Grade 11 Healthy Active Living Education Additional Supports ...

Grade 11 Healthy Active Living Education Additional Supports 

Healthy Living Supplementary Material 

Background 

In response to the growing demand and need for curriculum support in Grade 

11, the Ontario Physical and Health Education Association (OPHEA) and the 

Ontario Association for the Supervision of Physical and Health Education 

(OASPHE) have developed supporting material for the Grade 11 HALE: 

Healthy Living Course Profile (Public and Catholic). 

Quality Health and Physical Education programs play an essential role in a 

balanced and positive education experience for students. OPHEA and 

OASPHE, in partnership, are committed to supporting the implementation of 

the provincial curriculum because of the potential it has to positively influence 

the lifestyles of OntarioÕs children and youth. Recently they were involved in a 

large undertaking Ð the development of the Ontario Health and Physical 

Education Curriculum Support: Kindergarten to Grade 10. Developing the 

additional support resources for Grade 11 Course Profiles was the next 

logical step. 

The Course Profile Resource Package: Additional Supports Healthy Living 

Supplementary Material 

The intent of this resource package is to provide teachers with support materials 

to effectively and efficiently deliver the Ontario Health and Physical Education 

Curriculum using the Public and Catholic course profiles. The course profile 

provides a comprehensive program of study to guide teachersÕ implementation of 

the course. The additional support material provided in this resource provides the 

necessary hands on materials to help teachers use the profiles. 

This resource is a "supplement" and is intended to be used as a companion to 

the course profiles. It is highly recommended that teachers use this resource side 

by side with the course profile. The curriculum (The Ontario Curriculum, Grades 

11 and 12: Health and Physical Education, 2000) is available from the Ministry of 

Education (www.edu.gov.on.ca). The course profiles (Course Profile, Healthy 

Active Living Education, Grades 11, Public and Catholic, 2000/2001) were sent 

to schools and are available from the Ontario Curriculum Centre 

(www.curriculum.org). Direct links to the sites to download these documents can 

be found on OPHEAnet (www.ophea.net) on the Links page of the HPE section 

of the site. 

The supplement contains: 

• Support material for both the Public and Catholic Course Profiles; 

• Supplementary material: background information, student work sheets 

(including inquiry-based learning as appropriate), and assessment tools - 

to assist teachers in using the course profiles; 

Grade 11 Healthy Active Living Education Supplementary Material (PPL30) 

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• Web site links and teaching learning strategies to support integration of 

technology into the course; 

• Modules on: 

� Healthy Relationships and Sexuality 

� Positive Mental Health and Stress 

� Violence and Risk Taking Behaviour 

The Grade 11 Healthy Active Living Education (PPL30) Course Profiles have 

developed course overviews and teaching learning strategies for one unit. In the 

Public Course Profile, Unit 3 -Healthy Living is developed. In the Catholic 

Course Profile, Unit 5 - Mental Health and Stress is developed. 

The supplementary materials are labeled ÒTeacher ResourceÓ or ÒStudent 

WorksheetsÓ. Labeled as teacher resources, you will find background information 

about health topics, answer sheets to quizzes and worksheets, additional 

teaching/learning strategy suggestions and suggestions for framing lessons. 

Labeled as student worksheets, you will find task cards, copy ready materials for 

students to fill out, homework sheets to reinforce information, assignments and 

assessment tools. 

How to use the Additional Supports Healthy Living Supplementary Material 

1. Read the course profile. 

2. Check the supplementary material to find additional supports for the 

teaching/learning strategies. Links to the profiles are noted at the top of each 

supplementary page. The same referencing system was used with the grade 

9 and 10 Health and Physical Education support material produced by 

OPHEA and partners in 2000. Each piece of supporting material is linked to a 

specific Unit, Activity and Teaching/Learning Strategy in both the Public 

and Catholic profiles. 

3. Print or download and adapt the material for use in the classroom. The 

materials are posted in Word 6.0 and as pdf files. 

This material is designed to help teachers implement the new Grade 11 

secondary school curriculum. Permission is given to reproduce these materials 

for any purpose except profit. Teachers are also encouraged to amend, revise, 

edit, cut, paste and otherwise adapt this material for educational purposes. 


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Teaching Health Education 

The Healthy Living units in the Catholic and Public grade 11 course profiles 

provide students with opportunities to acquire and discuss information related to 

healthy living. Due to the nature of the health topics, teachers should be aware of 

and be sensitive to studentsÕ needs, individual life circumstances, cultural beliefs, 

and values. Teachers should consider investigating appropriate community 

counselling and support services that are available for students and consider 

booking speakers from community agencies. Teachers should use a variety of 

media products when appropriate and read/preview them carefully for the 

presentation of accurate and up-to-date information. Role plays and scenarios 

are useful tools for students to practise living skills. Teachers should develop 

scenarios that are realistic and reflect studentsÕ needs. Where appropriate, 

teachers should be aware of the legal implications and the consequences of 

policies related to the health topics being presented. The teacher should frame 

each lesson by identifying the learning expectations and connecting and 

clarifying the assessment/evaluation strategies to ensure students have clear 

targets to work towards. 

Develop some tone setting activities to help students get to know each other, 

identify classroom expectations, and establish rules for discussion at the 

beginning of each healthy living activity. 

To facilitate class discussions about sensitive issues, teachers should be aware 

that their own deeply held beliefs, and those of their students, may be 

challenged. Preparation for such discussions requires thoughtful, sensitive 

consideration to ensure balanced leadership by the teacher and respect for the 

various points of view, which may be expressed. 

The role of the teacher is not to determine a ÒcorrectÓ position, but rather to 

ensure the provision of a positive, respectful, and supportive learning 

environment, which will encourage students to share their responses, explore 

issues, and express their concerns. Teachers should not offer personal opinions 

regarding belief systems. To ensure supportive and respectful dialogues, 

teachers should prepare students in understanding the concept of Òpoint of view.Ó 

As students experience opportunities to hear and explore diverse viewpoints, 

some of which may conflict with their own, the teacher can guide the 

development of the critical thinking skills necessary to expand perspectives. 

Teachers are encouraged to set the tone before beginning discussions regarding 

sensitive issues. Clear Òground rulesÓ for discussion with students should be 

established, taking the following into consideration: 

• everyone has the right to think what he/she wants; no one should try to take 

this right away 

• many different viewpoints may arise during discussions 


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• because of personal values and beliefs, some people are accepting of 

differences, while others are not. Classroom conversations will focus on 

understanding a variety of personal values and beliefs, not on judging them. 

• our thoughts and feelings alone do not have negative effects on people; 

hurtful behaviours do 

• a person may not agree with othersÕ opinions, but needs to treat all individuals 

with dignity and respect 

The above points were adapted from a York Region District School Board 

resource document entitled ÒSensitive Issues in the Classroom, 1997Ó 

Comments/questions: 

Post items for discussion on OPHEAnetÕs Community Forum. Click on the 

OPHEAnet forum in the Community Centre of OPHEAnet to post questions, 

opinions and answers about this curriculum material and any other Health and 

Physical Education topic. 

Resource Development Partnership 

The Ontario Physical and Health Education Association (OPHEA), Ontario 

Association for Supervisors of Physical and Health Education (OASPHE), in 

partnership with Toronto Public Health, Centre for Addiction and Mental Health 

and Halton District School Board, have made significant financial and Òin kindÓ 

contributions to support the development of this resource. A diverse writing team 

and reviewing team from across the province was assembled to develop the 

resource. The team included classroom teachers, subject specialists, Health and 

Physical Education consultants, public health nurses/educators and 

representatives from both Public and Catholic School Boards. 

OPHEA also wishes to acknowledge and thank the following individuals and key 

organizations that have significantly contributed to the development of the 

resource. 

Project Curriculum Consultant 

Myra Stephen, Ontario Physical and Health Education Association 

Project Leader 

Eileen Egan, Ontario Physical and Health Education Association 

Project Manager/Lead Writer 

Susan Orchard, Halton District School Board 

Project Administrative Support 

Jo-Anne Bryant, Halton District School Board 

Project Program Writers 

Healthy Relationships and Sexuality 

Anne Burns, Simcoe Muskoka Catholic District School Board 

Maureen Capel, Grand Erie District School Board 

Martin Duchesne, Toronto Public Health Department 

Gabriela Pittock, Toronto Public Health 

Violence and Risk Taking Behaviour 


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Sharon Broughton, Toronto Public Health Department 

Deb Courville, Halton District School Board 

Brenda Juby, Toronto Public Health Department 

Claudia Stachelscheid, Dufferin Peel Catholic District School Board 

Mental Health and Stress 

Paul Barwinski, Hamilton Wentworth District School Board 

Jody Hamilton, Centre for Addiction and Mental Health 

Sharon LaBonte-Jaques, Centre for Addiction and Mental Health 

Pat Leith, Trillium Lakelands District School Board 

Project Program Reviewers 

Centre for Addiction and Mental Health 

Toronto Public Health Department 

Ontario Association for the Supervision of Physical and Health Education 

(OASPHE) 

Ontario Physical and Health Education Association (OPHEA) 


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Grade 11 

Health and Physical Education 

Healthy Active Living Education 

(PPL30) 

Module #1 

Healthy Relationships 

and Sexuality 

Course Profile Supplement 

(Public and Catholic) 

Grade 11 Healthy Active Living Education (PPL30), Module #1 Healthy Relationships and Sexuality 

Page 1


Public Profile 

Unit #3 Activity #1 

Teaching Learning Strategy #1 

Student Resource (Assessment of Prior Knowledge) 

Catholic Profile 


Teaching Learning Strategy N/A 

Instructions: 

The teacher could use the following quiz as an introduction to the Sexuality and 

Reproductive Health Unit to determine prior knowledge. 

Preconception Health Quiz 

1. Half of all pregnancies in Canada are unplanned. 

o True o False 

2. What is the chance of having a child with a birth defect in Ontario? 

o 2-3 in 100 

o 3-6 in 100 

o 6-10 in 100 

3. The critical time for the development of the babyÕs important internal organs is the 

first 2-8 weeks after conception. 


4. Low pre-pregnancy weight of mothers-to-be is associated with the following risks to 

the baby: (Check all statements that are True) 

o Pre-maturity 

o Low birth weight 

o Birth defect 

o Fetal Alcohol Syndrome 

5. Neural Tube Defects (involving brain and spinal cord development) have been linked 

to a motherÕs deficiencies in zinc and folic acid. 



