really brave and confident. Tell the bully "No! Stop it!" in a loud voice. Then

walk away, or run if you have to. Kids also can stand up for each other by telling a bully to stop teasing or scaring someone else, and then walk away together. If a bully wants you to do something that you don't want to do — say "no!" and walk away. If you do what a bully says to do, they will likely keep bullying you. Bullies tend to bully kids who don't stick up for themselves.

Don't bully back. Don't hit, kick, or push back to deal with someone bullying you or your friends. Fighting back just satisfies a bully and it's dangerous, too, because someone could get hurt. You're also likely to get in trouble. It's

best to stay with others, stay safe, and get help from an adult. Don't show your feelings. Plan ahead. How can you stop yourself from getting angry or showing you're upset? Try distracting yourself (counting backwards from 100, spelling the word 'turtle' backwards, etc.) to keep your mind occupied until you are out of the situation and somewhere safe where you can show your feelings.

Tell an adult. If you are being bullied, it's very important to tell an adult. Find someone you trust and go and tell them what is happening to you. Teachers, principals, parents, and lunchroom helpers at school can all help to stop bullying. Sometimes bullies stop as soon as a teacher finds out because they're afraid that they will be punished by parents. This is not tattling on someone who has done something small — bullying is wrong and it helps if everyone who gets bullied or sees someone being bullied speaks up. QUESTION: HAVE YOU EVER SEEN A BULLYING INCIDENT? DID YOU SEE… A BULLY? A JOINER? A

BYSTANDER? A VICTIM? AN ALLY? WHY OR WHY NOT?

Teacher Option: Learning Through Music - “Invisible” by Hunter Hayes

1. Discuss what you know about the inspiration used by Hunter Hayes in writing this song.

2. Reflection: What does the song make you feel?

3. Reflection: What is your favorite line in the song? Why?

What Happens to Bullies?

In the end, most bullies wind up in trouble. If they keep acting mean and hurtful, sooner or later they may have only a few friends left — usually other kids who are just like them. The power they wanted slips away fast. Other kids move on and leave bullies behind.

Luis lived in fear of Brian — every day he would give his lunch money to Brian but he still beat him up. He said that if Luis ever told anyone he would beat him up in front of all the other kids in his class. Luis even cried one day and another girl told everyone that he was a baby and had been crying. Luis was embarrassed and felt so bad about himself and about school. Finally, Brian got caught threatening Luis and they were both sent to the school counselor. Brian got in a lot of trouble at home. Over time, Brian learned how to make friends and ask his parents for lunch money. Luis never wanted to be friends with Brian but he did learn to act strong and more confident around him.

Some kids who bully blame others. But every kid has a choice about how to act. Some kids who bully realize that they don't get the respect they want by threatening others. They may have thought that bullying would make them popular, but they soon find out that other kids just think of them as trouble-making losers. The good news is that kids who are bullies can learn to change their behavior. Teachers, counselors, and parents can

help. So can watching kids who treat others fairly and with respect. Bullies can change if they learn to use their power in positive ways. In the end, whether bullies decide to change their ways is up to them. Some bullies turn into great kids. Some bullies never learn. But no one needs to put up with a bully's behavior. If you or someone you know is bothered by a bully, talk to someone you trust. Everyone has the right to feel safe, and being bullied makes people feel unsafe. Tell someone about it and keep telling until something is done.

Reviewed by: D'Arcy Lyness, PhD Date reviewed: July 2013

Note: All information on KidsHealth® is for educational purposes only. For specific medical advice, diagnoses, and

treatment, consult your doctor.

© 1995- 2014 The Nemours Foundation. All rights reserved.

Images provided by The Nemours Foundation, iStock, Getty Images, Corbis, Veer, Science Photo Library, Science Source Images, Shutterstock, and Clipart.com

HOW DOES THE USE OF MEDIA AND TECHNOLOGY INFLUENCE WHO I AM and WHAT I DO? Can you add to the list below?...

