8th Grade - Safer, Smarter Teens

MENTAL HEALTH LESSONS

8th Grade

DEAR EDUCATOR,

The Safer, Smarter Teens curriculum empowers teens to protect themselves and others by building self-esteem, promoting development of personal boundaries, helping identify “red flags” of unsafe situations, and ensuring teens know where they can go to access help in any situation that feels scary or uncomfortable. The curriculum scaffolds knowledge and builds awareness of safety principles to provide teens with age-appropriate tools to avoid victimization and harm.

Developing an understanding of mental health is critical to students’ social-emotional development and overall wellness – which is why the Safer, Smarter Teens curriculum now includes a series of six Mental Health lessons to address this essential information with students, as aligned to Florida education rules and standards.

The lessons that follow will help middle school students build background knowledge about mental health and provide them with strategies to gain and maintain mental wellbeing. Through these lessons, students will gain an understanding of physical health, mental health, and wellbeing, including:

• Attitudes and beliefs surrounding mental health, and how stigma can result in a reluctance to talk about and seek help for mental health issues

• A general understanding of mental illness with emphasis on the thoughts, feelings, and behaviors that signal a cause for concern

• Where and how to seek help for yourself or others when there are mental health concerns

• Sensitive and developmentally appropriate information about the risk factors and warning signs of suicide

• Understanding stress; how to manage stress, and when to seek help

• The stages of addiction and how to make healthy lifestyle choices

I know from my time in the classroom that it is challenging to fit additional curricula into your already demanding schedule. However, the activities that make up the Safer, Smarter Teens Personal Power curriculum provide instruction designed to help you meet many existing educational benchmarks in various academic areas, while imparting critical personal safety information and fulfilling Department of Education rules on mental health instruction.

One in six children has a diagnosed mental health disorder – and many more children are living with undiagnosed mental health challenges. This curriculum has the power to help your students cultivate good mental health, seek help for themselves and others when it is needed, and fight dangerous stigma and misinformation surrounding mental health.

Thank you for being a mental health hero, and for teaching a new generation how to take care of their mental health and wellbeing. Please visit LaurensKids.org and SaferSmarterSchools.org for additional support as you teach this curriculum.

Sincerely,

Lauren Book, M.S.Ed.Founder/CEO, Lauren’s Kids

MENTAL HEALTH LESSONS

WELCOMESAFER, SMARTER TEENS PERSONAL POWER: MENTAL HEALTH CURRICULUM OVERVIEW

Safer, Smarter Teens was created by Lauren Book, M.S., Ed., Founder and CEO of the Lauren’s Kids foundation and former classroom educator, alongside a team of developmental psychologists and career educators. The curriculum has been implemented across the State of Florida at the direction of the Florida Legislature, with grant funding from the Bureau of Exceptional Education, Florida Department of Education.

While the following Mental Health lessons can be taught alone, they are designed to be introduced after students have completed the initial lessons of the Safer, Smarter Teens Personal Power curriculum to enhance the development of personal protection skills and personal wellbeing. Each of the six Mental Health lessons are designed to take 30-40 minutes of class instructional time, though educators can easily abbreviate or extend lessons and included activities based on your classroom needs.

All lessons should be covered in the order they are presented, with flexibility in scheduling and pacing of lessons. Each grade specific lesson is composed of the following components:

• Objectives that are aligned with the Florida educational rules and standards

• Overview of the topics covered in the lesson• Spotlight to identify the big idea of the lesson• Key Vocabulary includes the terms students

need to learn in the lesson• Close-up Activities include presentation,

class discussion, and activities to present the content of the lesson

• Take Action activities include individual, partner, or small group activities to allow

students to apply their new knowledge from the lesson

• Journal Entry allows students to reflect on lesson content

Before beginning these lessons, please send the Parent Introduction letter home with each student or make it available on your class website.

Teachers may wish to use a file folder for each student to house their work as they are participating in the Safer, Smarter Teens program. Due to the sensitive nature of this curriculum, it is important for these folders to be kept in a secure location to ensure students’ privacy is protected. Teachers should review all student work as there may be an opportunity for a student to disclose their own unsafe situation or raise concerns about a friend’s safety. As all adults are Mandatory Reporters, teachers are required to follow up with authorities with suspicions of abuse.

Teacher Tip:The foundational principles from the Safer, Smarter Teens Personal Power curriculum will help empower students to deal with the topics presented in the additional mental health lessons – including peer pressure, balance of power, and lifestyle choices. However, if you choose to teach the following Mental Health lessons on their own without first completing the Safer, Smarter Teens Personal Power curriculum, it may be helpful to review the foundational curriculum to ensure an understanding of protective principals and how they are intended to be presented to students. Within the following lessons, you will find notes indicating where this background knowledge is helpful, and where to find the information in the foundational curriculum.

LESSONS1. What is Health?2. What is Mental Illness?3. Awareness and Prevention4. Seeking Help5. Wellbeing6. Healthy Lifestyle Choices

ICON KEYClose-Up Activity

Take Action Activity

Journal Prompt

Spotlight Main Idea

Power Play

8th Grade

LESsON 1MEntal HEalthWHAT IS HEALTH?

GRADE 8 • MENTAL HEALTH • LESSON 1 • 2

8th Grade

OBJECTIVES• Students will gain understanding of physical and mental health and wellbeing• Students will gain awareness of the stigma associated with mental health

and mental illness• Students will make the connection between stigma and reluctance to talk

about mental illness• Students will make the connection between stigma and reluctance to seek

help for mental illness• Students will gain awareness into their responses to the physical and

mental needs of others

OVERVIEWIn this lesson, students will gain an understanding of mental and physical health. They will be introduced to the concept of stigma and how it is associated with mental health and mental illness. Students will gain insight into their own reactions to physical illness or injury versus a mental health issue. Having an awareness of their own beliefs and reactions to a mental health concern will help students break down the stigma.

SPOTLIGHT AND KEY VOCABULARYSpotlight – We all have physical and mental health. We can recognize the physical and mental health needs of ourselves and others. We can use our personal power to decrease the stigma associated with mental illness. We can use Ask, Care Tell (ACT) to recognize physical and emotional need and determine when to seek help.

Key Vocabulary• Healthy: Being in good health.• Helping Professional: A qualified professional who helps others with their

mental wellbeing.

LEssON 1 - MEntal HEalthWHAT IS HEALTH?

8th Grade


• Mental Distress: The emotional response to daily challenges that results in thoughts, feelings, and actions.

• Mental Health: A person’s emotional wellbeing that affects thoughts, feelings, and actions.

• Mental Health Problems: The stronger or more intense emotional response to greater life challenges.

• Mental Illness: Extreme difficulty or changes in thoughts, feelings, and actions that lasts over time and interferes with daily activities. Mental illness is a medical condition that requires diagnosis and help from a qualified helping professional.

• Mental Wellbeing: Being able to handle the stressful and unexpected things that happen in daily life. Managing thoughts, feelings, and actions positively.

• Physical Health: The health or condition of your body. • Physical Wellbeing: Physical wellbeing is more than just the health of your

body. Physical wellbeing includes the lifestyle choices that promote and enhance physical wellness.

• Stigma: A negative or disapproving attitude or belief that can cause people to avoid or fear something; usually a result of lack of knowledge or understanding.

• Unhealthy: Being in poor health.

Close-Up Activity 1• Write the word Health on the board. • Ask students what they think health means. • Discuss what they do to stay Healthy.

- Discuss how choices can be made to promote good health, such as the food we eat, exercising, getting enough sleep.

• Does health just involve our body or does it also include our thoughts, feelings, and actions?