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6. Which of the following contains the equivalent of one shot of vodka? 

o 4 oz. of wine 

o 12 oz. of regular beer 

o 1 shot of whiskey 

o All of the above 

7. Which of the following are known to be associated with birth defects? 

o Accutane for acne treatment 

o High blood pressure 

o Severe malnutrition 

o Excessive amounts of vitamins and minerals 

8. Women who smoke are more likely to have: (Check all words below that complete 

the statement and make it true). 

o Miscarriages 

o Smaller babies 

o Convulsions 

o Premature babies 

o A child of Sudden Infant Death Syndrome (SIDS) 

9. Which of these sexually transmitted diseases has a harmful effect on the fetus and 

baby during delivery? 

o Syphilis 

o Hepatitis B 

o Gonorrhea 

o Chlamydia 


10. If the male partner drinks and/or smokes regularly before conception it could have 

effects on the developing fetus. 


11. Which of the following may pose a health risk during pregnancy? 

o Automobile exhaust 

o Battery casings 

o Ceramics 

o Paint strippers 

o Kerosene heaters 


Adapted with permission from Toronto Public Health: Pre-conceptual Health Module. 


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Teacher Resource (Answer Sheet for Assessment of Prior Knowledge) 

Instructions: 

The teacher could use the following quiz as an introduction to the Sexuality and 

Reproductive Health Unit to determine prior knowledge of the students. 

Preconception Health Quiz Answer Sheet 

1. Half of all pregnancies in Canada are unplanned. 

4 True o False 

Answer: True 

(Ontario Health Survey 1990) 

2. What is the chance of having a child with a birth defect in Ontario? 

o 2-3 in 100 

4 3-6 in 100 

o 6-10 in 100 

Answer: 3-6 in 100 

1991- 4.9/100 in Ontario 

A birth defect is an abnormality of structure, function or body metabolism, which 

often results in a physical or mental handicap, shortens life or is fatal. It may be 

inherited or may result from environmental interference within the womb (maternal 

disease, drugs, malnutrition) or from outside (pollutants, infections, radiation). 

Markedly low birth weight is also a major cause of infant death and childhood 

disability. (March Of Dimes) 

3. The critical time for the development of the babyÕs important internal organs is the 

first 2-8 weeks after conception. 


Answer: True 

From 17-56 days (critical period) abnormally formed organs occur. 


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4. Low pre-pregnancy weight of mothers-to-be is associated with the following risks to 

the baby: (Check all statements that are True) 

4 Pre-maturity 

4 Low birth weight 

4 Birth defect 

o Fetal Alcohol Syndrome 

Answer: Low pre-pregnancy weight of mothers-to-be is associated with the 

following risks to the baby: pre-maturity, low birth weight, birth defects. 

5. Neural Tube Defects (involving brain and spinal cord development) have been linked 

to a motherÕs deficiencies in zinc and folic acid. 


Answer: True. Recent studies have shown a link between folic acid and Neural 

Tube Defects (NTD). A diet high in folic acid can protect against NTD. Zinc intake 

is closely related to the amount of protein in the diet. It is difficult to meet if no red 

meat or seafood is part of the diet. Therefore vegetarians may be at risk. 

6. Which of the following contains the equivalent of one shot of vodka? 

o 4 oz. of wine 

o 12 oz. of regular beer 

o 1 shot of whiskey 

4 All of the above 

Answer: All of the above. All contain equal amounts of alcohol. (1/2 oz. of pure 

alcohol) 

7. Which of the following are known to be associated with birth defects? 

4 Accutane for acne treatment 

o High blood pressure 

3 Severe malnutrition 

o Excessive amounts of vitamins and minerals 

Answer: Accutane for acne treatment and severe malnutrition 

Accutane is a prescription drug for severe cystic acne causes fetal defects. Severe 

nutritional deficiencies and excessive amounts of individual nutrients (vitamins and 

minerals) have been shown to result in pregnancy loss, low birth weight and /or 

congenital malformation. 


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8. Women who smoke are more likely to have: (Check all words below that complete 

the statement and make it True). 

4 Miscarriages 

4 Smaller babies 

4 Convulsions 

4 Premature babies 

4 A child of Sudden Infant Death Syndrome (SIDS) 

Answer: Women who smoke are more likely to have all of the above. 

Smokers are at risk of: 

• lowering folic acid and Vitamin C and carotene levels which are associated with 

infertility, delay in conception, ectopic pregnancy and menstrual disorders 

• spontaneous abortions, fetal and neonatal death 

• having a low birth weight baby (< 2500gm) at twice the rate of a non-smoker 

• having a baby who will have SIDS; 52% increase in babies of mothers who 

smoke 

9. Which of these sexually transmitted diseases has a harmful effect on the fetus and 

baby during delivery?? 

o Syphilis 

o Hepatitis B 

o Gonorrhea 

o Chlamydia 


Answer: Syphilis and Hepatitis B can affect the baby in utero, Chlamydia and 

Gonorrhea at delivery. 

10. If the male partner drinks and/or smokes regularly before conception it could have 

effects on the developing fetus. 


Answer: True 

Studies are beginning to show that certain birth defects (malformations, growth 

abnormalities, behavioral and other functional changes) can be linked to exposure of 

sperm cells to toxic substances. 

11. Which of the following may pose a health risk during pregnancy? 

o Automobile exhaust 

o Battery casings 

o Ceramics 


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o Paint strippers 

o Kerosene heaters 


Answer: All of the above. Carbon monoxide from car exhaust and kerosene 

heaters, lead from battery casings and ceramics, benzene and toluene from paint 

stripper. These substances are considered teratogenic. Pregnant women should 

consider occupational hazards and risks with hobbies. 

Preventative behaviours: 

• avoid exposure 

• use gloves 

• ensure adequate ventilation 

• eat away from work areas 

• good hand washing 

References/Resources 

Adapted with permission from Toronto Public Health: Pre-conceptual Health Module. 

Yee, A. and Garcia, L. Pre-conceptual Health Module. Toronto Public Health (Formally 

Etobicoke Health Department), 1997. 


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Student Resource (Worksheet) 




Brainstorm the concepts connected with sexual health and reproductive health by 

completing the word association web on each worksheet. The teacher and students will 

use some of the concepts from the web to create a class definition of sexual health and 

reproductive health. 

Sexual Health 


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Brainstorm the concepts connected with sexual health and reproductive health by 

completing the word association web on each worksheet. The teacher and students will 

use some of the concepts from the web to create a class definition of sexual health and 


Reproductive 

Health 


Page 9


Page 10 

Appreciation of oneÕs 

body 

Able to negotiate and 

communicate sexual limits 

Responsibility for oneÕs 

own behaviour 

Understand the impact 

of media messages 

Appropriate expressions of 

love and intimacy 

Enjoying sexual feelings 

without necessarily acting 

on them 

Seek information about 

sexuality as needed 

Understand consequences of 

sexual activity (talk with 

partner about sexual activity, 

limits, contraception & 

meaning of relationship, prior 

to sexual activity) 

Identification of values 

Practice health promoting 

behaviours (regular 

check ups Ð pap, testicular 

exams) 

Appropriate and 

respectful interaction 

with both genders 

Avoid exploitative 

relationships 

Sexual Health (Word Association Web Cards) 

Teacher Resource 







Healthy Relationships and Sexuality




Teaching Learning Strategy # 1 


Reproductive Health (Word Association Web Cards) 

Prenatal health (nutrition, 

physical activity, etc) 

Pre-conceptual health 

(nutrition, physical 

activity, etc.) 

Anything pertaining to 

or affecting reproduction 

Awareness of what is 

normal 

and abnormal in regards 

to reproductive organs 

(discharge, lumps, etc.) 

The physical ability to 

produce offspring 





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Teacher Resource (Background Information) 




Instructions: 

Organize the class into home groups of six in preparation for a Jigsaw teaching and 

learning strategy (see description of Jigsaw on page 9 of the Public Grade 11 HALE 

(PPL30) Course Profile). From the list of factors that affect reproductive health, assign 

each member of the home group one factor (see list below). Ask students to be prepared 

to describe the effect of this factor on reproductive health to their home group after 

working with the expert group. 

Factors that affect male and female reproductive health: 

• Environmental - chemical exposure 

• Nutritional Ð anorexia 

• Hormonal Ð imbalance affecting cycle 

• Sexual History Ð sexually transmitted disease 

• General Health Ð cancer 

• Physiological Response to Stress Ð may disrupt menstrual cycle, change in sexual 

interest, change in appetite 

Send students to expert groups to address the factor to which they have been assigned. 

Provide each group with resource information relevant to the reproductive health factor 

they are addressing. See the following pages for Teacher Resource (Information 

Summary) related to the key points linked to reproductive health. Circulate while group 

discussions are going on to assist with the discussions. The students will return to their 

home groups to share the information and record their findings on the Student Resource 

(Worksheet) titled ÒFactors Affecting Reproductive HealthÓ. 


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Instructions: Complete the chart as each individual in your home group shares his/her 

information. 

Factors Affecting Reproductive Health 

Factor Effect on Reproductive Health 

Environmental Factors 

Nutritional Factors 

Hormonal Factors 

Sexual History 

General Health 

Psychological and 

Physiological Responses to 

Stress 


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Teacher Resource (Information Summary) 




A. Sexuality 

• sexuality and reproductive health are interdependent 

• sexuality is a natural and healthy part of living 

• sexuality involves more than sex and sex involves more than sexual intercourse 

• sexual feelings and sexual behaviour are integral aspects of reproductive health 

B. Fertility 

Requirements for Male Fertility 

• normal sperm production, which includes a healthy ductal system, normal count, 

mobility, biological structure and functioning of sperm 

• transmit sperm to female vagina through: 

− an adequate sexual drive 

− the ability to maintain an erection 

− the ability to achieve a normal ejaculation 

− the placement of ejaculate in vagina 

Requirements for Female Fertility 

• adequate sexual drive and sexual function to permit coitus 

• functioning reproductive anatomy and physiology that include: 

− vagina capable of receiving sperm 

− normal cervical mucus to allow passage of sperm to the upper genital tract 

− ovulatory cycles 

− fallopian tubes that will function to permit the sperm and ovum to meet and allow 

migration of the product of conception to the uterus 

− uterus capable of developing and sustaining the product of conception to maturity 

− adequate hormonal status to maintain pregnancy 

− normal immunological responses to accommodate sperm, product of 

conception (fertilized ovum) and fetal survival 

− adequate nutritional, chemical and health status to maintain nutrition and 

oxygenation of placenta and fetus 

C. Infertility 

The most common causes of infertility include: 

• the woman not ovulating 

• the man not producing a sufficient amount of healthy sperm 

• some barrier to the transport of sperm or ovum through the womanÕs fallopian tube 

(e.g., scar tissue in the fallopian tubes) 


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What is infertility? 

