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Mental Health Lessons

Title of Lesson: Self-awareness and Self-control for a Safer School


Grade Level: High School, 9-12th grades
Duration: 45 minute class
ASCA/NYSSCA National Standards and Competencies:
Academic Standard A: Students will acquire the attitudes, knowledge and skills that
contribute to effective learning in school and across the life span.
Competencies:
A:A3 Achieve School Success:
A:A3.1 Take responsibility for their actions
A:A3.2 Demonstrate the ability to work independently, as well as the ability to
work cooperatively with other students
A:A3.5 Share knowledge
Career Development Standard A: Students will acquire the skills to investigate the world
of work in relation to knowledge of self and to make informed career decisions.
Competencies:
C:A1 Develop Career Awareness:
C:A1.3 Develop an awareness of personal abilities, skills, interests and
motivations
C:A1.4 Learn how to interact and work cooperatively in teams
C:A1.6 Learn how to set goals
Personal/Social Development Standard A: Students will acquire the knowledge, attitudes
and interpersonal skills to help them understand and respect self and others.
Competencies:
PS:A1 Acquire Self-knowledge:
PS:A1.1 Develop positive attitudes towards self as a unique and worthy person
PS:A1.4 Understand change is a part of growth
PS:A1.6 Distinguish between appropriate and inappropriate behavior
PS:A1.8 Understand the need for self-control and how to practice it
PS:A1.9 Demonstrate cooperative behavior in groups
PS:A2 Acquire Interpersonal Skills
PS:A2.2 Respect alternative points of view
PS:A2.7 Know that communication involves speaking, listening and nonverbal
behavior
PS:A2.8 Learn how to make and keep friends
Personal/Social Development Standard B: Students will make decisions, set goals and
take necessary action to achieve goals.

Competencies:
PS:B1 Self-knowledge Application:
PS:B1.2 Understand consequences of decisions and choices
PS:B1.4 Develop effective coping skills for dealing with problems
New York State Learning Standards:
Career Development and Occupational Studies Standard 2: Integrated Learning: Students
will demonstrate how academic knowledge and skills are applied in the workplace and
other settings.
English Language Arts Standard 3: Students will listen, speak, read, and write for critical
analysis and evaluation. As listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established criteria. As
speakers and writers, they will use oral and written language that follows the accepted
conventions of the English language to present, from a variety of perspectives, their
opinions and judgments on experiences, ideas, information and issues.
English Language Arts Standard 4: Language for Social Interaction: Students will listen,
speak, read, and write for social interaction. Students will use oral and written language
that follows the accepted conventions of the English language for effective social
communication with a wide variety of people. As readers and listeners, they will use the
social communications of others to enrich their understanding of people and their views.
Health, Physical Education, and Family Consumer Science Standard 2: A Safe and
Healthy Environment: Students will acquire the knowledge and ability necessary to
create and maintain a safe and healthy environment.
Learning Objective: Following class discussion, counselor-led instruction of class
exercise, and partner activities, 80% of the students will be able to understand, not only
the meaning, but the feeling of self-control, as well as gain self-awareness and work with
peers to improve self-control.
Materials:
1. Pencils
2. Radio
3. Self-Assessment questionnaire (see attached)
4. Scenario worksheet (see attached)
5. Self-control/Self-awareness quiz (see attached)
Developmental Learning Activity:
Introduction: (10 minutes)
The professional school counselor will begin by greeting the class and informing them
that the lesson of the day will focus on the importance of having self-awareness and selfcontrol. The professional school counselor will then read a list of materials that is needed
for the lesson, and will ask the class if they have all the materials. When they confirm that
they do, the professional school counselor will then start the lesson, with a class