• What do you think the term Wellness means?• Following the discussion, review the Key Vocabulary terms:

- Healthy: Being in good health. - Physical Health: The health or condition of your body. - Physical Wellbeing: Physical wellbeing is more than just the health

of your body. Physical wellbeing includes the lifestyle choices that promote and enhance physical wellness.

- Mental Health: A person’s emotional wellbeing that affects thoughts, feelings and actions.

- Mental Wellbeing: Being able to handle the stressful and unexpected things that happen in daily life. Managing thoughts, feelings, and actions positively.

Teacher Tip:Help students understand that a person can have good physical health and also be experiencing a physical illness. Likewise, a person can have good mental health at the same time as they are experiencing a mental illness.


Teacher Tip:Help students understand all aspects of mental wellbeing by reviewing the following points. As part of overall health and wellness, mental health includes: • A sense of self-esteem and self-confidence • The ability to identify, express and regulate emotions • The ability to set and achieve goals • Recognition of one’s creative skills • The ability to expand knowledge and skills • The ability to feel and show empathy for others• The ability to create and maintain satisfying relationships

Close-Up Activity 1-A• Review previously introduced topics of self-esteem, peer pressure, and

fitting in. (Located in Lesson 1 and 2 of Safer, Smarter Teens Personal Power Middle School Curriculum)

• Introduce the term Stigma. Ask students if they have heard the word stigma. What do they think it means? Review the definition of Stigma: A negative or disapproving attitude or belief that can cause people to avoid or fear something; usually a result of lack of knowledge or understanding.

• Explain that mental health is often stigmatized. Use the comparison between reactions to a physical illness or a mental illness to help students realize if they stigmatize mental illness.

- When someone is diagnosed with a physical illness such as the flu, arthritis, or even cancer, do we judge or blame the person?

- When someone is diagnosed with a mental illness such as depression, anxiety, or an eating disorder, have you or have you seen others judge or blame the person?

- There are often predetermined thoughts, ideas, and judgements about mental illness which are untrue and can be harmful. Usually, they’re a result of a lack of knowledge or understanding.

Teacher Tip:Have students consider if helping someone with a physical injury or illness is different than helping someone with emotional or mental distress. If there is a difference, what do they think influences the difference? Remind students of the need to seek help from a trusted adult when there is a physical OR emotional concern – and that whether the concern is physical or emotional, students should never put themselves in harm’s way.

Close-Up Activity 1-B• To help students understand the continuum of physical and mental health

use the analogy of a rollercoaster.


- Flat Tracks – You feel healthy, your thoughts are clear, and you are making good choices. If you face a small challenge or an obstacle, you can handle it all by yourself.

- Curves and Slopes – You may not feel as healthy – some aches or pains. You have some strong feelings or emotions. You may not think as clearly and may act out your emotions. A friend, parent, trusted adult, or school counselor may be helping.

- Steep Ups and Deep Drops – You feel unhealthy, sick, or injured. Your strong feelings and emotions are overwhelming. Your thoughts are jumbled and your actions may be out of control. A doctor or helping professional may be required to help.

Take Action Activity: Ask, Care, TellReview Ask, Care, Tell (A.C.T.). Review previously introduced topic of A.C.T.: Ask, Care, Tell. (Located in Lesson 4 of Safer, Smarter Teens Personal Power Middle School Curriculum). A.C.T. empowers students with the tools to Ask when they observe something of concern in a friend. Care about their friend by responding without judgement and with support when that friend discloses something unsafe or when they are concerned about a friend’s safety. Tell a trusted adult or helping professional. • Ask: Review with students, examples how to ask a friend about their safety:

- “You look upset, are you okay?” - “Do you need help with something?” - “Is there something bothering you?” - “Is seems like something is going on, how can I help?”

• Care: Review examples of how to respond without judgement to show you care after the friend shares what is going on or how they are feeling:

- “That must be really difficult.” - “I’m glad you told me; I will do my best to help.” - “Wow, that’s a lot to deal with.” - “I am here to help.”

• Tell: Review the importance of telling a trusted adult or a helping professional about the situation:

- “You really need to tell someone what is going on, I am here for you, and I will go with you.”

- “We need to go talk to someone. Let’s go see______ (examples: parent, teacher, counselor, coach, school nurse).”

- “I understand you don’t want me tell anyone, but I have to tell someone who can help because you’re not safe.”

- “It’s okay to tell.”

Directions: Have students work with a partner or small group to complete the activity. Following the activity, have groups share their responses. Discuss if they felt differently about responding to a physical concern or an emotional concern? Help students understand that it is important to advocate for themselves and their peers when physical, emotional, or mental concerns arise.

• Using ASK, CARE, TELL

LEssON 1-MHSTUDENT MATERIALSWhat is Health?

For more information, visit SaferSmarterTeens.org or LaurensKids.org.

Directions: Read each situation. Use Ask, Care, Tell to determine how to respond to each situation.

Scenario 1: Walking to class your friend trips and falls on the sidewalk. He grabs his leg and sits up.What were the signs that made you feel concerned?

Ask

He tells you that he is bleeding and has a bad cut on his leg.

Care

Tell

Scenario 2: Walking to class your friend trips and falls on the sidewalk. He sits up and hangs his head down. He stares at the ground and slowly shakes his head.What were the signs that made you feel concerned?

Ask

He tells you that this is the last straw. He says, “I just feel so overwhelmed. I can’t take this anymore!”

Care

Tell

Scenario 3: Your friend is spending the weekend with you because her parents are out of town. After school you go home, make a snack and get ready to go watch a movie. Your friend isn’t eating. She is sitting slumped forward with her arm across her stomach.What were the signs that made you feel concerned?

Ask

She tells you that her stomach started hurting this morning. She thought it would feel better, but it feels worse now.

Care

Tell

Scenario 4: Your friend is spending the weekend with you because her parents are out of town. After school you go home,make a snack and get ready to go watch a movie. Your friend isn’t eating. She has tears in her eyes and you see that her hands are shaking. What were the signs that made you feel concerned?

Ask

She tells you that her stomach started hurting this morning. She has been really worried about her parents’ trip. She has gets anxious when she is away from home.

Care

Tell

LESSON 1:WHAT IS HEALTH?

GRADE 8 • MENTAL HEALTH • LESSON 1USING ASK, CARE, TELL

8th Grade

LESsON 2MEntal HEalthWHAT IS MENTAL ILLNESS?


8th Grade

OBJECTIVES• Students will gain understanding of mental states: Mental wellbeing,

mental distress, mental health problems, and mental illness • Students will gain insight into some of the causes of mental illness • Students will gain awareness of the connection between the brain and

mental illness • Students will develop an understanding of how to decrease the stigma

associated with mental health issues

SPOTLIGHT AND KEY VOCABULARYSpotlight – There is often a stigma associated with mental illness. These negative ideas and beliefs can keep some people from seeking needed help. Understanding mental health helps us decrease the stigma.

Key Vocabulary• Healthy: Being in good health.• Helping Professional: A qualified professional who helps others with their

mental wellbeing. • Mental Distress: The emotional response to daily challenges that results

in thoughts, feelings, and actions. • Mental Health: A person’s emotional wellbeing that affects thoughts,

feelings, and actions.• Mental Health Problems: The stronger or more intense emotional

response to greater life challenges.• Mental Illness: Extreme difficulty or changes in thoughts, feelings, and

actions that lasts over time and interferes with daily activities. Mental illness is a medical condition that requires diagnosis and help from a qualified helping professional.

• Mental Wellbeing: Being able to handle the stressful and unexpected things that happen in daily life. Managing thoughts, feelings, and actions positively.

8th Grade

LEssON 2 - MEntal HEalthWHAT IS MENTAL ILLNESS?