Infertility is the malfunctioning of a man or a womanÕs reproductive system. Male 

infertility is responsible for 40% of infertile couples and female infertility is responsible 

for 40%, 10% combined and 10% unexplained. It is estimated that 10-15% of couples 

are not able to conceive within one year of trying. However, the majority of couples do 

conceive whether or not they are treated for infertility. 

Types of Infertility 

Primary Infertility 

A couple has never conceived despite unprotected intercourse for at least 12 months. 

Secondary Infertility 

A couple has previously conceived but is subsequently unable to conceive within 12 

months despite having unprotected intercourse. 

Third Type of Infertility (Pregnancy wastage) 

A woman has conceived but unable to produce a live birth. 

Pre-conceptual Health 

Pre-conceptual health is the general health status of a person prior to conception. Preconceptual 

health is the single most important determinant of male and female fertility. 

Good health care prior to conception reduces unplanned pregnancy, promotes healthier 

pregnancies and healthier births, reduces the risk of low birth weight, birth defects and 

premature deliveries. 

Most birth defects occur 2-8 weeks after conception, often before a woman knows she is 

pregnant. 

Research now shows that an increased intake of folic acid (a B vitamin) by women before 

she becomes pregnant reduces the risk of birth defects called Neural Tube Defects 

(NTDÕs). These are birth defects affecting the brain and spinal cord (e.g., Spina Bifida). 

Good sources of folic acid or folate are fruits and vegetables. The critical time to have 

enough folate is before conception occurs. 50% of all pregnancies are not planned. 

D. Factors Affecting Reproductive Health 

Environmental Factors 

i) Smoking 

Females who smoke: 

• are at risk for lowering folic acid, vitamin C and beta-carotene levels. These reduced 

levels are all associated with infertility, delay in conception, ectopic pregnancy and 

menstrual disorders 

• have an increased risk of spontaneous abortion, fetal and neonatal death 

• will have a child lower in birth weight due to reduced nutrients and oxygen to the 

fetus in utero 

Males who smoke: 

• may have the quality of their sperm affected 

• marijuana may have the quality of the their sperm reduced 


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ii) Alcohol 

The use of alcohol: 

• reduces sperm quality in males 

• affects ability to achieve and/or maintain an erection 

iii) Chemical Exposure 

A teratogen can be a drug, a chemical or an infection that results in the permanent 

damage to the developing fetus. There are approximately 25 chemicals known to be 

teratogenic. 

The following can result in low birth weight, still birth and birth defects: 

• carbon monoxide in car exhaust 

• kerosene heaters 

• lead and paint strippers 

Preventative measures include: 

• leaving the work area to eat 

• avoiding noxious substances 

• using gloves 

• washing hands 

• adequate ventilation 

• determining the status of hazardous substances at place of employment 

iv) Medications 

• narcotics (e.g., Percodan), tranquilizers (e.g., Valium), anti-depressants (e.g., Prozac) 

and anti-hypertensives (e.g., blood pressure medications) may cause erectile 

dysfunction in males 

• other drugs may affect sperm production and/or ovulation 

• some drugs may cause fetal defects (e.g., tetracycline, accutane treatment for acne, 

anti-coagulants, steroids) 

• chemotherapy may affect sperm quality and ovulation and indirectly affect fertility 

due to nutritional status 

• some herbs contain drug-like ingredients and can have harmful effects during 

pregnancy and while breastfeeding (e.g., can stimulate the uterus or cause uterine 

contractions, act as a diuretic, produce toxic effects in the developing baby, cause 

birth defects, infant deaths or be passed onto infant through breast milk and harm the 

baby) 

• healthy eating ensures the proper nutrients required pre-conceptually and prenatally 

Sexual Health History 

• a lack of understanding of oneÕs own reproductive biology and a lack of awareness of 

fertility methods can impact fertility 

• multiple sexual partners increase the risk for STIÕs (sexually transmitted infections), 

Pelvic Inflammatory Disease (PID) and cervical cancer 

• some women develop antibodies to sperm, a condition some clinicians believe more 

common in women with multiple sexual partners 


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• sexually transmitted infections (e.g., chlamydia, gonorrhea) and pelvic conditions if 

left untreated can cause conditions in both males and females which can impair 

fertility 

Note: 

− genital chlamydia infection is the leading cause of preventable infertility and 

ectopic pregnancy 

− 80% of women and 25% of men with chlamydia have no symptoms 

− 50% of women and 25% of men with gonnorhea have no symptoms 

− Pelvic Inflammatory Disease (PID) can cause tubal damage in women and 

increase risk of ectopic pregnancy 

− inflammatory effects of infection in male reproductive organs (e.g., epididymitis) 

can cause scarring 

− Human Papilloma Virus (HPV) is often a precursor to cervical dysplasia 

− cervical treatments may reduce fertility by causing scarring or damage to cervical 

mucous-producing cells 

• lifestyle choices that affect nutrition, physical activity and healthy sexual practices 

effect overall health and fertility status 

• infectious diseases such as mumps after puberty can cause sterility 

• rubella can cause birth defects (up to date immunization is important in childbearing 

years of both males and females) 

• issues relating to same sex couples wishing to parent 

Hormone/Genetic Factors 

• can affect sperm quality, production and ovulation (e.g., failure to ovulate regularly, 

or irregular menstrual cycle, may be caused by problems with the hypothalamus and 

pituitary gland) 

• congenital factors may impede ability to conceive (e.g., born without uterus) 

Stress 

• psychological stress (e.g., depression, difficulty sleeping, anxiety) and physiological 

stress (increased muscle tension, lack of energy, nervousness) affect libido 

• stress affects the ability to make healthy lifestyle choices (e.g., alcohol and other 

substance use, smoking, decrease in physical activity or sedentary living, poor 

nutrition) which in turn also affects fertility 

General Health 

• endometriosis can cause scarring, tubal blockage and possible immune responses 

(Note: 25-30% of infertile women have endometriosis) 

• there is conflicting evidence that tight clothing may affect sperm production 

• Sickle Cell disease can cause possible impotence due to nerve and tissue damage and 

may increase the incidence of miscarriage in women 

E. Fertility Awareness Methods 

Background Information 

• an egg can live for up to 24 hours in the uterus following ovulation 

• sperm usually live for up to 5 days in the uterus following intercourse 

• ovulation happens 13 to15 days before the first day of the next menstrual period 


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• progesterone released by the ovary after ovulation causes the basal body temperature 

to rise 

• there are changes in the cervical mucus that provides information about the phase in 

the cycle 

− cervical mucus is scant, slippery and may be milky coloured prior to ovulation 

− mucus is abundant and becomes sticky and stretchy during ovulation when 

woman is fertile 

− mucus becomes scant and rubbery after ovulation when woman is no longer 

fertile during that cycle 

• women are more likely to become pregnant when ovulating 

The fertile period of the menstrual cycle, may be calculated 4 ways: 

1. Basal Body Temperature (BBT) method: daily temperature readings detect 

ovulation. 

2. Cervical Mucus (Billings) method: changes in cervical mucus show signs of 

ovulation. 

3. Sympto-thermo method: a combination of the temperature and cervical mucus 

methods. 

4. Calendar method: the length of past menstrual cycles predicts the fertile period 

Warning: This method depends on a consistency of cycle length. It is common 

for young womenÕs cycles to vary from month to month. For these young women, 

this method should not be recommended. 

How the Methods Work 

Basal Body Temperature 

Take your temperature with a special thermometer (available in drug stores) each 

morning immediately upon waking. Take it for 4 minutes the same way each day. Record 

your temperature on a graph and note the days of menstruation, sexual activity and any 

factors influencing your temperature. Draw a line on the graph one tenth of a degree 

higher than the highest temperature recorded earlier in the cycle. When the temperature 

remains above this line for three days in a row, the fertile period is over. 

* Effectiveness: perfect use 2%, typical use 20% 

Cervical Mucus 

Use your fingers to examine the cervical mucus present at the vaginal opening every day. 

Each day you note sensation at the vulva (dry, moist or wet), colour of the secretions 

(yellow, white or clear), and consistency (slippery, sticky or rubbery). 


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For contraception: Check for secretions after menses complete (it is unwise to have 

intercourse during menses as it is difficult to distinguish secretions from blood. You may 

have unprotected intercourse on pre-ovulatory days if no secretions are present. (Note: 

Be aware of risk of STIÕs with unprotected intercourse.) Do not confuse semen or arousal 

secretions for with cervical secretions. Cervical secretions first appear until four days past 

the last day of clear slippery secretion. You may have unprotected intercourse after this 

time until the first day of menses. During this time the mucus will be rubbery in 

consistency. 

For conception: The probability of conception is greatest when the cervical secretions 

are abundant, clear, sticky and stretchy. 

* Effectiveness: perfect use: 3%, typical use: 20% 

Calendar Method 

Keep a record of your cycles for at least 6 months. You cannot use the Pill or other 

hormones during this time. Count the first day of menstruation as day one. The last day of 

the cycle is the one just before the next period begins. Subtract 18 from your shortest 

cycle to get the first fertile day. Subtract 11 from your longest cycle to get the last fertile 

day. Avoid unprotected vaginal intercourse from the first fertile day up to and including 

the last fertile day. Continue recording the length of your cycles and use the shortest and 

longest of the 6 most recent cycles for your calculation. 

* Effectiveness: perfect use: probability of pregnancy 5%, typical use; 20% 

Resources for Understanding Reproductive Health 

Birth Control Handbook. Canada: Montreal Health Press Inc., 1999. 

Hatcher, R., J. Trussell, F. Stewart et al., Contraceptive Technology. New York: Ardent 

Media inc. 1998 ISBN 0-0664902-07 

Health Canada. CanadaÕs Food Guide to Healthy Eating. Ottawa: Minister of Public 

Works and Government Services Canada, 1997. ISBN 0-662-19648-1 

Call your local health unit for copies or access the Internet: www.hc.sc.gc.ca 

Health Canada. Food Guide Facts: Background for Educators and Communicators. 

Ottawa: Minister of Supply and Services, 1997. ISBN 0-662-19648-1 

Also available on the Internet: www.hc.sc.gc.ca 

Health Canada. Nutrition for a Healthy Pregnancy; National Guidelines for the 

Childbearing Years. Ottawa: Minister of Public Works and Govt. Services Canada, 1999. 

Also available on the Internet: www.hc.sc.gc.ca 

Nutrition Matters. Pregnant or Breastfeeding? Get the facts on herbal products and teas. 