discussion asking the students what is self-control, and why is it important that we
utilize it? After recording the students answers to this question, the counselor will then
define the terms self-control and self-awareness, the importance of the two terms, and
how they play a role in school violence. Following class discussion, the professional
school counselor will then engage the class in a self-control exercise. To facilitate the
students understanding of self-control, the professional school counselor will ask the
class to stand up with their hands to their sides. They will then be instructed to choose a
body part (hands, arms, legs, or feet) to shake when music begins to play from the
classroom radio. The professional school counselor will tell the class that they must
continue shaking the body part they chose until the music stops. When the music stops,
the students must stop shaking their body part. The students will be instructed to continue
doing this exercise while the radio gets turned on and off. When the exercise is
completed, the professional school counselor will explain to the students the association
between the exercise and self-control, while explaining to the students by stating, When
the music started to play, you all were using your self-control to start moving, and when
the music stopped playing, you were all using your self-control to remain still until you
heard the radio again. After the class discussion and exercise, the professional school
counselor will inform the students about the next step in the lesson by stating Now that
you have a good understanding about self-control, and how it feels to have self-control,
we can now proceed to the following activity of this lesson.
Activity:
1. (5 minutes) Setting up: The professional school counselor will break the class
into pairs, which would be done randomly. They will be instructed to sit with
their partner and briefly introduce themselves to each other if they do not
know each other. The professional school counselor will explain to the
students that they will participate in pair therapy. The counselor will inform
the students that the each pair will have 15 minutes for the pair therapy
activity and then an additional 5 minutes to complete a scenario activity with
their partner.
2. (Total of 20 minutes) Two pair activities: The pair therapy activity (activity
#1) is an altered version of an experiment done by Nakkula (2009). In this
study, Nakkula (2009) found that pair therapy could help improve self-control
through a self-transforming style by sharing experiences and perspectives in
order to avoid conflict. According to Nakkula (2009), when interactions are
planned or anticipated, there is an expectation that others will follow ones
lead either by desire or through coercion (p. 37), which is why it is important
that each student work with a partner to share what they feel would be an
appropriate way to behave in specific situations.
a. (15 minutes) Pair Therapy: Activity #1: For this activity, the students
will pair up with their assigned partner. After introducing themselves
to one another, the students are instructed to disclose specific
experiences with their partner of a time when they found it difficult to
have self-control. They must explain how they felt in that moment, and
how they reacted in that moment. When the student has shared their
experience, the students partner, as the listener, is required to reflect

on that experience by sharing their perspective on it. The listener


should share how he/she would have felt in that particular situation,
and how he/she would have behaved in that particular situation. From
there, the two students would brainstorm ways in which they could
have behaved differently and had more self-control in that situation.
They would be encouraged to exercise certain relaxation strategies
such as breathing and thinking of consequences in order to improve
their self-control for the future. Following this, the student will then
switch roles of being the listener and the other student will explain
their experience. The same procedure would follow and apply to the
other student. This activity would be completed in 15 minutes. During
the activity, the professional school counselor will be walking around
the class making sure every student is cooperating and following the
lesson..
3. (10 minutes) Discussion: The professional school counselor will then ask the
students to go back to their seats for a classroom discussion. When guiding
this discussion, the counselor will ask the class to explain what it means to
have self-control. Each student will need to participate when responding to
this. From there, the professional school counselor will ask the students to
share their thoughts and feelings towards the pair therapy to find out whether
they enjoyed it, whether they find it to be helpful for them, and whether they
believe they will use this therapy again. To close this discussion, each pair will
share their scenario responses with the class.
Conclusion: (5 minutes) The professional school counselor will then recap the lesson by
explaining that the lesson began with a class discussion on what is self-control/selfawareness, and the importance utilizing it. The professional school counselor will then
encourage the students to use what they have learned about self-control to behave
appropriately towards students and staff. With this knowledge, students will gain respect
for themselves and others, and successfully use conflict resolution techniques to decrease
school violence.

Tittle: Learning to Cope with Anxiety and Depression


Grade: 9th-12th grade
Time: 45 minutes
ASCA/NYSSCA National Standards and Competencies:
Academic Standard A: Students will acquire the attitudes, knowledge
and skills that contribute to effective learning in school and across the
life span.
Competencies:
A:A3 Achieve School Success:
A:A3.1 Take responsibility for their actions
A:A3.2 Demonstrate the ability to work independently, as well as the ability to
work cooperatively with other students
A:A3.5 Share knowledge
Career Development Standard A: Students will acquire the skills to investigate the world
of work in relation to knowledge of self and to make informed career decisions.
Personal/Social Development Standard A: Students will acquire the knowledge, attitudes
and interpersonal skills to help them understand and respect self and others.
Competencies:
PS:A1 Acquire Self-knowledge:
PS:A1.1 Develop positive attitudes towards self as a unique and worthy person
PS:A1.4 Understand change is a part of growth
PS:A1.6 Distinguish between appropriate and inappropriate behavior
PS:A1.8 Understand the need for self-control and how to practice it
PS:A1.9 Demonstrate cooperative behavior in groups
PS:A2 Acquire Interpersonal Skills
PS:A2.2 Respect alternative points of view
PS:A2.7 Know that communication involves speaking, listening and nonverbal
behavior
PS:A2.8 Learn how to make and keep friends
Personal/Social Development Standard B: Students will make decisions, set goals and
take necessary action to achieve goals.
Competencies:
PS:B1 Self-knowledge Application:
PS:B1.2 Understand consequences of decisions and choices
PS:B1.4 Develop effective coping skills for dealing with problems
New York State Learning Standards:

Career Development and Occupational Studies Standard 2: Integrated Learning: Students


will demonstrate how academic knowledge and skills are applied in the workplace and
other settings.
English Language Arts Standard 3: Students will listen, speak, read, and write for critical
analysis and evaluation. As listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established criteria. As
speakers and writers, they will use oral and written language that follows the accepted
conventions of the English language to present, from a variety of perspectives, their
opinions and judgments on experiences, ideas, information and issues.
English Language Arts Standard 4: Language for Social Interaction: Students will listen,
speak, read, and write for social interaction. Students will use oral and written language
that follows the accepted conventions of the English language for effective social
communication with a wide variety of people. As readers and listeners, they will use the
social communications of others to enrich their understanding of people and their views.
Health, Physical Education, and Family Consumer Science Standard 2: A Safe and
Healthy Environment: Students will acquire the knowledge and ability necessary to
create and maintain a safe and healthy environment.
Introduction: This lesson focuses on two of the more common mental health issues
amongst high school students, anxiety and depression, and how an active healthy lifestyle
can be a positive influence on them. Anxiety and depression affect all people in one way
or another. They are considered disorders only when these feelings are almost always
there and when they significantly interfere with daily life
Objective: This learning activity will enable students to become more acquainted with
various mental health issues and some of their signs and symptoms. Students will
identify and apply positive health strategies to deal with issues such as stress, anxiety, and
depression. Examine the signs and symptoms of mental-emotional health issues related to
stress, anxiety, depression, and eating disorders. Additionally, students will learn to apply
problem-solving and decision-making strategies in case scenarios related to selected
mental-emotional health issues.
Materials Needed Slips of paper with a different mental health scenario on
each (see the following page) and background information for anxiety
and depression (see the following page)
Directions: Counselor will distribute a slip of paper with the mental health background
information to every student. The counselor will ask students to think about the signs and
symptoms of selected disorders, using the information from the paper. Have students
record on a T-Chart what each disorder looks like and feels like as it relates to the
signs and symptoms. Have student share out what are important signs and symptoms of
anxiety and depression? (20 minutes)
Secondly counselor will place the students into groups of three or four students. Have one
person from each group pick a slip of paper that outlines a specific mental health

scenario. Advise students that the groups will have approximately 10 minutes to figure
out which mental health issue their selected scenario describes and to respond to three
questions, providing explanations for their answers: (20 minutes)
1. From what mental health issue do you think the person described in the scenario
is suffering? Provide reasons for your decision (signs, symptoms, and possible
causes of the mental health issue).
2. What advice and assistance would you offer the person in the scenario? Explain.
3. Which health care professionals would best be able to help the person? Give
reasons.
When the 10 minutes are up, the groups take turns reading their scenarios to the class and
presenting their response to the three problem-solving challenges. During the class
discussion, the counselor can include any other important information that is appropriate.
Lastly, counselor will end the lesson with a five minutes breathing exercise.
Mental Health Scenarios
Below are a few scenarios that may indicate a mental health issue. Teachers are
encouraged to make up more scenarios for any other mental health topics addressed in
class.
1. Suzies mother died a year ago, but Suzie just cant seem to move on. Suzie is still
having a hard time sleeping at night and concentrating in school. Last week, I
even caught Suzie crying in the school washroom. Some people have seen her
take some pills.
2. Brandon has recently graduated from high school and will be attending a local
university this year. Brandon was always exercising and working out in high
school. He now spends a lot of time weight training at the gym. Hes been putting
on a lot of muscle lately, and he is always talking about working out and getting
bigger. Brandon takes supplements, drinks protein shakes, and has started using
creatine (amino acid). When Im talking to Brandon it almost sounds as if he
wants to become the next superman. Im really worried about Brandon because
he gets agitated and angry very easily.
3. Jenny is my best friend. We both play volleyball. Weve been playing volleyball
together since Grade 7. Ive noticed that every winter Jenny withdraws from her
friends and always seems sad. Every winter, I think that its me . . . that Ive done
something to Jenny to upset her. Once spring hits, Jenny slowly returns to her
normal self.