• Physical Health: The health or condition of your body. • Physical Wellbeing: Physical wellbeing is more than just the health of your

body. Physical wellbeing includes the lifestyle choices that promote and enhance physical wellness.

• Stigma: A negative or disapproving attitude or belief that can cause people to avoid or fear something; usually a result of lack of knowledge or understanding.

• Unhealthy: Being in poor health.

Close-Up Activity 2• Discuss the causes of physical illness or injury. For example:

- How do you catch a strep throat? From contact by touching something with germs, drinking after someone who is sick

- How do you get asthma? From genes - a person’s airways constrict or get smaller which makes it hard to breathe

- How could someone break their leg? A fall, a car accident, playing sports.

• Explain that sometimes we don’t know exactly what causes a person to get sick or injured – like when a non-smoker develops lung cancer.

• Explain that just like there can be many causes of physical injuries and illness, there can also be many causes of mental illnesses.

- Some mental health problems can be caused by biological factors, genetics or heredity, illness, injury, and some environmental factors.

- Mental illness is NOT caused by personal weakness or poverty. • Explain how the brain is involved in mental health.

- Ask students to imagine that they needed to deliver an important message to a friend (for example – “Your mom can’t leave work early to pick you up, you need to ride the bus home”). The other person is in the next room. You walk to the door and try to open it, but the door is locked.

- Can you deliver the message? Maybe you try to talk through the door, but the other person cannot hear exactly what you are saying.• Can you deliver the message correctly?• What could happen? Ask students to share ideas.

- Your friend may not go home on the bus and be stuck at school

- Your friend may not know what to do - Emphasize to students that when a message is not sent or delivered

accurately, it can cause problems. - Discuss with students that your brain sends messages to different

parts of itself through neural pathways and connections. - Sometimes, pathways get blocked or broken and the communication

is disrupted (like the locked door). This can cause a person’s thoughts, feelings, or behaviors to be affected.

- This could cause someone to have very sad thoughts, very strong emotions, or even cause their behaviors to change. This might be a signal of mental illness or a mental health concern.


- However, intense thoughts strong emotions, and changes in behavior do not always signal mental illness – they could be normal or expected reactions to life events. For example, feeling anxious or worried about moving to a new town, feeling grief and wanting to be alone after the death a family member, or sleeplessness and fear about a hurricane on the way. These reactions are often temporary and diminish in time. Based on the circumstances or situation, these reactions could be normal. Everyone has their own reaction to life stressors and heals at their own pace. Cause for concern is based on the intensity and duration of someone’s reaction.

Close-Up Activity 2-A• Explain the different states of mental health.

- Everyone goes through a range of emotions and mental health states in any given day, week, month, and year. Stressful events or situations can generate a reaction. There is a difference between a temporary emotional reaction and a mental health concern or a mental illness.

• Remind students about the continuum of physical and mental health as well as the need to seek help by using the rollercoaster analogy.

- Flat Tracks – You feel healthy, your thoughts are clear, and you are making good choices. If you face a small challenge or an obstacle, you can handle it all by yourself.

- Curves and Slopes – You may not feel as healthy – some aches or pains. You have some strong feelings or emotions. You may not think as clearly and may act out on your emotions. A friend, parent, trusted adult, or school counselor may be helping.

- Steep Ups and Deep Drops – You feel unhealthy, sick, or injured. Your strong feelings and emotions are overwhelming. Your thoughts are jumbled and your actions may be out of control. A doctor or helping professional may be required to help.

• Mental Distress: Mental distress is the emotional response to daily challenges that results in thoughts, feelings and actions.

- A person may think: • “I don’t want to do this”• “I don't like what is happening”• “I can’t do this”

- A person may feel:• Sad• Upset• Confused• Angry

- A person’s body may:• Have stomach butterflies• Tense muscles• Shed a few tears


- A person may:• Start working on a plan to deal with the situation• Do what they did last time to handle the problem• Ask for help

• Mental Health Problems: The stronger or more intense emotional response to greater life challenges.

- A person may think: • “I can’t handle this”• “I want things to be the way they were before”• “I will never get over this”

- A person may feel:• Extreme sadness• Tremendous grief• Very angry

- A person’s body may:• Not be able to sleep or sleep too much• Not be able to eat or eat too much

- A person may:• Have problems getting along with family or friends• Have problems doing the things they usually do• Need to ask for help from a friend, trusted adult or helping

professional

• Mental Illness: Extreme difficulty or changes in thoughts, feelings, and actions that lasts over time and interferes with daily activities. Mental illness is a medical condition that requires diagnosis and help from a qualified helping professional.

- A person may have thoughts that are: • Hopeless• Unrealistic or delusional• Suicidal

- A person may feel:• Uncontrollable sadness• Tremendous grief• Extreme anger or rage• Mania – unusually elevated mood, impulsivity

- A person’s body may have:• Extreme tiredness, can’t get out bed • Inability to sleep – staying up for days at a time• Uncontrollable movements or twitches• Severe eating problems

- A person may:• Withdraw from family or friends• Refuse to participate in things they used to enjoy• Not be able to leave the house• Try to harm themselves


• Have problems doing the things they usually do - A person must seek help from a trained mental health professional

who can provided the needed care.

Close-Up Activity 2-BDecreasing Stigma:

• Explain that when we don’t understand something, we can make assumptions that may or may not be true. We might find it scary or uncomfortable. We might avoid it.

• Discuss the importance of decreasing the stigma associated with mental health concerns and mental illness. Because of the stigma surrounding mental illness, someone might feel embarrassed or ashamed to admit that they are having a hard time or experiencing symptoms of a mental illness. This can lead to reluctance to talk about what they’re experiencing or to seek needed help.

• Discuss how to decrease the stigma associated with mental health concerns and mental illness.

- Talk openly about mental health. - Learn about mental health and mental illness. - Realize the both a physical and a mental illness are the result of

a disease. If you had a broken leg, you’d go to the doctor. If you’re experiencing a mental health concern, you seek help from a mental health professional. There should be no difference in how we care for our physical and mental health.

- Show compassion for those with mental illness – just as you would show compassion for someone with a physical illness. Never make fun of or bully someone because of their mental health.

- It’s OK to talk about it. Be honest about what you’re feeling and seek help if you need it. There is no shame in going to the dentist or seeing a doctor for high blood pressure. We should strive for the same attitude about seeing a therapist or psychiatrist for a mental illness.

Adapted from https://www.nami.org

Take Action Activity 2: Bookmarking Change• Discuss with students the importance of increasing awareness of mental

health and mental illness.• Have students brainstorm ideas of what can be done at school to increase

awareness of mental health and decrease the stigma of mental illness.• Have students create a bookmark that includes an illustration of:

A slogan or hashtag to increase awareness of mental health orA slogan or hashtag to decrease the stigma of mental illness

• Examples: #FreeToBeMe, #EveryoneFacesChallenges, #It’sOK, #TimeForChange

• Bookmarking Change

STUDENT MATERIALSWhat is Mental Illness?


LEssON 2-MH

Directions: Think of a slogan or hashtag with a message to increase awareness of mental health or to decrease the stigma of mental illness. Illustrate this message on the bookmark below.

LESSON 2:WHAT IS MENTAL ILLNESS?

GRADE 8 • MENTAL HEALTH • LESSON 2BOOKMARKING CHANGE

8th Grade

LESsON 3MEntal HEalthAWARENESS AND PREVENTION


8th Grade

OBJECTIVES• Students will gain general information on mental illness including

symptoms and common characteristics• Students will gain awareness of suicide and suicide prevention • Student will gain awareness of the risk factors of suicide• Students will gain awareness of the warning signs of suicide risk• Student will know how to seek help for themselves and others if there is a

risk of suicide

SPOTLIGHT AND KEY VOCABULARYSpotlight – It is very important to understand the risk factors and warning signs of suicide. Recognizing the warning signs in yourself or others is also important. You must always seek help when there is a concern about suicide.