Toronto Public Health, 2000. 


Page 19

Nutrition Matters. Women, Folic Acid and babies: WhatÕs the link? Toronto Public 

Health. 2000. 

Sanford, W., M. Hawley, J. Pincas et al. Our Bodies, Ourselves. New York: 

Touchstone. 1998. ISBN 0-684-84231-9 

The Boston WomenÕs Collective. Our Bodies, Ourselves, For the New Century. New 

York: Simon & Schuster inc. 1998. ISBN 0-684-84231-9 

Yee, A. and Garcia, L. Pre-conceptual Health Module. Toronto Public Health (Formally 

Etobicoke Health Department), 1997. 

For more information on sexual health call the AIDS and Sexual Health Info Line 1-800- 

668-2437 or your local Public Health unit. 


Page 20









Suggestions for addressing the following learning expectations: 

HL1.04 - describe sources of information on and services related to reproductive health 

HL1.05 - assess reproductive and sexual health care information and services 

Instructions: 

Develop a list of local community resources and services for the class. See Teacher 

Resource (Information Template) provided to generate an appropriate list for your 

community. 

Distribute list and assign students a particular number of sexual and reproductive health 

resources and services to research. Students will record information about their resource 

and report back to the class. Research can be assigned as a homework assignment or as a 

classroom activity where students are sent to the library, use the phonebook, call local 

agencies, etc. Clarify the assignment by reviewing the Teacher/Student Resource 

(Assignment Requirements) and Teacher/Student Resource (Assessment Tool) Checklist- 

Criteria for Assessing Services and Resources with the class. 

Create a master list for the class through classroom discussion and sharing of 

information. The information could be used to create a master resource list for the school 

in general as a follow up or extended activity. 

Assess the assignment using the Teacher/Student Resource (Assessment Tool) Checklist- 

Criteria for Assessing Services and Resources 

Provide the following instructions for the students to complete the assignment: 

With a partner, complete the worksheets provided called ÒSexual Health 

Services and Resources WorksheetÓ using the Checklist - Criteria for 

Assessing Services and ResourcesÓ. 

The following information should be included in your research: 

-sources of information and services related to sexual and reproductive 

health 

-an assessment of each of the sources related to various components such 

as availability, cost, reliability, anonymity, comfort level, etc. 


Page 21






Sexual Health Services 

Student Name: 

Agency/Service 

Focus 

Confidentiality 

Accessibility/ 

Availability 

Services 

Offered/ 

Who Provides 

Agency 

Phone 

Number 

or Web 

Address 

Name of Resource 

or Service 





Page 22


Page 23 

Sexual Health Services and Resources 

Name of 

Resource or 

Service 

Agency 

Phone 

Number or 

Web 

Address 

complete 

name and 

address 

location of 

service 

(phone 

book, 

clinic, etc.) 

Services 

Offered/ 

Who Provides 

comprehensive 

counseling 

birth control 

counseling 

Sexually 

Transmitted 

Infections 

counseling 

pregnancy 

counseling 

physical 

examination 

treatment 

referrals 

Who works at 

the service? 

Accessibility/ 

Availability/ 

Cost 

hours of 

service 

appointment 

necessary or 

drop in 

easy to get to 

cost 

wheelchair 

accessibility 

Confidentiality 

anonymity 

Agency/Service 

Focus 

attitude of 

agency to 

sex/sexuality of 

youth 

inclusiveness for 

lesbian, gay, 

bisexual 

transgender, 

transsexual and 

disabled youth 

non-judgmental 

service providers 

Teacher/Student Resource (Assignment Requirements) 












Teacher Resource (Information Template) 




Notes to Teacher 

Use the following template as a guideline to generate a master list (directory) for the 

class. Some of the following community agencies may provide a broader range of 

services. (This information was current as of August 2001. Be aware that numbers and 

e-mail address change frequently and will require updating.) 

Community Resources and Services List 

Adoption 

� Catholic ChildrenÕs Aid Society 

� ChildrenÕs Aid Society 

� Private Adoption Services 

Clinic services 

� Local Planned Parenthood Unit 

� Local Public Health Clinic 

Eating Disorders 

� The National Eating Disorder Information Centre (NEDIC) 

Phone: (416)-340-4156 

Website Address: http://www.nedic.on.ca 

Email: nedic@uhn.on.ca 

� Body Image Coalition Of Peel 

Phone: (905) 791-7800 ext. 7694 

Website Address: http://bodyimage.castle.on.ca/ 

Email: lora.stratton@region.peel.on.ca 


Page 24

Fertility 

� Genetic counseling clinic (closest urban centre) 

� Local fertility clinic (closest urban centre) 

� The Male and Female Health Centres 

Website Address: http://www.malehealth.com 

http://www.femalehealth.com 

� Toronto Fertility Sterility Institute 

Phone: 1-800-267-3612 

Website Address: www.aaa.tfsi.com 

Email: khamsi@ica.net 

� Infertility Awareness Association of Canada Inc. 

Phone: 1-800-263-2929 

Website: www.iaac.ca 

� Sex Information & Education Council of Canada (SIECCAN) 

Phone: (416)-466-5304 

Website Address: www.sieccan.org 

Hazardous Substance/Work Environment 

� Canadian Centre for Occupational Health and Safety 1-800-262-8276 

� Ontario Ministry of Labour Reference Library www.gov.on.ca 

Health Information 

� Telehealth 1-866-797-0000 

� Local Public Health Unit 

Help with alcohol and/or drugs 

Centre For Addiction and Mental health (CAMH) 

Phone: 1-800-463-6273 

Website Address: www.camh.net 


Page 25

Prenatal 

� Best Start Community Action for Healthy Babies 

Phone: 1-800-436-8477 

Website: www.opc.on.ca/beststart/index.html 

� Healthiest Babies Possible (Local Public Health Unit) 

� Healthy Babies Healthy Children (Local Public Health Unit) 

� Motherisk 

E-mail:momrisk@sickkids.on.ca 

Phone: 1-877-327-4636 

Website: http://www.motherisk.org 

� Nausea and Vomiting Information Line ( bilingual services) 1-800-436-8477 

Problems at Home (various websites available for local areas) 

� Catholic ChildrenÕs Aid Society 

� ChildrenÕs Aid Society 

� Jewish ChildrenÕs Aid 

� Family Services Association 

� Native Child and Family Services 

Sexual Abuse/Assault 

� Local Rape Crisis Centre 

� Local Assaulted WomenÕs Centre 

Sexual Health Hotline Information 

� Facts of Life Line (Planned Parenthood) 1-800-INFO-SEX (463-6739) 

� AIDS & Sexual Health Hotline 1-800-668-2437 

� Lesbian Gay Bisexual Youth Line 1-800-268-9688 

Someone to talk to 

� Kids Help Phone 

Phone 1-800-668-6868 

Website Address: www.kidshelp.sympatico.ca 

� Local Youth Clinic(s) 

Additional Local Community Services: 

� 

� 

� 


Page 26





Teacher/Student Resource (Assessment Tool) 




The following checklist may be used to assess the studentsÕ research findings related to 

sexual health care services and resources. 

CHECKLIST - CRITERIA FOR ASSESSING SERVICES AND RESOURCES 

CRITERIA Did it meet the expectations? Check (3) the 

appropriate (Yes or No) box. Give a brief explanation 

in the space provided. 

1. Accessible and User Friendly- Is this 

resource available to anybody? Are 

hours of operation accommodating? Is 

it easy to locate? 

2. Credible- Are the authorÕs 

qualifications reputable? Is there a 

publisher? 

3. Content/Accuracy- Is the information 

reliable and free from error? Are there 

editors and fact checkers? 

4. Current- How up-to-date is the 

content of the work? Is the publication 

date clearly indicated? Is it recognized 

by Health Agencies? 

5. Objective/Disclosure-Is the 

information presented with a minimum 

of bias? What is the purpose of this 

resource? To what extent is the 

information trying to sway the opinion 

of the audience? 

o Yes or o No 

Explain: 

o Yes or o No 

Explain: 

o Yes or o No 

Explain: 

o Yes or o No 

Explain: 

o Yes or o No 

Explain: 


Page 27









Causes and Issues Related to Infertility 

Student Instructions: Use the following outline to take notes during the class discussion. 

1. What is infertility? 

2. What are some of the possible causes of infertility in males? 

3. What are some of the possible causes of infertility in females? 

4. What issues do people need to deal with who are experiencing difficulties with 

fertility? 

5. What issues would a couple need to consider if they were experiencing infertility 

problems? 


Page 28









Instructions: 

Begin a class discussion with questions that require students to review what they have 

learned and think about what they still need to learn. Students will record information on 

a worksheet listing the questions. See Student Resource (Worksheet). 

Note to Teacher 

In addition to the information included with each of the discussion questions below the 

teacher should refer back to Teacher Resource (Information Summary) on pages 14 to 20 

for additional supplemental information. 

A. What is infertility? 

• no conception after 12 months of unprotected regular intercourse 

• infertility affects about 10% of young adults 

• in 40% of the cases, the fertility problem is with males, in 40% of the cases the 

fertility problem is with females, and in 20% of the cases it is both or unknown 

B. What are some of the possible causes of infertility in males? 

• sperm quality (radiation, heat, mumps) 

• frequency of ejaculation 

• healthy weight (levels of body weight influence levels of hormones circulating in the 

blood stream) 

• healthy nutrition (certain nutritional deficiencies can effect development of healthy 

sperm- they need linoleic acid, vitamin A, vitamin E and zinc) 

• alcohol (excessive intake of alcohol has been shown to lower sperm count and may 

interfere with the ability to maintain an erection and can mutate the sperm) 

• complications of sexually transmitted infections (STIÕs) 

C. What are the possible causes of infertility in women? 

• PID (Pelvic Inflammatory Disease can cause scarring of the fallopian tubes) 

• complications of STIÕs 

• endometriosis (uterine tissue growing outside the uterus, often on the ovaries, 

fallopian tubes, or in the abdominal cavity) 

• cycle irregularities (problems with ovulation, lining thickness, mucous) 

• smoking (can interfere with normal egg production and menstrual cycles) 

• healthy weight and nutrition (10-15% below normal weight can interfere with a 

womanÕs fertility (often affects the menstrual cycle and obesity can lead to decrease 

in the frequency of ovulation) 


Page 29

D. What issues do people need to deal with who are experiencing difficulties with 

infertility? 

• individual reactions and emotions 

• the decision to have or not to have a child 

• impact on the relationship 

E. What issues would a couple need to consider if they were experiencing infertility 

problems? 