Finish this statement by circling the corresponding letter to the statement that best completes this sentence for you… “I am…

a. Easily influenced by the media… I believe most of what they advertise.” b. Not easily influenced by the media, but I am starting to realize that I believe more than I should.” c. Not easily influenced by the media because I am skeptical of most things I don’t see/learn firsthand.” d. Not on social media and don’t watch much TV, so the media has very little influence on my life beyond the

occasional fleeting curiosity of what I’m missing.”

Name: Period

GROUP ACTIVITY: What impacts teen mental health?

Instructions: Your teacher will assign you to groups. When you are told to begin, you will have five minutes for

your group to generate four or more answers in each box while answering the question, “How does this type

of attitude/media/social networking impact teen mental health?”. Please note, your answers should be both

positive and negative. All of you should write the group’s answers on your own worksheet. See reverse side

for individual questions.

Text Messaging: Email:

Instagram: Social Networks (Facebook, Twitter, etc.):

Electronic Music/eBooks: Global Gaming:

Internet: WebTV (YouTube, Netflix, Etc.):

INDIVIDUAL ASSIGNMENT: After hearing everyone’s summaries, answer the following questions in

the space provided:

a. Which of the topic blocks on the reverse side has the most beneficial or positive impact on

my mental health? How and why?

b. Which of the topic blocks on the reverse side has the most negative impact on my mental

health? How and why?

c. From your own personal observations, explain – using examples where possible – how you

see the topic blocks from the reverse side impacting relationships between peers, parents

and children, parents, friends, etc.?

d. How do you see the overall impact of the topic blocks on the reverse side impacting the

mental/emotional health of the next generation of teenagers? Explain.

TEXTING Name PERIOD

READ: The article in the SOS Newsletter “Five Things to Think About BEFORE Pressing SEND”.

REFLECT, THEN DISCUSS: Write your thoughts to the following questions. When finished, we

will discuss them as a class.

MISUNDERSTANDINGS: Are there things about texting that can cause

misunderstandings between family members and/or friends because texting was

used instead of a conversation?

NON-VERBAL COMMUNICATION: Do you think emoticons really solve this problem?

APPROPRIATE USE OF TEXTING: Are there times when texting is considered

inappropriate?

TRY THIS: The next time you and your friends or family go to dinner, make a deal to

put your cell phones face down in the center of the table. The first person to pick

their phone up during the meal pays the entire bill. Why might this be a good

activity to try?

TEXT MESSAGE AND AUTO-CORRECT… HOW TEXT MESSAGING CAN GO OH SO WRONG...

Videos courtesy of The Ellen DeGeneres Show Media Miscommunication Funnies

http://ellen.warnerbros.com/2011/09/new_segment_auto_incorrect_0912.php

http://ellen.warnerbros.com/2011/10/more_clumsy_thumbsy_autocorrects_1010.php

TEXT MESSAGING AND DRIVING Name PER

Videos courtesy of AT&T public service documentary:

http://www.youtube.com/watch?v=dht-Vy25jPs

Videos courtesy of AT&T public service messages 90-Second Preview:

http://www.youtube.com/watch?v=mjc_0JBlRgE&feature=relmfu

CLASSWORK: How does the information in this video relate to each area of the triangle…

1. LIST AT LEAST 5 FACTS about the PHYSICAL ASPECTS OF DRIVING AND TEXTING:

2. SOCIAL RESPONSIBILITY: IF I CHOOSE TO TEXT AND DRIVE, WHAT IMPACT MAY I HAVE

ON THE MEMBERS OF MY COMMUNITY?

3. MENTAL HEALTH EFFECTS: KNOWING THAT TEXTING AND DRIVING IS A LOSING

SITUATION, WHAT LEADS PEOPLE TO MAKE THE DECISION TO TEXT AND DRIVE

ANYWAY?

4. MENTAL HEALTH EFFECTS: WHAT IMPACT WOULD HURTING PASSENGER(S) AND/OR

SOMEONE ELSE (POSSIBLY YOURSELF) HAVE ON YOUR OWN MENTAL/EMOTIONAL

HEALTH?