Key Vocabulary• Suicide: Intentionally taking one’s own life.• Suicidal ideology: Thinking about, planning for, or considering suicide.

Close-Up Activity 3Explain:

• Mental illness involves a variety of conditions. There are some mental illnesses that are more common in adolescence.

• Provide a general overview of some of the signs and symptoms of mental illnesses.

• Remind students that while it is important to understand general information about different mental illnesses, they should not assume that everyone who displays a symptom of a mental illness has one. A qualified professional must make the diagnosis of a mental illness.

• Project the Mental Illness Definitions and review each with students.

8th Grade

LEssON 3 - MEntal HEalthAWARENESS AND PREVENTION


Teacher Tip:Reinforce to students that this is not a comprehensive list; however, the list includes mental illnesses most common with students their age. This information is to provide background information, not to determine a diagnosis of a mental illness.

Teacher Tip:Remind students that only trained professionals can diagnose a mental illness, and that if students are concerned about themselves or others, they should seek help from a trusted adult.

Close-Up Activity 3-ASuicide Prevention• Explain – just like there are many physical or medical conditions, there

are also many mental health conditions. One very serious mental health concern is suicide.

• Review some of the risks of teen suicide: - Mental illness such as depression or bipolar disorder - Overwhelming feelings of distress or anxiety - Perfectionism - wanting to be perfect, but feeling you are not perfect - Low self-esteem - Struggling in school - Not feeling connected to or supported by family or friends - The use and abuse of alcohol or drugs - LGBTQ+ youth who may feel rejected

• Explain that there are many causes of suicide and it is a VERY complicated issue. If you or someone you know has thoughts or plans about suicide; you must seek help. All threats must be taken seriously.

- Discuss who and where you can go to for help:• Family member• Friends• School counselor• Crisis hotline• Suicide hotline • Mental health professional

Teacher Tip:Provide students with The National Suicide Prevention Hotline phone number: 1-800-273-8255. Find and provide students with the local numbers for the Crisis Center and Suicide Crisis line in your area. Have students add these numbers in their cell phone contacts.


• Review the important warning signs that could indicate someone is at risk of suicide. Reinforce that when there is a warning sign, it is essential to seek help from a trusted adult or helping professional.

- Talking or writing about dying - Making suicide plans - Previous suicide attempts - Giving away precious possessions - The loss of a friend or family member to suicide - Loss from death, divorce, or a friendship break-up - Change in personality - Change in behavior - Feeling helpless or hopeless, seeing no hope for the future - Low self-esteem - Being or feeling isolated - Being the victim of bullying

Take Action Activity: Suicide Awareness and Prevention – Find the Facts• Print and cut out statistic cards.• Shuffle the cards.• Give each student a card.• Have each student read their card.• Students circulate around the room reading their card to other students.

When students find a classmate with a card that matches theirs, the partners will take a seat next to each other.

• When all partners have been matched, have each group share the information on their card.

• Have a group discussion about the statistics. - Ask what statistics surprised them? - Ask what statistics were most concerning?

Take Action Activity: Warning Signs – When to Be Concerned• Project or give each student a copy of Warning Signs – When to Be

Concerned.• Review and discuss each of the warning signs.• Read each statement. Have students determine if help is needed.• Have students determine the warning sign(s) that signal the need for help.• If help is needed, have students identify who they could go to for help.• Reinforce that if your students or anyone they know are demonstrating

signs or risks of suicidal thinking or behavior, they must get help immediately – even if they are asked to keep these feelings or behaviors a secret, students MUST tell.


• Mental Illness Definitions

• Suicide Awareness and Prevention – Find the Facts

• Warning Signs – When to Be Concerned

LEssON 3-MHSTUDENT MATERIALSAwareness and Prevention


Anxiety Disorder: Feeling extremely afraid, worried, or uneasy about a situation or thing. The

feelings are so intense that it interferes with daily activities.

Bipolar Disorder: A mood or emotional disorder that causes extreme mood swings from

an extremely happy or good mood (mania) to extremely sad, overwhelmed, or low mood

(depression). This is far more extreme than the usual ups and downs of teenage life.

Conduct Disorder: Behaviors that are extremely destructive toward other people, animals, and

property, including failure to follow basic rules and comply with requests of others. Running away

or skipping school may be the result of a conduct disorder.

Depression: Overwhelming feelings and emotions that include sadness and irritability for an

extended period (usually 2 weeks or longer). Daily activities such as eating, sleeping, and going

to school can be impacted by depression.

Eating Disorder: Distorted body image that results in dangerous, abnormal or extreme eating

behaviors, including insufficient intake of food (anorexia nervosa), excessive eating (binge eating

disorder), or purging after eating (bulimia) that results in improper nutrition.

Schizophrenia: A serious mental illness resulting from a disconnection between thoughts,

emotions, and behaviors that causes withdrawal from reality and relationships. Losing touch

with reality resulting in delusions and living in a fantasy world. Difficulty thinking, speaking, or

interacting with others in an organized way.

Suicide: Suicide is not a mental illness, however, is may result from mental illness. According

to the National Institute of Mental Health, suicide is the second leading cause of death in youth

age 10 – 24. Suicide is defined as self-inflicted behavior with the intent to die. Suicidal ideation

or ideology is thinking about, planning for, or considering suicide.

This is not a comprehensive list. This list includes mental illnesses most common with students in

middle and high school. This information is to provide background information, not to determine a

diagnosis of a mental illness.

LESSON 3:AWARENESS AND PREVENTION

GRADE 8 • MENTAL HEALTH • LESSON 3MENTAL ILLNESS DEFINITIONS

Suicide is the tenth leading cause of death overall in the United States. More the 47,000 die from suicide each year.

Suicide is the tenth leading cause of death overall in the United States. More the 47,000 die from suicide each year.

Suicide is the second leading cause of death among individuals between the ages of 10 and 34.

Suicide is the second leading cause of death among individuals between the ages of 10 and 34.

Adolescent suicide is a growing problem in the United States.

Adolescent suicide is a growing problem in the United States.

1 in 62 people has lost someone in their life to suicide.

1 in 62 people has lost someone in their life to suicide.

1 in 5 adults and youth live with a mental health condition

1 in 5 adults and youth live with a mental health condition

Females attempt suicide more frequently than males (3:1); males complete suicide more frequently than females (4:1).

Females attempt suicide more frequently than males (3:1); males complete suicide more frequently than females (4:1).

Suicidal threats or thoughts a self-harm must always be taken seriously.

Suicidal threats or thoughts a self-harm must always be taken seriously.

Over 90% of suicidal adolescents give clues to others prior to their attempt.

Over 90% of suicidal adolescents give clues to others prior to their attempt.

GRADE 8 • MENTAL HEALTH • LESSON 3FIND THE FACTS


Each day there are approximately 12 youth suicides.

Each day there are approximately 12 youth suicides.

A person under the age of 25 dies by suicide every 2 hours and 11 minutes.

A person under the age of 25 dies by suicide every 2 hours and 11 minutes.

Socially isolated youth are generally found to be at greater risk of suicide.

Socially isolated youth are generally found to be at greater risk of suicide.

Suicide is preventable. Most suicidal individuals really want to live; however, they are unable to realize alternatives to their situation.

Suicide is preventable. Most suicidal individuals really want to live; however, they are unable to realize alternatives to their situation.

Always seek help from a trusted adult or helping professional if you or someone you know is thinking about suicide.