• solving or treating the underlying problem (drug therapy, sperm wash, in-vitro 

fertilization, donor insemination, and surgery), by taking into consideration finances, 

beliefs, etc. 

• adoption (possible barriers especially to same sex couples) 

• surrogate motherhood 

Resources 

Resource list found in the Grade 11 Healthy Active Living Education (PPL30) Public 

Course Profile, Unit #3, page 7. 

Hughes, Edward G. and Mary Louise Beecroft. Partners in Fertility. Hamilton: Serono 

Canada, 1999. 1-800-387-9749 


Page 30







Unit #4 Activity #1&2 


Instructions: 

For homework, provide students with sample letters (see Student Resource- Assignment) 

and ask them to provide advice on infertility. Outline how the assignment will be 

evaluated. 

Evaluation 

Evaluate students on the following expected learnings. Use the Teacher/Student 

Resource (Assessment Tool) to evaluate the assignment. 

The student will: 

• demonstrate an understanding of the difference between sexual and reproductive 

health 

• demonstrate an understanding of the causes and issues related to infertility 

• identify possible solutions for infertility 

• describe sources of information on and services related to sexual and reproductive 

health 

Consider providing students with a variety of options to communicate/present their 

advice (e.g., written response- advice columnist in a newspaper or magazine, verbal 

response- radio call in, audio presentation, video or skit). 


Page 31





Student Resource (Assignment) 

Instructions: 

The following assignment will be completed outside of class time. 




Read the sample letters and choose one letter to provide information in written form or 

verbally. Consider the variety of options to communicate/present your advice (e.g., 

written response- as an advice columnist in a newspaper or magazine, verbal responsethrough 

a radio call in show, audio presentation, video or skit). 

Provide your best advice on infertility and the affect it can have on a coupleÕs 

relationship. Identify the differences between sexual and reproductive health and some 

possible causes of infertility, possible solutions and the sources of information or services 

available. 

Submit your response for evaluation. See the related assessment tool (Teacher/Student 

Resource- Assessment Tool) to review the assessment knowledge/understanding and 

communication criteria. 

Sample Letter One 

Dear Dr. Fer T. Ility, 

I have been with my partner for a three years now. We both agree that we have a great 

relationship, though our lives are so busy with work, night courses and volunteer work. 

We hardly have time for dates, let alone eating and getting enough sleep! I feel that I look 

way too fat so I started to diet 6 months ago. I have lost 10 pounds on this awesome fat 

free diet. I feel I can trust Jeff and he feels he can trust me. We went for HIV testing a 

year ago at a clinic that offered anonymous testing. We both tested negative and decided 

we would stop using condoms. Nine months ago we decided we would like to start a 

family and have been trying to get pregnant. We have intercourse about three times a 

week but think we should have intercourse every night as nothing has happened yet. We 

enjoy having intercourse but are feeling that the fact that we have not got conceived yet is 

putting a strain on the relationship. 

Any advice you can give me would be much appreciated! 

Yours truly, 

WonTa Baby 


Page 32

Sample Letter Two 

Dear Dr. O. Vulation 

Rhonda and I live on the street. I feel so close to her. After all she is all I have. Lately, 

she has been staying at another shelter and I think she might be seeing someone else. I 

guess I canÕt complain. We went through a period when I was sexually involved with my 

previous girlfriend who had been dating someone else that had genital warts. 

I think things are starting to look up. I have started a cool job and there is a possibility of 

an apartment that we may be able to move in to. If this happens, Rhonda and I will be 

more serious about trying to have a baby. We have been trying. Neither of us has seen 

our family doctorsÕ nor have we been to a clinic. Should we go for any kind of check up? 

Any advice as to what we can do to get pregnant would be great! I want to have the baby 

as soon as possible, but sometimes Rhonda thinks we should wait. Who is right? 

Yours truly, 

Des Pa Rate 

Sample Letter Three 

Dear Dr. S. Peculum 

Rob and I have been married for four years now. Rob believes in maintaining his 

independence but lately, we hardly ever see each other. We have sex occasionally, but 

there are some nights when I just have sex because itÕs just too tiring to say no. I am not 

saying I fake it, but I need to keep him satisfied right? Rob says I look too fat. Not that 

heÕs Mr. Beautiful! 

We decided a year ago that we wanted children so we havenÕt been using any form of 

contraceptive. Last week I noticed this nasty yellow discharge in my underwear. It 

seems different from the mucus I normally get after my period. I last had a PAP smear 

nine months ago and my pelvic exam was normal. 

What is happening to me? Is my relationship healthy? 

Yours truly, 

Es Te Eye 


Page 33


Page 34 

Written, Audio, Video or Skit (Response/Advice) Assignment Rubric 

Student Name: ________________________ 

Criteria 

Demonstrates an 

understanding of the 

difference between 

sexual and 

reproductive health 


understanding of 

causes and issues 

related to infertility 

Identifies possible 

solutions. 

Describes sources of 

information on and 

services related to 

sexual and 


Level 1 

(50-59%) 

Demonstrates a 

limited knowledge 

and understanding of 

the difference 


limited knowledge 

and understanding 

Identifies a limited 

number of possible 

solutions 

Communicates 

information about 

sources and services 

with limited clarity 

Communicates with a 

limited sense of 

audience and purpose 

Level 2 

(60-69%) 

Demonstrates some 

knowledge 


difference 

Demonstrates some 

knowledge and 

understanding 

Identifies some 

possible solutions 

Describes sources and 

services with 

some clarity 

Communicates with 

some sense of 


Level 3 

(70-79%) 

Demonstrates 

considerable 

knowledge and 


difference 

Demonstrates 

considerable 

knowledge and 

understanding 

Identifies a 

considerable number 

possible solutions 


services with 

considerable clarity 


clear sense of 


Level 4 

(80-100%) 


thorough knowledge 

and understanding of 

the difference 


thorough knowledge 

and understanding 

Identifies an extensive 

number possible 

solutions 


services with a high 

degree clarity 


strong sense of 


Student/Teacher Resource (Assessment Tool) 
















Instructions: 

Students will work with a partner and think of couples they know who are in a healthy 

relationship. Students will list the characteristics that they feel make the relationship 

healthy. Together as a class, develop a list of the characteristics that the class can agree 

upon. Students will record the list in their notebook. Remind students that their own list 

is a personal thing and that it does not have to match the class list. Upon completion of 

the class-generated list, students will compare their list with the teachers/student 

worksheet called ÒCharacteristics of a Healthy Relationship ChecklistÓ. 

Characteristics of A Healthy Relationship 

There is no such thing as a perfect relationship. There will be times when partners are 

angry or defensive, but none of this should lead to abuse. There are some key elements 

of a healthy relationship. Being aware of these elements will help an individual realize 

when a relationship is unhealthy. 

Key Elements of a Healthy Mature Relationship: 

Respect 

Mutual respect means that both parties care for themselves as well as each other. 

This is evident through respecting each otherÕs decisions or choices and listening to 

explanations of why those decisions were made. Caring partners are aware of each 

otherÕs boundaries, need for personal space, and vulnerabilities. They do not take each 

other or their relationship for granted. Neither person puts down or denigrates the other. 

If one person in the relationship changes as a result of what they have shared, the other 

person does not gloat, thinking they have caused the change. People change because they 

want to. Causing change in a person (e.g., dress style, hairstyle, group of friends, sexual 

demands) through manipulation, coercion, and threats are not healthy. Both parties 

understand that you cannot change one another. And things that need to be changed in a 

relationship come through effective communication and mutual agreement. 

Consensual Enjoyable Intimacy 

The sexual experience in a relationship should be equitable, mutually agreed upon and 

enjoyed. Both parties should feel free to express their needs and boundaries and have 

them respected, so that one person does not end up feeling like they have to give in to the 

other. If one person does not want to have sex, their wishes must be respected. In 

healthy relationships, problems and issues related to sexuality are openly communicated 

without fear. 


Page 35

Trust 

Trust is the foundation of a healthy relationship. One of the most destructive things in a 

relationship is jealousy that runs out of control. A certain degree of jealousy is a 

common element of a healthy relationship. However when jealousy enters a relationship 

it should be proportionate to the experience. There should be no lying, manipulation or 

secrets. There should be a sense of companionship and caring. There is always room for 

other friends with little fear that other friendships will minimize the dating relationship. 

Both parties will find they want to share themselves because they trust their partner to be 

as careful with their feelings as they are with their own. Trust levels and the degree to 

which a couple is willing to share their experiences takes time to develop. As the 

relationship grows, so should the level of trust. There is openness and both parties have 

good listening skills. 

Support 

Individuals in healthy relationships provide comfort and empathy to one another. They 

lend a shoulder and listen attentively to what their partner is saying, as well as the things 

they are not saying. There is no attempt to try to fix or change the other person. They 

accept one another for the person that they are (e.g., idiosyncrasies). Conflict is a normal 

part of any relationship. When conflict appears in a relationship, truly loving couples do 

not make attempts to lower their partnerÕs self-esteem. They care about each other and 

support them during good times and bad (e.g., career promotions, job loss, and family 

death). Healthy relationships are give and take situations, not one-way streets. Couples in 

healthy relationships are committed to bringing out the best in each other and have the 

otherÕs best interests at heart. Couples in healthy relationships recognize that there are 

shared responsibilities in career, leisure, child rearing, lifestyle choices and domestic 

duties. 

Easygoing 

The overall tone of the relationship is relaxed. Both parties can laugh at themselves 

without humour being at the other personÕs expense. Both parties will feel comfortable 

communicating their thoughts, feelings, likes, dislikes and ideas (e.g., where to go on a 

date, world issues, status of the relationship). Healthy relationships are void of physical 

aggression or threats of physical aggression. There is a sense of relaxation both when 

you are with your partner or apart. 

Fair Fighting 

Arguments, disagreements and issues are a part of every relationship. Conflict does not 

mean that the relationship has gone sour. In fact, healthy couples argue because: 

• they feel comfortable communicating their feelings and arenÕt afraid that the 

relationship will end with each argument 

• there is a sense of security because they know they can share their feelings openly 

• they care about one another and they do not want unresolved issues to remain 

unsolved 


Page 36

However, there are some ground rules that will help a couple fight fair, resolve the 

conflict and increase the likelihood that both parties will come out the other end intact. 

Optional Activity 

The teacher could have the students use the following cards to practice skills in fair 

fighting (e.g., role-play). 

Rule One 

Avoid physical aggression such as hitting, pushing, grabbing, throwing things, shoving, kicking or 

beating up. 