SOS Newsletter: Struggling with Sexuality

What is the Trevor Project?

Have you ever visited the Trevor Project Website? www.thetrevorproject.org

Have you seen the sign below on campus here at Conestoga?

Why is this sign important to the entire school community district-wide and not just students

questioning their sexuality?

TEACHING TOLERANCE

CHS CLASSROOM COMMITTMENT

THIS CLASSROOM is a SAFE learning environment for ALL students regardless of...

• ABILITY

• ETHNICITY

• GENDER

• RACE

• RELIGION

• SEXUAL ORIENTATION

*A Message from the Conestoga High School Gay/Straight Alliance

What is an Ally?

Who is GLAAD?

Ten Ways to Be an Ally and a Friend (from www.glaad.org) 1 Be a listener 2 Be open-minded 3 Be willing to talk 4 Be inclusive and invite LGBT friends to hang out with your friends and family 5 Don’t assume that all your friends and co-workers are straight. Someone close to you could be looking for

support in their coming-out process. Not making assumptions will give them the space they need. 6 Homophobic comments and jokes are harmful. Let your friends, family and co-workers know that you find

them offensive 7 Confront your own prejudices and homophobia, even if it is uncomfortable to do so. 8 Defend your LGBT friends against discrimination 9 Believe that all people, regardless of gender identity and sexual orientation, should be treated with dignity

and respect. 10 If you see LGBT people being misrepresented in the media, contact us at glaad.org

WHAT ARE THE BENEFITS TO TOTAL HEALTH OF A TOLERANT SOCIETY

GROUP ACTIVITY INSTRUCTIONS: Your teacher will give you five minutes to list as many of the health benefits to living in a tolerant society as you are able. When he/she says time has expired, have someone from your group write at least five benefits from your list on the board.

PHYSICAL HEALTH: MENTAL/EMOTIONAL/SPIRITUAL HEALTH: SOCIAL HEALTH:

ANSWER KEY FOR TEACHERS (ACCESSIBLE ELECTRONICALLY) 1. TRUE 6. TRUE 2. FALSE 7. FALSE 3. FALSE 8. TRUE 4. FALSE 9. FALSE 5. FALSE 10. FALSE

REMOVE TEXTBOOK SOLID COLOR WINDOW TO VIEW ANSWERS

Lesson: Relationships – What is a Friend? What should you look for in a friend?

1. Are these qualities different for males than females? Why?

2. Think of your three best friends… do you have expectations for how they will treat you?

3. Think of your three best friends… do you have expectations for how they will treat others?

4. Think of how you and your three best friends interact… do you interact more through social media/technology or in person? Why?

5. Think of your best friend… can you answer the following questions about them?

a. Where do they live?

b. What are their parent/guardian names?

c. Who are their siblings?

d. Do they have a pet?

e. What is their favorite thing to do with their family?

f. What is their biggest pet peeve about their family?

g. Do they have chores to do at home?

h. What are the rules of their house?

i. What is their favorite color?

j. What is their favorite subject in school?

k. Who is their favorite teacher?

l. What is their favorite hobby?

m. What do they most like to do in their free time?

n. What is their biggest dream?

o. Have they ever told you they loved you?

Friend DO’s… and DON’Ts…

Instructions: We all have friends in our life, but are our friends good for us or toxic to our life? Breaking

connections with toxic friends can be difficult, but the damage they can do to your mental/emotional

health can be even harder to overcome. Do you need a change in your circle of friends? Let’s think about a

true friend really brings to your life. Read the Do’s and Don’ts on the list below, adding additional lines where

you see an *.

DO have friends who have passions…

DO have friends who have passions that are just for them…

DO have friends that are willing to share SOME of their passions with you…

DO have friends that remain your friend even if you don’t share all of their passions.