Always seek help from a trusted adult or helping professional if you or someone you know is thinking about suicide.

Many people may think about suicide at one time in their lives. However, they never attempt suicide because they realize that the current problems are temporary and death is permanent.

Many people may think about suicide at one time in their lives. However, they never attempt suicide because they realize that the current problems are temporary and death is permanent.

The National Suicide Prevention Hotline is 1-800-273-8255.

The National Suicide Prevention Hotline is 1-800-273-8255.


• When someone loses a friend or family member to suicide.• When someone is having a really difficult time dealing with a loss from death, divorce, a

broken friendship, a move, or other forms of loss.• When someone makes helpless or hopeless statements such as, “I don’t want to live,” I

don’t see a way out of this,” “I will never feel better.”• When someone is saying goodbye with comments, notes, or stories.• When someone starts giving away their most prized possessions.• When someone stops doing the things they used to enjoy.• When someone is always thinking about and talking about death.• When someone has big changes in personality, appearance, attitude, and behavior.

Do you need to get help?

Who can help?

Your friend gives you a note that says: I can’t take this anymore.

Yes No

Your friend has become very quiet, sad, and stops playing the games he always enjoyed.

Yes No

Your friend gives you her favorite bracelet. She tells you that she will not be needing it anymore.

Yes No

Your friend tells you he got two of the same headphones for his birthday. He offers to give you one.

Yes No

One of your neighbors dies by suicide. You notice her daughter is having a very difficult time.

Yes No

You are shooting hoops with a friend. When he misses a shot, he stomps his foot and sighs. You pass him the ball and he tries again.

Yes No

You see a social media post of someone from your school that reads: My days have become so dark, I won’t ever see the light again.

Yes No

GRADE 8 • MENTAL HEALTH • LESSON 3WARNING SIGNS – WHEN TO BE CONCERNED

8th Grade

LESsON 4MEntal HEalthSEEKING HELP


8th Grade

OBJECTIVES• Students will gain awareness of warning signs that signal a mental health

concern• Students will gain awareness of the importance of seeking help for a

mental health concern• Students will gain awareness of where to seek help for a mental health

concern

OVERVIEWIn this lesson, students will gain an awareness of the Red Flags or warning signs of a mental health concern and how to access help when needed. Based upon the severity of the concern, students will learn about options for seeking help.

SPOTLIGHT AND KEY VOCABULARYSpotlight – There are warning signs or Red Flags that can signal a possible mental health concern. It is important to be aware of the warning signs and use personal power to seek help.

Key Vocabulary• Red Flag: Warning sign or signal that something is wrong and help is

needed.

Close-Up Activity 4• Explain that it is very important to know when you should be concerned for

yourself or someone you know.• Discuss that there are many Red Flags or warning signs that can signal

something is not right and help is needed. It is important to know when it is more than just a normal ‘rollercoaster’ of emotions and a trusted adult or a mental health expert should be contacted.

• Emphasize that if you or someone you know is experiencing any of the following, you need to get help.

• Project ALERT-ALERT- It’s Time to Get Help.

8th Grade

LEssON 4 - MEntal HEalthSEEKING HELP


• Read each statement aloud and have students read along.• Remind students that there is a difference between having a bad day

or getting upset and a mental health concern. You need to consider the intensity, duration, and severity of the thoughts, feelings, emotions, and behaviors.

Teacher Tip:Reinforce the importance of seeking help if a student or someone they know is having difficulty handling a stressor or if there is a suspicion of a mental illness.

Teacher Tip:Remind students of the importance of checking their own mental health. If a student is living with someone or has a close friend who is struggling with mental illness, that student may need help to deal with the unique challenges that presents.

Take Action Activity: Resources for Teens & Where to Go for HelpExplain: • Being aware of when you need to get help is important. It is also important

to think about who you could go to for help.• Have students share ideas of who they could go to for help. Write answers

on the board.• Project and distribute the Resources for Teens. • Have students complete the Where to Go for Help worksheet.• After ten minutes have students share answers and discuss resources.

Today’s Power Play: Seeking Help There are Red Flags or warning signs that can signal a mental health concern. Recognizing these signs helps us know when to seek help. We must use our personal power to seek help for ourselves or others.

Journal“I think it is really important to take the stigma away from mental health. My brain and my heart are really important to me. I don’t know why I wouldn’t seek help to have those things be as healthy as my teeth. Don’t I go to the dentist? So why wouldn’t I go to a mental health specialist?”

~ Kerry Washington, actress

Seeking help for any physical or mental health concern is important. Compare and contrast the differences between helping someone with a physical health need versus a mental health need.


• ALERT-ALERT- It’s Time to Get Help

• Resources for Teens

• Where to Go for Help

• Journal

LEssON 4-MHSTUDENT MATERIALSSeeking Help


LESSON 4:SEEKING HELP

Directions: Read each statement. If any of these statements describe something you or someone

you know is experiencing, it is a red flag that you need to seek help from a trusted adult.

1. Feeling very sad or down for more than 2 weeks (crying frequently, feeling tired, not

wanting to do anything).

2. Suddenly feeling very scared or afraid for no reason, sometimes with a racing heart or

fast breathing.

3. Not eating, throwing up, losing a lot of weight.

4. Extreme mood swings that cause problems in relationships with friends and family.

5. Drastic changes in behavior, personality or sleeping habits (difficulty falling or staying

asleep, sleeping too much or too little, acting differently, not feeling like yourself).

6. Extreme difficulty paying attention, sitting still, and finishing schoolwork, resulting in

low grades.

7. Feeling extremely worried and fearful, causing inability to complete daily activities like

hanging out with friends or going to school.

8. No longer being interested in the activities and things someone used to like.

9. Trying to harm or kill oneself or making plans to do so.

10. Behavior that is out-of-control or dangerous that can cause harm to self or others.

11. Using and abusing drugs or alcohol.

GRADE 8 • MENTAL HEALTH • LESSON 4ALERT - ALERT – IT’S TIME TO GET HELP

National Suicide Hotline:1-800-SUICIDE (784-2433)Toll-free, 24-hour, confidential hotlines that connect you to a trained counselor at the nearest suicide crisis center.

National Alliance on Mental Illness (NAMI): 800-950-6264 or text NAMI to 741741Toll-free, confidential hotline operatingMonday – Friday, 10:00 am – 6:00 pm (EST). Trained volunteers provide information, referrals, and support to anyone with questions about mental illness.

National Suicide Prevention Lifeline:1-800-273-TALK (8255)Toll-free, 24-hour, confidential hotlines that connect you to a trained counselor at the nearest suicide crisis center.

Project Safe Place: 1-888-290-7233Project Safe Place provides access to immediate help and supportive resources for young people in crisis through a network of qualified agencies, businesses, and trained volunteers.

SAMHSA - Substance Abuse and Mental Health Services Administration: 1-300-622-HELP (4357)SAMHSA’s National Helpline is a free, confidential, 24/7, 365-day-a-year treatment referral and information service in English and Spanish for individuals and families facing mental and/or substance use disorders.

The Jason Foundation: 1-800-274-TALK (8255) or text JASON to 741741 The Jason Foundation provides information, educational programs, and resources to help in the fight against the “silent epidemic” of youth suicide. The Jason Foundation directs those in crisis to the National Suicide Prevention Lifeline phone numbers. Learn more at http://jasonfoundation.com/

The Trevor Project: 866-4-U-TREVORThe Trevor Project operates the only nationwide, around-the-clock crisis and suicide prevention helpline for lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth. The Trevor Helpline is available as a resource to parents, family members and friends of young people as well. Visit www.TheTrevorProject.org for more information and resources for young people, including “Dear Trevor,” an online Q&A forum for non-time sensitive questions.