Rule Two 

Stay focussed on the issue at hand and avoid bringing other issues that have accumulated into the 

disagreement. Work out disagreements as they occur. DonÕt wait for things to build up. Work 

out other issues at a later time, not in the heat of the moment. 

Rule Three 

Avoid name-calling. Conflict never gets resolved when people use name-calling as a retaliation 

technique. Feelings only get hurt and the conflict escalates. Name-calling is a manipulation of the 

real issue. It only serves to re-direct the focus and avoid the situation at hand. 

Rule Four 

Avoid putting the blame on the other person. Using ÒIÓ Statements shifts the blame and helps the 

individual assume some of the responsibility for the issues at hand. ÒIÓ statements also help you 

say how a situation makes you feel, what your perceptions of a situation are and what your needs 

are. (e.g., ÒI was hurt when you said you didnÕt have time to sit and talk with meÓ) Defensiveness 

on behalf of both parties involved is also eliminated. 

Resources 

Adapted from: ÒElements of a Healthy RelationshipÓ from Warning! Dating May be 

Hazardous to Your Health! Mother Courage Press. WI, 1998 


Page 37









Instructions: 

Teachers may want students to personalize the relationship concept by completing the 

Relationship Quiz (as a follow-up and/or in addition to Activity #2, Teaching/Learning 

Strategy #2) 

Relationship Quiz 

1. It is O.K. with you when your partner spends No Yes Sometimes 

time alone with friends or family. 

2. It is O.K. with your partner when you spend No Yes Sometimes 

time along with friends or family. 

3. Your partner likes the way you look and act No Yes Sometimes 

and tells you so. 

4. You both decide how to spend your time No Yes Sometimes 

together. 

5. Your partner has the power to make you No Yes Sometimes 

feel bad and uses it. 

6. Your partner pressures you to do sexual No Yes Sometimes 

things you donÕt want to do. 

7. When you refuse to do certain sexual things, No Yes Sometimes 

your partner puts you down. 

8. Your partner has threatened to hurt you or No Yes Sometimes 

has hurt you. 

9. You usually feel happy in this relationship. No Yes Sometimes 

10. You are afraid of your partnerÕs temper, so No Yes Sometimes 

you avoid making him/her angry. 

11. Your partner scares you by driving fast, No Yes Sometimes 

drinking too much or doing risky things. 


Page 38

12. Your partner says ÒI canÕt live without youÓ No Yes Sometimes 

and it scares you that it might be true. 

13. You worry that the relationship might end No Yes Sometimes 

and would do anything to keep it going. 

14. You think that you can make your partnerÕs No Yes Sometimes 

problems go away. 

15. Your partner believes that jealousy is a No Yes Sometimes 

proof of love. 

16. You have agreed that you are a couple and No Yes Sometimes 

you trust each other to stick to it. 

17. You and your partner are safe from sexually No Yes Sometimes 

transmitted infections (STIÕs) and/or unplanned 

pregnancy. 

18. You both can be honest about your feelings No Yes Sometimes 

and talk about them freely. 

Did you answer ÒYesÓ to questions 1, 2, 3, 4, 9, 16,1 7, and 18? If so, you are probably 

in a pretty comfortable relationship. 

If you answered ÒYesÓ or SometimesÓ to questions 5, 6, 7, 8, 10, 11, 12, 13, 14, and 15 

you may be in an uncomfortable or even dangerous relationship. 

Consider providing similar community information for your students as listed below. 

Get some help from a peer counselor at the Teen Sex Info-line at (416) 961-3200, a 

counselor at the AIDS and Sexual Health Info-line (416) 392-2437, your community 

health unit, or your Doctor. 

You can also call: 

Assaulted WomenÕs Help-Line---------------------------------------(416) 863-0511 

Lesbian, Gay, Bisexual Youth----------------------------------------1-800-268-9688 

(Used with permission from Toronto Public Health) 


Page 39





Teacher/Student Resource (Worksheet) 




Instructions: 

Students will role-play the qualities of a healthy relationship by using the following 

scenarios or creating their own scenarios. 

Scenarios 1 - You and your partner have very different views on what you want to do on your 

Friday night date. You want to go to the movies and he/she wants to go the hockey game. 

Scenario 2 - You have had a bad day at school and you took your frustrations out on your 

partner when you saw him/her after school. You realize later that your comments were out of 

line. 

Scenario 3 - Your partner wants you to stay out late because you are having a really good time. 

You know you will be grounded if you stay out past your curfew. 

Scenario 4 - Your partner has been very quiet lately and you feel that he/she is ignoring you. 

You donÕt know what the problem is. 

Scenario 5 - You are upset because your partner has once again turned on the TV to watch the 

football game, when really you should be doing your homework. 

Scenario 6 - You are disappointed that your partner has forgotten your monthly anniversary. 

Scenario 7 - You are ready to go out for the evening but your partner is taking a long time 

getting ready. 


Page 40









Instructions: 

While observing the role-play scenario, check (3) the appropriate box or boxes to 

indicate the characteristic(s) of a healthy relationship that is/are being portrayed in the 

scenario. Complete the questions in the comment section to indicate how effective the 

group was in demonstrating the skills necessary to sustain honest, respectful and 

responsible relationships. 

Group Members Performing: _________________ __________________ 

__________________ ___________________ 

Characteristics of a Healthy Relationship Checklist (3) 

o Respect Caring partners are aware of each otherÕs boundaries, need for personal 

space and vulnerabilities. They do not take each other or their relationship for 

granted. This is evident through respecting each otherÕs decisions or choices and 

listening to explanations of why those decisions were made. 

o Consensual Enjoyable Intimacy The sexual experience in a relationship should 

be equitable, mutually agreed upon and enjoyed. Both parties should feel free to 

express their needs and boundaries and have them respected, so that one person 

does not end up feeling like they have to give in to the other. If one person does 

not want to have sex, their wishes must be respected. 

o Trust There is openness, both partners have good listening skills and know their 

confidences will be respected. Jealousy does not run out of control. There are no 

control over issues such as friends and how time is spent. 

o Support Partners in good relationships continually offer each other 

encouragement, comfort and acceptance through good times and bad. Healthy 

relationships are give and take situations, not one-way streets. Couples in healthy 

relationships are committed to bringing out the best in each other and have the 

otherÕs best interests at heart. There is equity in the sharing of various 

responsibilities. 

o Easygoing The overall tone of the relationship is relaxed. Both parties can laugh 

at themselves without humour being at the other personÕs expense. Both parties 

will feel comfortable communicating their thoughts, feelings, likes, dislikes and 

ideas (e.g., where to go on a date, world issues, status of the relationship). 


Page 41

o Fair Fighting (Arguments are a normal part of every relationship. Healthy 

couples work through arguments as they arise and do not wait to blow up after an 

accumulation of issues over time. Fair fighting rules include not using physical 

aggression, using ÒIÓ statements, avoiding name-calling, and staying focussed on 

the issue at hand). 

Comments: 

1. How effective was the group in demonstrating the skills (characteristics of a 

healthy relationship) necessary to sustain honest, respectful, and responsible 

relationships. 

2. What areas need some improvement? Why? 

3. What advice would you give to the group for the next time? 


Page 42





Teacher/Student Resource 




Instructions: 

The teacher will review the IDEAL decision-making model (process used in the Grade 9 

Unit 3 Activity #1, Public Course Profile). 

Decision Making 

Making good decisions helps you to reach your goals. By using the I.D.E.A.L. Decision- 

Making below, you will be able to make healthier choices, solve most of your problems, 

and have more control over your health and well being. 

I 

D Describe 

E 

A Act 

L 

Identify the problem 

What is the problem or situation that needs to be resolved? 

(discuss) ways to solve the problem 

List as many possible choices or alternatives that you can think of that may 

help you to solve the problem. 

Evaluate each solution 

By listing the positive and negative consequences for each choice or 

alternative, evaluate how each solution would make the problem better or 

worse and choose the best solution. 

on a plan to use the better solution. 

Describe how you plan to use the best solution. Be specific. Act on your plan 

(try your first choice). 

Learn about your plan. 

Describe how you think your plan will work out (how did it turn out?). Did 

you make the best choice? What would you do differently next time? 


Page 43

Adapted with permission from "Ontario Health and Physical 

Education Curriculum Support: Grades K-10", Ontario Physical and Health 

Education Association (OPHEA), Toronto, 2000, Grade 9/10 resource, Module #1, page 

80. 


Page 44








Teacher Resource (Background Information and Optional Activity) 

The following is an additional strategy to the one listed in Activity #2, Teaching/Learning 

Strategy #3, Public Course Profile. Students should experience this activity before 

attempting the scenarios in the course profile. The activity will identify common 

obstacles and provide students with additional information to take into consideration in 

order to make a wise decision during the scenarios. 

Obstacles to Successful Decision Making 

Purpose: Students will describe strategies to either postpone sex or make sure sex is 

wanted and safe. 

Materials: Prevention cards. Please note you will need one set of cards per group of 5-6 

students. 

Method: 

1. Divide students into groups of five or six. It is helpful for the teacher to pre-set the 

members of the group if they are mixed gender groups. 

2. Hand out the following 8 prevention cards: Want Sex, Get Necessary Information, 

Think About Yourself, Talk to Your Partner About Sex, Negotiate Prevention of 

HIV/STI and Pregnancy, Go Public, Get Condoms, Praise Partner. 

3. Ask students to arrange the cards in a sequence of behaviours they think will help 

prevent unplanned or unwanted sex. Give students 10-15 minutes to reach consensus 

on the sequence. Remind them that they should be prepared to briefly describe why 

each step is important. 

4. NOTE: As the activity unfolds, students may find that their discussion includes a 

number of confounding issues that interfere with the sequencing activity. These 

confounding issues may include falling in love, alcohol and drugs, homophobia, 

racism and/or prejudice. Distribute the 3 additional cards (Falling In Love, Alcohol 

and Drug Use, Homophobia) to students and ask them to discuss how or if these 

issues change their groupÕs sequence. 

5. Have groups briefly describe why each step is important. 

6. Ask students of explain how the issues (Falling In Love, Alcohol and Drug Use, 

Homophobia) affect the process of preventing unplanned or unwanted sex. Reference 

the Teacher Resource (Background Information to Prevention Activity Cards) to 

assist in facilitating the class discussion. 

7. Briefly review sexual health resources in the community through a question answer 

format. (This might take place earlier in the activity as the class unfolds.) 


Page 45

Issues for Discussion (Teacher Notes) 

Ø There is not necessarily a correct ordering of the cards. It is more important for the 

students to have decided what each card means to them and for them to have 

negotiated the order based on their own definitions. 