DO have friends who take an interest in YOUR life and are not just about their own…

DO have friends who don’t expect you to reply to a text just because you sent one…

DO have friends who are independent thinkers…

DO have friends who value the same things you value, but respect the values you don’t share.

DO have friends who have personal integrity… they will rub off on you when you don’t…

DO have friends who have social responsibility… they will rub off on you when you don’t…

DO have friends who know it’s better to give than receive… they will rub off on you when you’re a taker…

DO have friends who believe in you when others don’t.

DO have friends who value you when others don’t show you the respect you deserve.

DO have friends who can say I love you, otherwise, what’s the point in a friend?

DO have friends who will give you a hug when you need it.

DO have friends who won’t let you quit.

DO have friends who will convince you do the right thing.

DO have friends who are willing to be goofy right alongside you.

DO have friends that will not let you take the easy way out of things.

DO have friends that respect your privacy…

DO have friends who allow you to share your thoughts but will keep them private…

DO have friends who understand that sometimes you don’t want to talk about something…

DO have friends who will just sit with you in silence when you don’t want to talk…

DO have friends who recognize warning signs and will ACT® to help you when your silence says more than

your words.

DO have friends who are supportive of your relationships with others. They should be happy you have other

people in your life that can support you when they can’t be there for you…

DO have friends who are realistic about their demands on your time and attention…

DO have friends that will respect your choices about how to budget the time in your day…

DO have friends who are willing to give advice when you ask, but not push their opinions so hard that you

begin to question if you are following your own choices or living your life by someone else’s point of view.

DO have friends who will tell you when you lose your ‘SELF’ to your friends or a romantic relationship…

DO have friends who will tell you when your romantic partner is not healthy for you…

DO have friends who will TELL when you are a threat to yourself or others…

DO have friends who will stop you BEFORE you make the big mistake if they are able.

* * * *

* * * * True friends DON’T gossip about you… True friends DON’T resort to personal attacks when they’re mad… True friends DON’T start pointless arguments… True friends DON’T interrupt your every word. True friends DON’T discourage you from pursuing your goals… especially if those goals take time away from them! True friends DON’T look down on you for your past… especially if that past is from middle school! (Insert song from Frozen here… ‘let it go, let it go… etc.’) True friends DON’T abandon you in social situations… especially if they know you’re an introvert! True friends DON’T get jealous of your success… especially if it’s because they didn’t achieve their own. True friends DON’T judge or try to ‘fix’ you… they accept you for who you are! True friends DON’T take your friendship for granted… they nurture it! True friends DON’T let you put yourself down… they teach you to pick yourself up! True friends DON’T allow you to be too needy… and aren’t too needy themselves. True friends DON’T allow you to put others down… they teach you to pick them up! True friends DON’T allow you to be negative… it will make them negative too! True friends DON’T talk more than they listen… they want to hear what you have to say! True friends DON’T pretend to be someone they’re not… they’re exactly who they are and you accept them that way.

* * * * * * * * Notes to self on friends…

SOS Newsletter: The Dangers of Drinking: Fact and Fiction NAME: Period: CLASS READING/DISCUSSION: Your teacher will lead you through the reading of the common misunderstandings (fact vs. fiction) about alcohol in the article from the SOS Newsletter on the dangers of drinking. INDIVIDUAL ANALYSIS:

Let’s just say that all of the in this circle represent the students at ‘Stoga. YOU are the . How do you feel? Why?

Why do so many teens strive to be the instead of the ?

Why would it be good to be the ?

Do you have friends who are ? Why or why not?

Why would it be good to have friends who are ? How could the circle above explain drinking/drug use?