TeenScreen.org: 866-833-6727The TeenScreen National Center for Mental Health Checkups at Columbia University is a non-profit privately funded public health initiative working to increase youth access to regular mental health checkups and the early identification of mental illness. TeenScreen Schools and Communities is the National Center’s flagship program, offering mental health checkups to youth through more than 500 local sites in 43 U.S. states. Visit TeenScreen.org to read facts/figures about teenage mental health, and to learn more about the National Center’s programs and initiatives.


GRADE 8 • MENTAL HEALTH • LESSON 4RESOURCES FOR TEENS


Directions: List the names and contact information for the people or agencies that you can go to for help.

You want to get help for a friend when you are at school. Who can help?

You are feeling upset. Who can help you if you are not at school?

Where can you get help if you are concerned about suicide?

Your friend tells you he can’t face going to school, everything seems overwhelming. Who can help?

You want more information on shattering the stigma of seeking mental health treatment. Where can you get this information?

You are concerned that a friend may have an eating disorder. Where can you get more information? Who can help?

You suspect your friend has been using drugs, his behavior and mood have changed. What can you do?

Your friend is talking about running away from home. Who can help?

For the past several weeks your friend seems upset and won’t tell you why. How can you help? Who can you go to for help?

Where can you get more information on suicide prevention?

GRADE 8 • MENTAL HEALTH • LESSON 4WHERE TO GO FOR HELP

“I think it is really important to take the stigma away from mental health. My brain and my heart are really important to me. I don’t know why I wouldn’t seek help to have those things be as healthy as my teeth. Don’t I go to the dentist? So why wouldn’t I go to a mental health specialist?”–Kerry Washington, actress

Seeking help for any physical or mental health concern is important. Compare and contrast the differences between helping someone with a physical health need versus a mental health need.


GRADE 8 • MENTAL HEALTH • LESSON 4JOURNAL

8th Grade

LESsON 5MEntal HEalthWELLBEING


8th GradeOBJECTIVES• Students will gain awareness of strategies to cope with stress• Students will practice strategies to cope with stress• Students will gain awareness of the importance of making healthy

decisions• Students will gain awareness of the connection between their personal

choices and their wellbeing

OVERVIEWIn this lesson, students will gain an awareness of sources of stress. They will learn to recognize the difference between stress that motivates them to a positive action –such as studying for a big test – versus stress that is overwhelming and may lead to a mental health challenge. They will learn productive ways to manage and reduce stress.

SPOTLIGHT AND KEY VOCABULARYSpotlight – There are many sources of stress. It is important to learn positive and productive ways to identify, manage, and reduce stress.

Key Vocabulary• Stress: Feeling worried or uneasy about something.• Stressor: The event or circumstance that makes you feel stressed.

Close-Up Activity 5• Explain that everyone faces stressful situations. Stress is not always a

bad thing. There can be healthy stress that gets us going and helps us accomplish things. Students have assignments, tests, deadlines. Healthy, normal stress can help you get set goals, start working, and get things done.

8th Grade

LEssON 5 - MEntal HEalthWELLBEING


• Remind students about the rollercoaster analogy. When you are on the flat track, you may face a small bump or curve (something stressful that happens), but you can handle it.

• You might experience healthy stress when you have a science project to complete or a book report to present in class.

• Healthy stress may cause someone to get sweaty hands or butterflies in their stomach. These reactions go away quickly.

• Explain that there is also unhealthy stress. The feelings are more intense and reactions to unhealthy stress continue for a much longer time.

• Review the emotions that someone might feel when they are stressed: - Frustrated, angry, sad, anxious, irritable, nervous, overwhelmed

• Review possible physical reactions to stress: - Difficulty sleeping, difficulty eating or stomach aches, difficulty

concentrating, headaches, crying• Explain the concept of Stressors - events or circumstances that make you

feel stressed. - Stressors might include having difficulty in school, having a big fight

with a friend, family problems, or health problems• Explain that there are events in everyone’s life that can be stressful. It is

important to learn how to productively manage stress.• Discuss healthy and productive ways to manage and reduce stress. • Have students make a list of healthy and productive ways to manage

stress. Record answers on the board. • Distribute the Managing Stress handout.• Compare and discuss the student-generated list with the handout.

- Managing Stress: - Get relaxed: relaxation exercises, breathing exercises, visualization,

and mindfulness activities - Get creative: explore drawing, writing or music - Get moving: try yoga, exercise, dance, or walking - Get outside: try an outdoor activity in nature - Get with friends: spend time with friends - Get help: reach out to a friend, trusted adult, or helping professional,

and ask for help

Take Action Activity: Plus and Minus of Wellbeing• Distribute The Plus and Minus of Wellbeing worksheet and instruct

students to complete individually. • After 5 to 10 minutes, review the answers as a class to determine which

activities increase or decrease physical and mental wellbeing.• Remind students that if they or someone they know is making choices that

are decreasing mental or physical wellbeing, they should contact a trusted adult or a helping resource.

- ANSWER KEY: The Plus and Minus of Wellbeing - Getting plenty of sleep: + - Keeping your emotions to yourself: -


- Exercising: + - Watching a funny video: + - Never saying no: - - Smoking or vaping: - - Playing a video games with a friend: + - Using drugs or alcohol: - - Withdrawing or avoiding being with friends or family: - - Asking for help: + - Setting goals: + - Not eating or only eating junk food: - - Journaling: + - Listening to music: + - Staying awake all night to play video games: -

Teacher Tip:Remind students that mental health is not something to be taken lightly. If you need help and are struggling, or know someone who is, you must seek help from a trusted adult. It is also important to remember that just as a serious physical illness requires a doctor’s diagnosis, mental illness also requires a diagnosis by a professional.

Take Action Activity: Emoji State of Mind• Explain that it is important to review and reflect on our physical and mental

wellbeing.• Distribute the Emoji State of Mind chart.• Explain that for this activity, students will use an emoji to indicate their

general state of mind during each time period of the day.• Remind students that it is common for thoughts, feelings, and emotions

to change throughout the day. Students should use the emoji that best represents their state of mind for the majority of that block of time.

• After one week, have students submit their charts. • Review for any areas of concern, discuss with students, and seek help as

needed.

SUPPLEMENTARY ACTIVITY • Explain the importance of learning how to relax. There are strategies, such

as focused breathing, that can help us relax and feel calm.• Review and practice each relaxation strategy with the class.

Relaxation Activities

Breathing to Relax. • Explain that research has shown that inhaling for three seconds and then

exhaling for five seconds can trigger the calming portions of the brain. • To fully benefit from the breathing activity, the inhale should fill the lungs

completely and the exhale should push all of the air out of the lungs.


• Instruct students to sit up straight with both feet on the floor. • Have students close their eyes or look at a specific focus spot.• Instruct students to begin by taking a very deep inhale and exhale.• Have students inhale for three seconds and exhale for five seconds

- Say “Inhale, one, two, three” - Say, “Exhale, one, two, three, four, five”

• Repeat three to five times or until students are feeling more relaxed and focused.

Muscle RelaxationThis exercise is to be performed in combination with the Breathing to Relax technique above.

• Begin by asking students to notice how they feel. Is there a specific part of the body that has any pain? Is there a part of the body that feels tight or is holding tension?

• Explain that through this activity students are to notice each part of the body and work to relax.

• Instruct students to sit up straight with both feet on the floor. • Have students close their eyes or look at a specific focus spot.• Begin by taking a very deep inhale and exhale.• Have students inhale for three seconds and exhale for five seconds

- Say “Inhale, one, two, three” - Say, “Exhale, one, two, three, four, five”

• After two or three guided breathing sequences, instruct students to continue this breathing on their own while you guide a meditation.