Ø The most important point is for students to acknowledge their own sexuality and 

sexual desires. Based on having the correct information students can decide what is 

best for each individual. 

Ø Provide an example for class discussion (e.g., your partner tells you they have 

Herpes). How does this fit in to the order of the cards? Praising a partner for honesty 

is important. Getting necessary information would now be important to find out how 

you can have sex and not get Herpes. 

Ø Ask students how it felt to negotiate with one another. Were there any difficulties? 

Did anyone find it difficult to have his or her dissenting voice heard? Point out that 

the importance of communication in a relationship includes the ability to negotiate for 

what you want or do not want from one another. 


Page 46








Teacher Resource (Background Information to Prevention Activity Cards) 

STAGES DISCUSSION TOPICS 

WANT SEX 

GET NECESSARY 

INFORMATION 

THINK ABOUT 

YOURSELF 

/ youth sexuality is not acknowledged by parents or society 

/ a person must accept their own sexuality and acknowledge 

the intent to have sex when they want it 

/ youth need to acknowledge that sex can be powerful 

/ decide how you want to express your sexuality and what 

you need to do to make sure that happens safely 

/ consider alternative forms of sexual expression (instead of 

intercourse) 

/ youth must be able to assess the risk of the potential sexual 

activity 

/ youth need to consider what can happen to them physically 

and emotionally if they engage in a given sexual activity 

Where do I get the necessary information? 

â AIDS & Sexual Health Information line: 1-800-668-2437 

â Local youth serving agencies 

â Local sexual health clinic 

â Local counseling services 

â Websites 

/ where do you see yourself in 5-10 years time? 

/ how would getting pregnant, getting HIV etc. have an 

impact on these plans? 

/ be honest about your sexual identity and get support if you 

need to 


Page 47


TALK TO YOUR PARTNER 

ABOUT SEX 

NEGOTIATE PREVENTION 

OF HIV/STI, PREGNANCY 

GO PUBLIC 

/ think and plan ahead of time how far you want to go in 

specific scenarios 

/ consider your plan if your partner pressures you 

/ set limits 

/ remaining abstinent is not necessarily a lifetime 

commitment but a personal commitment until you know 

and get what you want 

/ need to think about how to negotiate for what you 

want- consider the words, lines and scripts 

/ important your message is heard and not implied 

/ even if both partners are virgins, it is easier to start 

using condoms than to have to change practice with 

future partners 

/ it is also easier to use condoms consistently than to 

introduce condoms into a relationship if one partner 

strays 

/ if youth become sexually active in high school, there is 

a high possibility they will have 3+ partners by the time 

they reach 1 st year of university (Canada Youth and 

AIDS Survey) 

/ many people lie about past sexual experiences and risky 

behaviours 

/ consider the implications for young women who buy 

their own condoms. They are going against the societal 

stereotype about women and sex. To be safe a woman 

needs to take charge of her health and wellbeing. 

/ sometimes difficult psychologically to buy condoms 

/ studies show that students who are comfortable with 

their sexuality are more likely to obtain condoms than 

those who are uncomfortable 

/ can you go to a clinic to get information about birth 

control, HIV/STI prevention and testing or a PAP 

smear? 

/ if you are lesbian or gay; can you express your 

sexuality? 


Page 48


GET CONDOMS 

PRAISE PARTNER 

How do these issues affect the process? 

/ condoms are now available in non latex for those with 

allergies to latex 

/ recommend use of water based lubricant to increase 

safety and enjoyment 

/ get counseling about use of back up birth control in 

addition to use of condom 

/ know about emergency contraceptive pill (ECP) 

/ reinforce continued postponement of sexual intercourse 

or continued use of condoms 

/ praise honesty 

ISSUES DISCUSSION TOPICS 

Issue: FALLING IN LOVE 

Issue: ALCOHOL & DRUG 

USE 

Issue: HOMOPHOBIA, 

RACISM, PREJUDICE 

/ young women and sometimes men frequently justify 

having intercourse by thinking they are in love 

/ most young men do not include feelings of love as a 

reason for first intercourse 

/ alcohol reduces inhibition 

/ alcohol and drugs may interfere with the decision 

making process. 

If same gender relationships is part of the class discussion, 

the following points may be relevant: 

/ homophobia is a prejudice specific to sexual health 

/ it can get in the way of being able to acknowledge your 

sexualityÉit can blind a person to the potential for 

feelings that they might have 

/ homophobia can impact how people feel about 

themselves. A person who is homophobic is often 

insecure and can suffer from low self esteem which may 

lead to risk taking in a same sex encounter (e.g., 

research indicates that low self esteem is often the cause 

for sexual risk taking and consequently the increase in 

HIV rates). 


Page 49

homophobia can decrease the personÕs ability to be 

assertive, feel safe or use precautions (e.g., a condom) in a 

same gender relationship 


Page 50





Student Resource (Prevention Activity Cards) 

Get Necessary 

Information 

Want Sex 

Talk to Partner 

About Sex 

Think About 

Yourself 




Go Public 

Negotiate Prevention 

of STIÕs, Pregnancy 


Page 51

Student Resource (Prevention Activity Cards) 

ISSUE 

Alcohol and Drug 

Use 

Get Condoms 

ISSUE 

Homophobia, Racis 

m, Prejudice 

Praise Partner 

ISSUE 

Falling in Love 

Adapted from a version of the Sexual Health Peer Program created by Toronto Public 

Health. 


Page 52





Teacher/Student Resource (Scenarios) 




Instructions: 

Students will apply the IDEAL decision-making model to the scenarios presented below. 

Students will complete the assignment using the IDEAL Decision-Making Model 

worksheet provided. 

Jody and Terry have known each other for a week. They are very attracted to each other. 

Terry is over at JodyÕs place after school before anyone is home. Watching a video, they 

end up making out and Jody wants to have intercourse. 

Mackenzie is part of a gang and has recently acknowledged a sexual attraction for 

someone of the same sex. One of the gang members confronts Mackenzie by asking Òare 

you gay?Ó 

Juan and his mother live together. They have a close relationship. JuanÕs mother does 

not want him dating. Juan has recently met someone who he likes, who asks him out to a 

movie tonight. 

Donna likes school and had been achieving high marks. Recently, a close relative has 

been making sexual advances to her. As a result of this situation, she has been 

preoccupied lately. Her mother wants to know why her marks in school have been 

dropping recently. 

Chris has a major assignment due tomorrow. ChrisÕs partner calls with tickets to a 

concert featuring an artist they both really like. 


Page 53






DECISION-MAKING 

I 

D 

E 

SCENARIO 

STEP #1 

STEP #2 

STEP #3 




STUDENT ACTIVITY 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

IDENTIFY THE PROBLEM 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

DESCRIBE WAYS TO SOLVE THE PROBLEM 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

EVALUATE EACH SOLUTION 

Alternate #1 Alternate #2 

Positive _____________________ Positive _____________________ 

_____________________ 

_____________________ 

_____________________ 

_____________________ 

Negative _____________________ Negative _____________________ 

_____________________ 

_____________________ 

_____________________ 

_____________________ 

Alternate #3 Alternate #4 

Positive _____________________ 

_____________________ 

_____________________ 

Negative _____________________ 

_____________________ 

_____________________ 

Positive _____________________ 

_____________________ 

_____________________ 

Negative _____________________ 

_____________________ 

_____________________ 


Page 54

A 

L 

STEP #4 

STEP #5 

ACT ON A PLAN TO USE THE BEST SOLUTION 

The best alternative is: ___________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

Describe how you plan to use the best solution: ______________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

LEARN ABOUT YOUR PLAN 

Describe how you think your plan will/did turn out: ____________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

What, if anything, would you do differently the next time? ______________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

_____________________________________________________________ 


Page 55









Instructions: 

The students will work in partners on a case study assignment. The teacher will assign 

each pair a case study. The students will identify the behaviour they would like to see 

changed and then explain how they would like to see this changed using the SMART 

Principle to set short-term and long-term goals for behaviour change based on their 

scenario. (Specific, Measurable, Attainable, Realistic, Time) They will also outline a 

plan of action for these goals looking at their strengths, limitations, obstacles and 

solutions to the problem and record all findings on the worksheet provided. 

Students responding to the same case study will get together and share their information. 

Upon conclusion of group discussion, one selected member from each large case study 

group will report their findings to the class. 

Teacher will assess each group using the SMART Principle Rubric. 


Page 56





Student Resource 




Instructions: 

Work with a partner. Use one of the following scenarios to apply goal-setting strategies. 

Case Study 1 - Chris is 18 years old. As a result of a bitter divorce and custody battle Chris is 

now living with grandparents. ChrisÕ father was an alcoholic and frequently abusive. Chris has 

been dating the same person for several months. Lately Chris has been very stressed out and has 

been regularly abusing his/her partner both mentally and physically. 

Case Study 2 - Alex, aged 17, is a warm, generous person who is 40 pounds overweight. AlexÕs 

partner keeps threatening to leave if weight is not lost. 

Case Study 3 - Miho, aged 16, is a shy, quiet individual whose partner likes to hang out with the 

people from work on a regular basis. Miho is often not invited to share in these activities. 

Case Study 4 Ð Jordan, aged 15, is an outgoing popular sports enthusiast. JordanÕs relationship 

has become unpleasant because of jealousy related to the attention Jordan receives by other 

people on a regular basis. Recently JordanÕs partner has demanded that they spend all their free 

time together with each other exclusively. 

Case Study 5 Ð Kennedy, aged 16, enjoys many leisure activities such as going to the movies, 

taking day hikes, mountain biking and concerts. Kennedy has been seriously involved with 

someone for the past year. The relationship has become more physical at the insistence of 

KennedyÕs partner. While physical affection is important in their relationship Kennedy feels that 

other interests have been neglected. This has created conflict and tension within the relationship. 


Page 57






A Healthy Relationship Goal-Setting/Action Plan 

1. The relationship behaviour that needs to be changed is: 

2. The goal is SMART (Describe how the goal meets the criteria): 

SPECIFIC (Is it explicit/clear?) 

MEASURABLE (How do you know when you get there?) 

ATTAINABLE (Is it possible?) 

REALISTIC (Is it probable?) 

TIME for completion (What are the timelines?) 




3. In the table provided identify the strengths and limitations for the individual in 

your case study. 

Strengths Limitations 


Page 58

4. In the table below identify obstacles that may interfere with the achievement of the 

goal established in question number 2. For each obstacle listed describe possible 

solutions. 

