Educating Students About Drug Use and Mental Health - Grade 12: Expectation 2

(HL3.02)

Apply the skills necessary to manage stressful situations (e.g., death and dying, mental or physical illness in a family).

Bold text between orange lines is an excerpt from Grade 12 Open PPL40 Healthy Active Living Education Public Course Profile, Unit 3: Activity 3

Teaching/Learning Strategy 2:

The teacher facilitates an in-class discussion with students to identify the various strategies people can use to enhance their own mental health. These strategies could include breathing techniques, exercise, laughter, meditation, stretching, yoga, music, talking to a friend, writing in a journal, having a bath, recreational activity, proper eating habits, sufficient sleep, time management skills, positive thinking, replacing the alarm response with a relaxation response, valuing self, planning and thinking ahead, expressing feelings, being social, communicating with people, seeking new activities, proper conflict resolution skills, and problem-solving skills.

Set up mental health skill stations that allow students to demonstrate their ability to use skills to enhance their own mental health. Activities for the stations could include the following:

Station 1

VCR with Pilates video

Students follow the video

Station 2

CD player with soothing music, mats to lie on, and journal entry worksheet

Worksheet task–to express feelings in writing on things that are causing them stress

Station 3

Yoga cards

Students perform tasks on cards and hold for required amounts of time

Station 4

Motivational story – see resources

Students read the story

Station 5

CD player with mental
imagery sound track and mats

Students listen and follow directions

Station 6

CD player with breathing technique instructional track and mats

Students listen to and follow directions

Students complete a self-assessment using a reflection sheet to identify the skills used to enhance their own mental health. They record which skills they found most effective for themselves and why. Provide a checklist to help them assess their homework.

Hot Tips for Teachers

Students will be exposed to many stressful situations in their lives. According to the Canadian Mental Health Association, the death of someone close to us is one of life's most stressful events. We fear the loss of companionship and the changes it will bring to our lives. It takes time to heal and each of us responds differently. The grieving process can be applicable to other losses including loss of friendships or failure at school.

"Her absence is like the sky, spread over everything." (C.S. Lewis)

Merriam-Webster Dictionary -

Grief: deep and poignant distress caused by or as if a bereavement

Bereavement: state or fact of being bereaved, especially the loss of a loved one by death

Mourning: feeling or expressing grief or sorrow

Process of Grieving

There are several theories on the process of grieving, sometimes called "stages of grief". Most agree that a person does not necessarily flow naturally from one stage to the next. Others argue that there are no defining stages of grief and that each person will perceive and feel differently about each loss thus there isn't a 'standard' way to deal with grief.

There are a whole host of feelings attached to grief. Sadness, fear and anger can be mixed with relief and compassion especially after a loved one has gone through a lengthy and painful illness.

At the beginning, a person may feel numb and disoriented. Some people liken this period to being in a fog. This feeling may last days or weeks. Some people experience physical as well as emotional pain. Grief is physically and emotionally exhausting. Physical manifestations can be: tearfulness and crying, numbness, heart palpitations, inability to eat, indigestion, lump in the throat, shortness of breath, pain in the stomach and chest area, migraines.

Mental/cognitive manifestations include: forgetfulness, inability to concentrate, absent-mindedness.

Emotional responses include: fear, anxiety, depression, guilt, and in cases of a long and suffering illness sometimes, relief and compassion.

Gradually a person learns to cope and to adapt to the loss. The physical symptoms and emotional upheaval diminish and the person dwells less on the loss and can focus more on daily tasks. While the intense pain will subside, acknowledging what one has lost is essential to moving on with one's life. Grieving a loss can bring greater awareness and appreciation of life.

Loss is a normal, though difficult, experience felt across an individual's life span. Examples of losses other than the death of a loved one may include:

Break-up (loss of boyfriend or girlfriend)	Illness of a family member or friend
Loss of a job	Separation or divorce
Failure at school or business	Loss of money
Loss of pet	Loss of health
Loss of friendship	Moving

At times adolescents may feel a sense of personal grief related to world events such as armed conflict, world strife and potential threats of war; likewise, the news of the death of an idol or mentor can be troubling to some. (Corr and McNeil 1986)

Coping With Loss and Grief

Helping Ourselves:

Expressing feelings; allowing emotions to flow; talking or weeping can be healing.
Allowing others to help; family, friends and people who care and who have often been through the experience of grief and loss can bring solace.
Writing down one's feelings; journalizing or keeping a diary.
Eating well-balanced meals; maintaining 3 meals a day with protein to enhance energy and concentration level; avoiding high sugar intake, which promotes fatigue.
Avoiding drugs and alcohol; grief is not treated with medications as they tend to mask rather than deal with the pain; alcohol is a depressant.
Exercising; going for walks, a run or other aerobic activity but not close to bedtime; a walk around the block may be enough.
Getting enough sleep; often when grieving, one experiences insomnia or tends to sleep too much - this is normal to the grieving pattern; avoid sleeping pills; try relaxation exercises before going to sleep.
Be careful about driving; poor concentration can lead to 'blanking out".
Postpone making major life changes; consider waiting before you make major changes to your life.
Be patient; it may take months or even years to absorb a major loss.
Seek counselling or a support group; counselling or a support group may be helpful if you feel you need more assistance than friends and family can provide and if you feel the grief is too much to bear.

Helping Others to Cope with Loss:

It can be difficult to help a person. A person can feel uncomfortable and helpless, or feel that there is little to do to comfort the bereaved person. But there are ways that a person can help:

Be available to the person you are supporting.
Listen, acknowledge and encourage the person to talk about the loss and their memories even if the person repeats himself/herself.
Don't offer false comfort. It is not helpful to say "it was for the best" or "the person is better off" or "you will get over it in time". Instead just express your sorrow simply and take the time to listen.
Encourage both grieving and taking a break.
Encourage the person to take care of their physical health.
Encourage involvement in social activities, special interest groups, hobbies, etc.

Alternative Activity

Student's Personal Experiences With Loss And Grief:

As a preamble to the activity, have the students discuss the following questions:

What kinds of losses can cause a person to grieve? Can a divorce or a loss of friendship cause grief?
What other kinds of losses can cause not just individuals but whole communities to grieve?

Instructions:

Distribute the Stressful Situation Student Worksheet. Students will complete the worksheet individually.

Additional Activity

Instructions:

Using the case study, have the students break into groups and select a spokesperson for the group.
Distribute and review the Coping With Loss and Grief student handout.
Distribute the case study and have the students read the case study.
Have the students provide the answers to questions 1 to 3.
Invite each spokesperson to discuss the group's answers to the questions.

Stressful Situation - Student Worksheet

I recall many feelings (e.g., sadness, anxiety, shock, anger, confusion, guilt) when:

______________________________________________________

I managed this stressful situation by:

______________________________________________________

Case Study

Your friend Christine is 17 years old and is in her senior year at high school. Her mother died recently after being ill for several years with multiple sclerosis. Christine is the only daughter in her family and she was extremely close to her mother and has also been assisting at home with the chores after school for many years. Lately she is not her usual outgoing self. She hasn't sought her old friends at all. She leaves school without saying goodbye to anyone. She appears to have lost weight and has dark circles under her eyes. She has 2 younger brothers who are 11 and 9 years old and they seem to need her a lot; she has to play with them all the time and they have even awakened her in the middle of the night crying. She has a good relationship with her Dad but he is feeling overwhelmed. He has become very quiet and doesn't talk very much about things happening in the family.

Pick a spokesperson for your group. As a group discuss the following questions:

How did the death of Christine's mother affect Christine?
How did the death of Christine's mother affect the family?
What could Christine do for herself during this difficult time?
How could you support Christine through this difficult time?

Case Study - Teacher Answer Guide

Your friend Christine is 17 years old and is in her senior year at high school. Her mother died two weeks ago after being ill for several years with multiple sclerosis. Christine is the only daughter in her family and she was extremely close to her mother and has also been assisting at home with the chores after school for many years. Lately she is not her usual outgoing self. She hasn't sought her old friends at all. She leaves school without saying goodbye to anyone. She appears to have lost weight and has dark circles under her eyes. She has 2 younger brothers who are 11 and 9 years old and they seem to need her a lot; she has to play with them all the time and they have even awakened her in the middle of the night crying. She has a good relationship with her Dad but he is feeling overwhelmed. He has become very quiet and doesn't talk very much about things happening in the family.

Pick a spokesperson for your group. As a group discuss the following questions:

How did the death of Christine's mother affect Christine?

Possibilities include:

physical changes (loss weight, not sleeping, etc.)
loss of interest in school
loss of interest in friends
loss of interest in activities
feelings of sadness
feeling of anger toward mother for dying
feeling of isolation and loneliness
feeling of family responsibilities

How did the death of Christine's mother affect the family?

Possibilities include:

changed family communication (father not talking)
siblings dependent on Christine
additional chores and family responsibilities
confusion and shock

What could Christine do for herself during this difficult time?

How could you support Christine through this difficult time?

See Student Handout - Coping With Loss and Grief
See activities listed in the skills stations at the beginning of this expectation.

Coping with Loss and Grief Student Handout

Helping Ourselves:

Expressing feelings; allowing emotions to flow; talking or weeping can be healing.
Allowing others to help; family, friends and people who care and who have often been through the experience of grief and loss can bring solace.
Writing down one's feelings; journalizing or keeping a diary.
Eating well-balanced meals; maintaining 3 meals a day with protein to enhance energy and concentration level; avoiding high sugar intake, which promotes fatigue.
Avoiding drugs and alcohol; grief is not treated with medications as they tend to mask rather than deal with the pain; alcohol is a depressant.
Exercising; going for walks, a run or other aerobic activity but not close to bedtime; a walk around the block may be enough.
Getting enough sleep; often when grieving, one experiences insomnia or tends to sleep too much -this is normal to the grieving pattern; avoid sleeping pills; try relaxation exercises before going to sleep.
Be careful about driving; poor concentration can lead to 'blanking out".
Postpone making major life changes; consider waiting before you make major changes to your life.
Be patient; it may take months or even years to absorb a major loss.
Seek counselling or a support group; counselling or a support group may be helpful if you feel you need more assistance than friends and family can provide and if you feel the grief is too much to bear.

Helping Others to Cope with Loss:

It can be difficult to help a person. A person can feel uncomfortable and helpless or feel that there is little to do to comfort the bereaved person. But there are ways that a person can help:

Be available to the person you are supporting.
Listen, acknowledge and encourage the person to talk about the loss and their memories even if the person repeats himself/herself.
Don't offer false comfort. It is not helpful to say: "it was for the best" or "the person is better off" or "you will get over it in time". Instead just express your sorrow simply and take the time to listen.
Encourage both grieving and taking a break.
Encourage the person to take care of their physical health.
Encourage involvement in social activities, special interest groups, hobbies, etc.

Educating Students About Drug Use and Mental Health - Grade 12: Expectation 2

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