• Say, “Notice how your head feels. Is there any pain? Do you feel any tension? With the next breath, relax and move the tension out of your head.”

• Say, “Notice how your neck feels. Is there any pain? Do you feel any tension? With the next breath, relax and move the tension out of your neck.”

• Say, “Notice how your shoulders feel. Is there any pain? Do you feel any tension? With the next breath, relax and move the tension out of your shoulders.”

• Say, “Notice how your arms feel. Is there any pain? Do you feel any tension? With the next breath, relax and move the tension out of your arms.”

• Say, “Notice how your back feels. Is there any pain? Do you feel any tension? With the next breath, relax and move the tension out of your back.”

• Say, “Notice how your legs feel. Is there any pain? Do you feel any tension? With the next breath, relax and move the tension out of your legs.”

• Say, “Notice how your feet feel. Is there any pain? Do you feel any tension? With the next breath, relax and move the tension out of your feet and into the floor.”

• Say, “Continue to inhale and exhale. Notice how you feel. Now open your eyes as you continue to inhale and exhale.”

• Say, “Take one last deep inhale and exhale and then breathe normally.”


Today’s Power Play: Understanding and Managing Stress Everyone has stress in their lives. We cannot always control the things that cause stress, but we can often learn to manage our stress. Some stress is healthy. It is a call to action. Healthy stress helps us get busy and do what we need to do, study for a test or practice for the big game. Unhealthy stress is overwhelming and can lead to mental health concerns. It is important to learn productive ways to manage and reduce stress.

Journal“Mental health is so important. People don’t pay enough mind to it because we have things to do. We have schedules, we have pressure to fit in, places to be, Instagram Stories, trying to keep up. People don’t pay attention to what’s happening inside.”

~ Ariana Grande, singer

Consider the quote by Ariana Grande. She points out that everyone faces challenges, pressures, and stressors. Reflect on your Emoji State of Mind chart. Consider the activities or times of day that are more stressful. How can you manage and reduce stress in those areas? Can you manage this stress alone, or do you need to seek help? If help is needed, who can you go to for help?

• Managing Stress

• The Plus and Minus of Wellbeing

• Emoji State of Mind

• Journal

LEssON 5-MHSTUDENT MATERIALSWellbeing


LESSON 5:WELLBEING

Get relaxed: relaxation exercises, breathing exercises, visualization, and mindfulness activities

Get creative: explore drawing, writing or music

Get moving: try yoga, exercise, dance, or walking

Get outside: try an outdoor activity in nature

Get with friends: spend time with friends

Get help: reach out to a friend, trusted adult, or helping professional, and ask for help

GRADE 8 • MENTAL HEALTH • LESSON 5MANAGING STRESS

LESSON 5:WELLBEING

Directions: You make choices every day. Some choices will enhance your physical and mental wellbeing, while others may decrease your wellbeing. Read each choice and circle the "+" sign if it increases wellbeing. Circle the "-" sign if it decreases wellbeing. Review the list and consider if your choices are increasing or decreasing your wellbeing.

Getting plenty of sleep

Keeping your emotions to yourself

Exercising

Watching a funny video

Never saying no

Smoking or vaping

Playing a video game with a friend

Using drugs or alcohol

Withdrawing or avoiding being with friends or family

Asking for help

Setting goals

Not eating or only eating junk food

Journaling

Listening to music

Staying awake all night to play video games

GRADE 8 • MENTAL HEALTH • LESSON 5THE PLUS AND MINUS OF WELLBEING

LESSON 5:WELLBEING

Directions: For each block of time, draw the emoji that best describes your state of mind. After one week, review the pattern of emoji’s. Determine if there are any areas of concern. If so, seek help from a trusted adult.

Sun Mon Tues Wed Thur Fri Sat

Early morning

Late morning

Early afternoon

Late afternoon

Early evening

Late evening

Happy

Sad

Anxious

Angry

Worried

Disappointed

Overwhelmed

Sleepy

Calm

Irritable

Silly

Confused

Afraid

Loved

Alcohol or drug use

Not eating

Not asking for help

Self harm

Smoking or vaping

Suicidal thoughts

GRADE 8 • MENTAL HEALTH • LESSON 5EMOJI STATE OF MIND

“Mental health is so important. People don’t pay enough mind to it because we have things to do. We have schedules, we have pressure to fit in, places to be, Instagram Stories, trying to keep up. People don’t pay attention to what’s happening inside.”– Ariana Grande, singer

Consider the quote by Ariana Grande. She points out that everyone faces challenges, pressures, and stressors. Reflect on your Emoji State of Mind chart. Consider the activities or times of day that are more stressful. How can you manage and reduce stress in those areas? Can you manage this stress alone, or do you need to seek help? If help is needed, who can you go to for help?

LESSON 5:WELLBEING


8th Grade

LESsON 6MEntal HEalthHEALTHY LIFESTYLE CHOICES


8th Grade

OBJECTIVES• Students will understand the meaning of addiction• Students will differentiate between healthy and unhealthy choices that

could lead to addiction• Students will explore the reasons teens choose to use alcohol, drugs,

nicotine (tobacco or vaping)• Students will understand the dangers of experimenting or using alcohol,

drugs, nicotine (tobacco or vaping)• Students will understand the negative consequences of addiction

OVERVIEWIn this lesson students will learn about the stages of developing an addiction. They will explore the reasons that students their age try drugs, nicotine (smoking or vaping), and alcohol. Peer pressure will be reviewed and students will be reminded that they have the personal power to say no to others. Students will understand that at any stage of addiction, someone may need help to stop. Students will gain awareness of using their personal power to make healthy choices to enhance their physical and mental wellbeing.

SPOTLIGHT AND KEY VOCABULARYSpotlight – It is important to understand the dangers of drug use and drug addiction. You can use personal power to stand up for yourself and make healthy choices.

Key Vocabulary• Addiction: To be physically and mentally dependent on a substance and

unable to stop using it

8th Grade

LEssON 6 - MEntal HEalthHEALTHY LIFESTYLE CHOICES


• Assertiveness: Using your personal power to be confident and stand up for yourself and others while also being considerate of others and not violating their rights

• Balance of Power: Equal and shared power by people in a relationship• Consequence: The result or effect of the choices you make

Close-Up Activity 6• Ask students to share their ideas about why teens experiment with or use

drugs, alcohol, or nicotine (tobacco or vaping).• Make a list on the board. The list could include the following:

- Peer pressure - To fit in - Their friends are doing it - Worried about losing friends - Because the want to feel older or do what the older kids are doing - Because they are curious - To ease physical or emotional pain

Teacher Tip:Remind students that they have the Personal Power to say no. It is not always easy to stand up to peer pressure, but students have the skills to use their voice and their personal power to say no.

• Explain: Every day we make lifestyle choices. The choices we make result in consequences. Consequences are what happen after we make a choice.

• Have students give examples of healthy choices and consequences versus unhealthy choices and consequences. For example:

- Choice: Study for the test Consequence: Get a good grade - Choice: Get high every morning and skip school Consequence: Fail

your classes

Teacher Tip:To help generate ideas consider the following: • Choices about what you eat.• Choices about after school activities.• Choices about who you spend time with.

• The decision to try and use drugs, alcohol, or nicotine will have consequences. One consequence can be developing a drug abuse or addiction problem.

• Ask students to define the word Addiction. - Write their answers on the board. - Create a definition that includes the following: To be physically and

mentally dependent on a substance and unable to stop using it.• Ask students what kinds of things people might get addicted to –


- Drugs - Alcohol - Caffeine - Nicotine- Tobacco or Vaping - Video Games - Cell phone – Social Media

• Discuss how addiction occurs. Project The Stages of Addiction chart. Discuss each stage. Emphasize that addiction is a process that moves through each stage.