4. Chris is constantly worried about catching colds. In fact, Chris washes his hands
just about 20 times a day. When asked, Chris says that he cannot afford to be sick,
and then goes into a lecture about how many germs there are around. Sometimes
Chris washes his hands so much that they bleed.
5. Haileys parents were divorced when she was six. Since then, she has been
spending every second weekend with her father. She is now in high school and
doesnt want to go to her fathers house every second weekend anymore. She
wants to work and spend more time with her school friends. Her father lives in
another part of the city quite a distance away. When shes at his house there isnt
much to do, and hes a smoker, which bothers her, but she realizes that he is
lonely and needs her help to do household chores.
Background Information
Anxiety Disorders: Anxiety, or feeling anxious, describes a mood familiar to most of us,
one that we may experience every day. Anxiety comes from a concern over lack of
control over circumstances. In some cases being anxious and worrying over a problem
may generate a solution. Normally, however, it will just result in negative thinking. When
anxiety seems to come out of nowhere, is excessive, persists for many weeks without
relief, or interferes with everyday life, it may not be an ordinary mood anymore. It may
be an illness.
Signs and Symptoms
People with an anxiety disorder may have a number of common physical symptoms,
including the following (Canadian Psychiatric Association; Anxiety Disorders
Association of Manitoba; AnxietyBC): Shortness of breath, shakiness, muscle
aches and tension tight chest, racing heart, choking sensations,
numbness or tingling, feelings of unreality, irritability, insomnia,
restlessness, sweating and nausea abdominal distress. Emotionally, people
with an anxiety disorder may feel short-tempered and apprehensive, fearing that bad
things are about to happen.
Depression
Depression is a mental disorder that affects a persons thoughts, moods, feelings,
behavior, and physical health. People once thought that depression was all in the head
and that if one really tried, one could snap out of it or just get over it. Some people
still respond to depression in this way. Health professionals now know that depression is
not a weakness, and it is not something people can treat on their own. Depression is a
medical disorder with a biological and chemical basis, and it may affect people of all ages
or nationalities. Some mental health problems, such as bipolar depression or major
depression, tend to run in families due to genetics or family interaction styles.

Sometimes depression is triggered by a stressful life event. At other times depression


seems to occur spontaneously with no specific identifiable cause. Depression is much
more than grieving or experiencing a bout of sadness.
Signs and Symptoms :The two main symptoms associated with depression are lack of
interest in normal daily living, even in the activities that are enjoyable, and feeling
miserable or down in the dumps. A depressed person shows feelings of sadness and
helplessness, or may cry often.
* Source of adaptation: Ballard, Michelle. Mental Health Scenarios. PE Central: Health Lesson Ideas.
2002. <www.pecentral.org/lessonideas/ViewLesson.asp?ID=3221>. Used by permission of PE Central
(percentral.org), the premier website for physical education teachers.

Topic: Anger Management


Age Level: High School
Time: 45 Minutes
ASCA/NYSSCA National Standards and Competencies:
Academic Standard A: Students will acquire the attitudes, knowledge and skills that
contribute to effective learning in school and across the life span.
Competencies:
A:A3 Achieve School Success:
A:A3.1 Take responsibility for their actions
A:A3.2 Demonstrate the ability to work independently, as well as the ability to
work cooperatively with other students
A:A3.5 Share knowledge
Career Development Standard A: Students will acquire the skills to investigate the world
of work in relation to knowledge of self and to make informed career decisions.
Competencies:
C:A1 Develop Career Awareness:
C:A1.3 Develop an awareness of personal abilities, skills, interests and
motivations
C:A1.4 Learn how to interact and work cooperatively in teams
C:A1.6 Learn how to set goals
Personal/Social Development Standard A: Students will acquire the knowledge, attitudes
and interpersonal skills to help them understand and respect self and others.
New York State Learning Standards:
Career Development and Occupational Studies Standard 2: Integrated Learning: Students
will demonstrate how academic knowledge and skills are applied in the workplace and
other settings.
English Language Arts Standard 3: Students will listen, speak, read, and write for critical
analysis and evaluation. As listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established criteria. As