ADDICTION & THE BRAIN Teacher Video Options: Dopamine & the Brain - http://www.youtube.com/watch?v=NxHNxmJv2bQ Hooked, Hacked & Hijacked (TEDTalk: Dr. Pam Peeke) - http://www.youtube.com/watch?v=aqhzFd4NUPI

Vocabulary Limbic System – Neurons – Neurotransmitter – Action Potential – Synaptic Cleft – Dopamine – VTA – Limbic System – Dopamine Receptor – Dopamine Transporter -

SO… THAT VIDEO SAID WHAT??? It said that Dopamine is our ‘happy hormone’… when we see something that excites us, makes us happy, makes us laugh or makes us want to do it again… things such as…

Rollercoasters (for some of us),

Surprise Parties (thrown for you!),

An “A” on a test,

A funny movie,

Others… Dopamine is released into the synapse and tells us we’re happy, so we react accordingly because the message go

See a rollercoaster… Brain says “cool!”… Message travels to synapse and floods it with dopamine…

You jump up and down excited to get on… you get several responses like this while on the ride and afterwards, the dopamine remains for a while (euphoria or “high”) after you leave the ride… you also get a dopamine response when you remember going on the ride! In an addict, they see the rollercoaster… the brain says “cool!” because it knows you’re supposed to like it… message travels but no dopamine is released because the ends of the synapses are coated with the drug… only the drug can get through, so only the drug can make you “happy” or “high” on dopamine… you are addicted. The little things in life will no longer make you happy. So, it’s not that the addict/alcoholic doesn’t WANT to be excited about seeing you or spending time with you… they physically can’t get the dopamine into the brain to be excited. Can this be reversed? YES! Over time… it can take 7-14 years depending on how long an addict used and what kind of drugs the person was addicted to. While an addict can go into recovery, they will always be at risk for a relapse until the repairs are complete.

ABOVE THE INFLUENCE: iPAD CART ACTIVITY STUDENT NAME: PARTNER NAME: So… how do we avoid the quicksand that is drug and alcohol use? If I’m already using, is it too late for me? NO! Directions: A webquest is an activity where you and a partner search a specific website to find answers to questions. The

questions are below and the space to answer them is provided on the pages that follow. Do NOT try to squeeze your answers into the space between questions below. Your teacher may choose to assign you a partner... that is their prerogative. As soon as you have your partner and iPads, you may begin. Remember, all of the answers to the questions MUST come from the website: www.abovetheinfluence.com. Warning: Playing games, browsing other sites, etc. without teacher permission will be considered inappropriate use and result in a zero on the assignment and your iPad(s) being taken. You also put your library privileges at risk.

1 Take The Quiz… what did you learn about yourself? (answer individually)

2 What does it mean to “live above the influence”?

3 Look into the Drug Facts of three drugs (your teacher may choose to assign these). For each drug, tell us

(a) it’s alias(es); (b) what it is; (c) the risks; (d) long-term effects; (e) what you would tell someone who was considering using it.

4 FAQ’s… find this section under “Know the Facts” and summarize the answer to the following questions:

a. Are over-the-counter (OTC) drugs dangerous? b. Are prescription drugs dangerous? c. Summarize the five questions about drugs and the brain. d. Are there reasons other than physical addiction why people keep taking drugs? e. If drug addiction is a disease, is there a cure? f. How many times does someone have to take a drug to become an addict? g. Can you get addicted even though you only do it once in a while?

5 In the section “Experts Weigh In”, choose three of the five subtopics and record one question and

summarize one answer. For example… a. Subtopic: Drug Facts & Effects b. Question: Can you get contact high from pot, does it get in your system from being around someone

who smoke pot? c. Summary of answer: Yes, depending on the concentration of smoke in the air, the size of the room

you’re in and the amount of time you spend around the smokers you can be affected by second-hand smoke. You can retain traces of marijuana in your system for up to 30 days.

NOTE: You may not use the above sample in your answer!

ANSWERS: 1. 2.

3. DRUG 1: a. b. c. d. e.

DRUG 2: a. b. c. d. e.

DRUG 3: a. b. c. d. e.

4. a. b. c. d. e. f. g. 5. a. Subtopic 1: b. Question: c. Summary of Answer:

a. Subtopic 2: b. Question: c. Summary of Answer:

a. Subtopic 3: b. Question: c. Summary of Answer: