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Lesson Plan Six  |
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Lesson Plan Six |
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| Lesson Plan Index Handouts this Session Homework this Session Powerpoint Slides this Session Online Interactive Teen Health History Part 3 |
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 This TeleHealth Session contains a PowerPoint Slide Presentation that may be downloaded. Use the graphic above or the "quick link" at the top of the page.   |
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"Healthful Living" Objectives Met:
FOCUS and/or REVIEW Today we will look at friends, family and community. What are the stressors in our lives?. How do we mange stress? STATEMENT OF OBJECTIVES To look at stressful situations, describe them, how we manage them, think about them in both negative and positive ways. We will relate how we think to situations we are confronted with and how we can reduce stressors by changing behaviors. TEACHER INPUT At the completion of last session you received Part 2 of your health History. This included your growth and development from prenatal to the present time. Were you able to get the information about your infancy and childhood?? Does anyone have information about their birth to share?? (If no response ask about C-S birth etc.) The final question was about the beginning of puberty. What do you remember? How did you know you were entering puberty? (Allow time for responses) . Becoming a teenager can be puzzling and raise concerns about "how normal am I?" Look in today's packet - the girls have a pink sheet; the boys a blue sheet. You can fill in the ages your remember these pubertal changes. (Again this is optional, and some may want to ask questions and share information). Were these changes stressful? Describe some after allowing them opportunities to give examples. Change of body, situation with family, friends and community can be stressful. This 4 minute video will give you a look at how rapid change can be. (Video on how rapid change has been during this century) What did you find interesting in the video? About families? Society? Etc. Discuss whatever they are interested in describing/questioning. Then ask - How did you feel as you watched? Some will say confused. Use overhead on CHANGE IS: (ask them to list answers) the responses should incorporate scary, fast, slow, different, good, painful - (they may not say growth- this is a descriptor to emphasize) ask for examples. Talk about Relationships at home 1)stressors at home - use overhead and record responses. 2) Positives at home - use overhead and record responses. Students will be working on Part 3 of Health History - family, friends and community. A questions is: How are things at home on a scale of 1-10 and "What I can do to improve relationships at home?". Use overhead to list some things they suggest that could help relationships among family members in any home (depersonalize from own home). You may not have thought about sharing of responsibilities - chores/jobs at home. Look at slide example of "Job Search" Who is doing the most in this family situation? (Discuss) Ask where do most teens like to spend time - (with friends usually!). This brings up issue of telephone time. Is this a problem ever? Slide on phone time negotiation-how would you negotiate this? Let's look at school related issues - grades, illnesses, absences, sports, friends - these all bring about a variety of feelings at different times. You have a handout of faces with descriptions of feelings. Let's look at some situations on slides and you say how the people are feeling. (There are 6 slides depicting fear, anger, pressure, sadness, confusion, fear). Ask about situations where they have had these or other feelings and how they handle them.
Remember Danny's ride.? How was Danny thinking when he took the car? Possible emotional reasoning and polarized thinking. (Students may have examples) Let's look at examples of Positive Thinking- (slide) Give some responses to these beginning statements. And add some of your own.
Lastly, let's look at the Community. Your relationships and responsibilities within the community have a bearing on your stress and thinking. Look at the Eco-Map - it has examples of interactions you have outside the home. You can add in the empty circle - and fill in names of friends etc. in the circles. A significant part of this is whether these relationships/activities are strong, tenuous, stressful etc. Look at slide example of Ted whose parents are separated. Look at his relationships and describe them, Next look at the energy he gives and receives. Is more energy going out than in? It is important to look at this for yourselves - you can choose to change the energy flow if you are being drained and not receiving energy, If it is all going out what can happen (e.g. illness, burn out, unhappy, suicide). Select activities that provide energy and make you feel positive about yourself! GUIDED PRACTICE
INDEPENDENT PRACTICE
CLOSURE Summarize activities and accomplishment of objectives in looking at stressors in life and management of these and feelings. |
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