Teacher Tip:Help students to realize that addiction begins with the first use of a drug. You cannot get addicted to something you have not tried. The risk of addiction increases with continued and ongoing use.

Teacher Tip:Remind students that help may be needed at ANY stage of addiction. Trying or using drugs may be the result of a mental or emotional need. Due to the physical and mental aspects of drug use, professional help may be needed to quit.

Take Action Activity: Shuffle the Consequences• Before the activity:

- Print enough copies of The Stages of Developing an Addiction Chart to give one to each group of five students.

- Print enough copies of the Consequence Cards to give one set to each group of five students. Cut out each card, shuffle, and paperclip together or place in a sealable plastic bag.

• Have students get into groups of five.• Assign each member of the group a level of developing an addiction:

Trying, Using, Misusing, Abusing, and Addiction. • Give each group a stack of Consequence Cards. • Have them place the stack face down in the middle of the group and turn

over one card at a time. • One member of the group will read the consequence aloud. • The group will determine what level of addiction is represented on the card.

That card will be given to the designated group member. • Each group member should collect five cards.• When the groups have distributed all of their cards, have them review their

cards to check that they were correctly distributed.• Answer Key

- TRYING: - Vaping for the first time - Drinking a beer out of curiosity for what it tastes like and how it

makes you feel


- Smoking because all of my friends are smoking - Trying marijuana to see if it makes me feel better - Trying drugs to see if it makes me feel better

- USING: - Getting high every weekend with my friends - Getting high when I am worried - Vaping daily before school - Drinking at parties on the weekend - Using drugs because I like how it makes me feel

- MISUSING - Forgetting to finish my schoolwork because I was high - Getting in fights with my friends because they think I drink too

much - Going to dangerous places to buy drugs - Needing more and more drugs to get the same high - Needing help because I built up a tolerance which can be a

warning sign of addiction - ABUSING:

- Using drugs because I get sick without them - Using drugs because I need them - I need drugs to feel normal and to function - I don’t hang out with my old friends because they think I have a

problem, but they’re wrong - Help may be needed from a substance abuse treatment program

- ADDICTION: - I don’t have a problem with drugs - My family keeps telling me I need help - I don’t care what they think - I will do whatever it takes to get more drugs - I stole money from my friend to buy drugs - Help is needed from a professional addiction treatment program

Take Action Activity: Making Healthy Decisions• Help students make the connection between understanding the

consequences of drug use and addiction, and making healthy lifestyle choices.

• Explain that an important part of making healthy choices is knowing how to deal with factors that influence trying, using, and even abusing drugs.

• Review the previously generated list of the reasons why teens try or use drugs, alcohol, and nicotine.

• Discuss the personal qualities that are needed to resist the temptation to try drugs and the qualities needed to seek help instead of trying to escape problems by using drugs.

• Write the list of personal qualities on the board.• Have students review the list and think about their personal qualities. Ask

students to determine what qualities they currently possess and what qualities they need to work on developing that will help them make healthy lifestyle choices.


• Have students complete an acrostic poem titled “My Path to the Future” describing their path to a healthy future, using the letters in the word WELLNESS to start each line.

• Example:MY PATH TO THE FUTUREWanting to be healthyExercising several times a weekLetting my family and friends helpLearning to stand up for myselfNever letting drugs control my lifeExpecting good things to happenSetting positive goals for my futureSeeking help when needed

Today’s Power Play: Awareness and Prevention of Drug Addiction There are five stages of drug use that lead to addiction: trying, using, misusing, abusing, addiction. There are many reasons teens try drugs, alcohol, and nicotine (smoking or vaping). Peer pressure, wanting to fit in, worrying about what others will think, curiosity, or wanting to act older are just a few of the reasons. Sometimes teens try drugs to escape their problems or because they think it will make them feel better. Regardless of the reason for trying drugs, it is important to understand the dangers and when help is needed. At any stage of addiction, help may be required to stop. By using personal power, students can make healthy choices to enhance their physical and mental wellbeing.

JournalConsider your Path to the Future poem. Use your answers to create a story about your healthy lifestyle choices and the positive consequences they have on your life.

• The Stages of Addiction

• Shuffle the Consequences

• Journal

LEssON 6-MHHEALTHY LIFESTYLE CHOICESS.A.F.E.: It's OK to Tell


1. TRYING – When a person tries or experiments with a drug for the first time. This experimentation may be due to pressure from friends and/or trying to fit in. It may be due to curiosity about what it is like to use the drug or to be rebellious. Most people can stop using the drug on their own at this stage. However, if the drug is being used in response to a problem or to “feel better,” help is needed to resolve the underlying reason for using the drug.

2. USING – When a person continues to regularly use the drug because of how it makes them feel. The use of the drug is part of daily life. The use of the drug is predictable (every weekend or when hanging out with friends) or under specific circumstances (when feeling sad, stressed, worried, or lonely). The drug interacts with the brain. The changes in the brain can last hours, days, weeks, or even months before returning to normal.

3. MISUSING – When a person continues to use the drug, despite harm it is causing. Tolerance can develop with misuse, requiring more and more of the drug to get the same effect. The person may begin to show changes in behavior and engage in risky behaviors or activities. A person may begin using the drug at times that are inappropriate - such as before or at school. The drug misuse can lead to failure to take responsibility for obligations with family, friends, school, or work. Tolerance is a sign of misuse and a red flag of addiction.

4. ABUSING – When the person must continue using the drug because they have a mental and/or physical dependence on that drug. Without the drug, withdrawal causes the person to feel anxious, sick, or to have a physical reaction. The person believes that the drug is needed to feel normal, and they use the drug at times that are not appropriate. At this stage, a substance abuse treatment program may be needed to stop using the drug.

5. ADDICTION – When the person is unable to stop using the drug. The need for the drug is so overwhelming it can cause serious problems, including health problems, money problems, and relationship problems. The person often denies that they have a problem with drugs. The need for the drug may motivate the person to do whatever is needed to get more of the drug, putting them at risk for dangerous behavior. Addiction requires the help of a professional addiction treatment program.

LESSON 6:HEALTHY LIFESTYLE CHOICES

GRADE 8 • MENTAL HEALTH • LESSON 6THE STAGES OF ADDICTION

Vaping for the first time

Drinking a beer out of curiosity

for what it tastes like and how it makes

you feel

Smoking because all of my friends are

smoking

Trying marijuana to

see if it makes me feel better

Trying drugs to see if it makes me feel better

Getting high every weekend with my friends

Getting high when I am

worried

Vaping daily before school

Drinking at parties on the

weekend

Needing help because I’m using drugs

and I like how it makes me

feel

Forgetting to finish my schoolwork

because I was high

Getting in fights with my friends

because they think I drink too much

Going to dangerous

places to buy drugs

Needing more and more

drugs to get the same high

Needing help because I built up a tolerance which can be a warning sign of

addiction

Using drugs because I get sick without

them

Using drugs because I need them

I think I need drugs to feel normal and to

function

I don’t hang out with my old friends

because they think I have a problem, but they’re wrong

Help may be needed from a substance

abuse treatment program

I don’t have a problem with

drugs

My family keeps telling me I need

help - I don’t care what they

think

I will do whatever it takes to get more drugs

I stole money from my friend to buy drugs

Help is needed from

a professional addiction treatment program


GRADE 8 • MENTAL HEALTH • LESSON 6SHUFFLE THE CONSEQUENCES

Consider your Path to the Future poem. Use your answers to create a story about your healthy lifestyle choices and the positive consequences they have on your life.



8th Grade - Safer, Smarter Teens

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