speakers and writers, they will use oral and written language that follows the accepted
conventions of the English language to present, from a variety of perspectives, their
opinions and judgments on experiences, ideas, information and issues.
Student Objectives: Students will describe anger and its effects on them. Students will
identify options with which they can cope with their anger. Students will discuss
G.R.E.A.T. Anger Management Tips. Students will participate in an anger management
technique
Material: Six sheets of chart paper or poster paper, six markers, tape, LCD or overhead
Agenda Outline:
1. Teacher acting out anger
2. Group brainstorming round robin activity
3. Follow-up discussions
4. G.R.E.A.T. Anger Management Tips review/foldables/quiz
5. Anger Management Technique
Instructional Outline:
Lesson Progression
Set Induction:
1. Counselor briefly modeling/acting out anger
with the students.
2. Ask the students how they felt and ask them
to think about the last time they felt really
angry.
3. Explain that the lesson will focus on what
happens when people get angry as well as
positive ways to deal with anger.
Lesson:
Part One: Group Brainstorming
1.Explain that they will be asked to brainstorm
about the following headings that are on the
chart sheets around the room:
Synonyms for anger
Things that trigger your anger
How your body feels when you are
angry
How people cope with anger positive
& negative ways
How it feels when someone is angry
with you
2. Divide the group into 2-3 groups. Giving
each group a marker have them go to a
different part of the room where the chart
sheets will be either on a wall or a desk.

Counselor Reminders
1. Enter the class just a few minutes late so
that students will be talking. Proceed with
slamming a book down and acting angry
with the class. Use non-verbal and verbal
communication skills to role play the emotion.

1. Have sheet headings already written on the


sheets and sheets positioned around the room.

2. Use discretion in dividing groups managing


both time and students wisely.
3. Possibly play soft music in the background

3. Explain that each group will have 1-2


minutes at a sheet station before they will be
given the signal to rotate.
4. After the final rotation, have students return
to their seats.
5. Lead students in class discussions following
the teacher questions/prompts related to each
sheet heading.

Part Two: G.R.E.A.T. Anger Management Tips


1. Review with students the GREAT Anger
Management tips. Have them orally repeat the
tips and write them down using a foldable
technique.
2. Have students write the tips for memory as a
written quiz/review.
Closure:
Part One: Discussion

Part Two: Anger Management Technique


Students will follow teacher directions with
relaxing music and dim lights.

and have students rotate when the music stops.


4. Move around between groups monitoring to
be sure students remain on task.
5. Facilitate discussions with the following:
a. Why are there so many words that relate to
anger? Explain the difference in intensity or
perceived meaning of the different words?
b. After discussing the responses to anger, ask
How can you analyze someone elses body
language, tone of voice, and gestures to
determine whether they are angry?
c. Review responses to how they felt when
another person was angry with them. What
did they do in reaction to the other persons
anger?
d. Ask if there is one correct way to handle
anger and why?
e. Review and discuss the both negative and
positive examples of ways to deal with anger
making suggestions that students may not have
thought of.
1. Be sure to have the LCD projector and
document ready with the tips.
2. Have blank paper for students to fold so that
the first letters G R E A T show and when
opened the tips show inside the folded paper.
3. If time doesnt allow for the written quiz,
have designated partners, orally decide and
recall one tip at a time.
1. Why is it important to identify things that
trigger your anger?
2. Why is it important to identify the physical
signs and feelings that indicate anger?
3. Think about the consequences of anger and
the benefit of controlling anger. Can you
picture how these will make you think before
you allow yourself to react to anger in the
future?
1. Sit up straight in your chair, keeping your
spine straight and chest open.
2. Rolling shoulders back, keep your arms
long and relaxed.

3. Close your eyes.


4. Breathe in slowly through your nose filling
your lungs from the abdomen up through the
lower ribs into the upper chest. Count slowly
to self 1 2 3 4 5.
5. Breath out slowly through your nose
deflating your lungs from upper to lower
abdomen. Count slowly to self 5 4 3 2
1.
6. Repeat several times.
Ask students if they feel more relaxed and if
they could see using the technique to help
control and reduce the buildup of anger.
.
* Source of adaptation: Ballard, Michelle. Mental Health Scenarios. PE Central: Health Lesson Ideas.
2002. <www.pecentral.org/lessonideas/ViewLesson.asp?ID=3221>. Used by permission of PE Central
(percentral.org), the premier website for physical education teachers.

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