Obstacles Solution 

4. Identify specific information/skills needed to enable the individual to achieve 

his/her goal to change the unhealthy relationship behaviour. 

• 

• 

• 

• 

• 

• 

• 

5. Describe steps that the individual could take in order to work towards sustaining 

an honest, respectful and responsible relationship. 

Today/This Week (Short Term): 

Next Week/Next Month (Long Term): 


Page 59





Teacher Resource (Assessment Tool) 




SMART Principle Rubric 

Student Names: __________________________ ___________________________ 

Criteria Level 1 

(50-59%) 

SMART Demonstrates 

Principle limited 

Specific understanding 

Measurable of setting goals 

Attainable using the 

Realistic SMART 

Time Principle 

Next Steps (Teacher Comments): 

Level 2 

(60-69%) 

Demonstrates 

some 

understanding 

of setting goals 

using the 

SMART 

Principle 

Level 3 

(70-79%) 

Demonstrates 

considerable 

understanding 


using the 

SMART 

Principle 

SMART Principle 

Student Names: __________________________ ___________________________ 

Criteria Level 1 

(50-59%) 

SMART Demonstrates 

Principle limited 

Specific understanding 

Measurable of setting goals 

Attainable using the 

Realistic SMART 

Time Principle 

Next Steps (Teacher Comments): 

Level 2 

(60-69%) 

Demonstrates 

some 

understanding 


using the 

SMART 

Principle 

Level 3 

(70-79%) 

Demonstrates 

considerable 

understanding 


using the 

SMART 

Principle 


Page 60 

Level 4 

(80-100%) 

Demonstrates 

thorough 

understanding 


using the 

SMART 

Principle 

Level 4 

(80-100%) 

Demonstrates 

thorough 

understanding 


using the 

SMART 

Principle


Page 61 

Relationship Role Play Rubric 

Student Names: 

Criteria 

Goals Defined 

SMART Principle 

Specific 

Measurable 

Attainable 

Realistic 

Time 

Obstacles to 

successful 

Decision Making 

Characteristics of 

a Healthy 

Relationship 

Level 1 

(50-59%) 

Goal is stated with 

limited clarity 

Demonstrates 

limited 


setting goals using 

the SMART 

Principle 

Identifies few 

obstacles to 

successful 

decision making 

Demonstrates few 

characteristics of a 

healthy 

relationship 

Level 2 

(60-69%) 


some clarity 

Demonstrates 

some 



the SMART 

Principle 


obstacles to 

successful 


Demonstrates 

some 


healthy 

relationship 

Level 3 

(70-79%) 


considerable 

clarity 

Demonstrates 

considerable 



the SMART 

Principle 

Identifies a 

considerable 

number of 

obstacles to 

successful 



considerable 

number of 


healthy 

relationship 

Level 4 

(80-100%) 


a high degree of 

clarity and 

confidence 


thorough 



the SMART 

Principle 

Identifies an 

extensive number 

of obstacles to 

successful 



extensive number 

of characteristics 

of a healthy 

relationship 
















Teacher Resource (Sexual and Reproductive Health Unit Assessment & 

Evaluation Markbook Recording Sheet) 

Achievement Category 

Student Name *Work Habits/Homework 

(Learning Skill) 

*Teamwork/ Group (Learning 

Skill) 

*Initiative (Learning Skill) 

Assignments and/or Performances 

Factors Affecting Reproductive 

Health Worksheet A1, TLS#3 

Criteria Checklist for Assessing 

Services A1, TLS#3 


Page 62 

Note Completion A1, TLS#4 

Advice Columnist Asst. Rubric 

A1, TLS#5 

Completion of Relationship Role 

Play A2, TLS#2 

IDEAL Scenario Application 

Complete A2, TLS#3 

*See Module #2 Positive Mental Health and Stress pages 28 - 30 for Learning Skills 

Assessment Tools. 

SMART Rubric A2, TLS#5




(PPL30) 

Module #2 

Positive Mental Health 

and Stress 



Grade 11 Healthy Active Living Education (PPL30), Module #2 Positive Mental Health and Stress 

Page 1

Positive Mental Health and Stress 






Teaching Learning Strategy #2,3,7 

Teacher Resource (Background Information for Assessment of StudentsÕ 

Prior Knowledge) 

Instructions: 

1. Distribute the Student Resource (Survey Worksheet). Have students complete a selfsurvey 

on well-being and give them the option of calculating the scoring section of 

the survey. 

2. After students have completed the survey, lead a class discussion on their findings, 

concerns, questions, etc. Ask students to describe what they believe constitutes a 

mentally healthy person. 

3. Build a list of characteristics of a mentally healthy person from the studentsÕ 

descriptions. Compare the list to the definition (see Teacher Resource- Overhead). 

4. Provide an overview of MaslowÕs Hierarchy of Needs for students. 

People who are mentally healthyÉexperience stress, frustrations, feelings of selfdoubt, 

failure, and rejection. What distinguishes the mentally healthy from someone who 

is not mentally healthy is their resilience. Resilience is a personÕs ability to recapture 

their sense of emotional wellness within a reasonable time using a variety of coping 

strategies. (An example of resilience Ð If your partner breaks up with you, are you able to 

overcome this emotionally and eventually start seeing other people?) 

Characteristics (of a Mentally Healthy Person): 

• hopefulness about opportunities and lifeÕs challenges 

• persistent in achieving oneÕs goals 

• practical/realistic about goals as well as their strengths and weaknesses 

• responsible for own personal behaviour 

• respect own needs and the needs of others 

• healthy self-esteem / positive self-concept 

• healthy self-confidence 

• ability to manage stress effectively 

• ability to work productively 

• support network (family, friends, mentors) 

• healthy attitude towards lifeÕs problems and difficulties 

• seeks help / advice when needed 


Page 2






Need for self-actualization 

Need to know, to explore, to 

understand 

Need to achieve, to be 

recognized 

Need to belong, to 

love and be loved 

Need to be 

secure and 

safe, out of 

danger 

Need to satisfy 

hunger, thirst, 

sleep,etc. 

MaslowÕs Hierarchy of Needs 




Self-fulfilling 

Aesthetic 

Emotional 

Physical 


Page 3

A psychologist named Abraham Maslow developed a theory that illustrates the different 

kinds of needs that everyone has. His idea is that we have to satisfy certain basic needs 

before you can begin to satisfy other ones. 


Page 4





Student Resource (Survey Worksheet) 

Self-Survey on Well Being 




Part One 

The following questions contain statements and their opposites. Notice that the 

statements extend from one extreme to the other. Where would you place yourself on this 

scale? Place a circle on the number that is most true for you at this time. Do not put your 

circles between numbers. 

Life Purpose and Satisfaction 

1. During most of the 

day my energy level 

is 

very low 1 2 3 4 5 6 7 very high 

2. As a whole, my 

life seems 

dull 1 2 3 4 5 6 7 vibrant 

3. My daily activities not a source 1 2 3 4 5 6 7 a source of satisfaction 

are 

of satisfaction 

4. I have come to exactly the 1 2 3 4 5 6 7 new and different 

expect that every day 

will be 

same 

5. When I think I do not feel 1 2 3 4 5 6 7 I feel there is a purpose 

deeply about life there is any 

purpose to it 

to it 

6. I feel that my life not been 1 2 3 4 5 6 7 I feel there is a purpose 

so far has 

productive 

to it 

7. I feel that the 

work* I am doing 

is of no value 1 2 3 4 5 6 7 is of great value 

8. I wish I were 

different than who I 

am 

agree strongly 1 2 3 4 5 6 7 disagree strongly 

9. At this time, I no clearly 1 2 3 4 5 6 7 clearly defined goals for 

have 

defined goals 

for my life 

my life 


Page 5

10. When sad things 

happen to me or 

other people 

11. When I think 

about what I have 

done with my life, I 

feel 

I cannot feel 

positive about 

life 

1 2 3 4 5 6 7 I continue to feel 

positive about life 

worthless 1 2 3 4 5 6 7 worthwhile 

12. My present life does not 

satisfy me 

1 2 3 4 5 6 7 satisfies me 

13. I feel joy in my 

heart 

never 1 2 3 4 5 6 7 all the time 

14. I feel trapped by 

the circumstances of 

my life 

all the time 1 2 3 4 5 6 7 never 

15. When I think I feel many 1 2 3 4 5 6 7 I feel no regrets 

about my past regrets 

16. Deep inside I do not feel 1 2 3 4 5 6 7 I feel loved 

myself 

loved 

17. When I think I do not feel 1 2 3 4 5 6 7 I feel very hopeful about 

about the problems hopeful about 

solving them 

that I have 

solving them 

*The definition of work is not limited to income-producing jobs. It includes childcare, 

housework, studies, and volunteer services. 

Part Two 

Self-Confidence During Stress (answer according to how you feel during stressful times) 

1. When there is a great 

deal of pressure being 

placed on me 

I get tense 1 2 3 4 5 6 7 I remain calm 

2. I react to problems with a great 1 2 3 4 5 6 7 with no frustration 

and difficulties deal of 

frustration 

3. In a difficult disagree 1 2 3 4 5 6 7 agree strongly 

situation, I am 

confident that I will 

receive the help that I 

need 

strongly 

4. I experience anxiety all the time 1 2 3 4 5 6 7 never 

5. When I have made a I dislike 1 2 3 4 5 6 7 I continue to like myself 

mistake 

myself 

6. I find myself 

worrying that 

something bad is going 

to happen to me or 

those I love 



Page 6

7. In a stressful 

situation 

I cannot 

concentrate 

easily 

1 2 3 4 5 6 7 I can concentrate easily 

8. I am fearful all the time 1 2 3 4 5 6 7 never 

9. When I need to stand I cannot do 1 2 3 4 5 6 7 I can do it easily 

up for myself 

it 

10. I feel less than 

adequate in most 

situations 

11. During times of 

stress, I feel isolated 

and alone 

12. In really difficult 

situations 

13. When I need to 

relax 

14. When I am in a 

frightening situation 

15. I worry about the 

future 

agree 

strongly 

agree 

strongly 

I feel 

unable to 

respond in 

positive 

ways 

I 

experience 

no peace Ð 

only 

thoughts 

and worries 

1 2 3 4 5 6 7 disagree strongly 

1 2 3 4 5 6 7 disagree strongly 

1 2 3 4 5 6 7 I feel able to respond in 

positive ways 

1 2 3 4 5 6 7 I experience a 

peacefulness free of 

thoughts and worries 

I panic 1 2 3 4 5 6 7 I remain calm 


Scoring 

The number you circled is your score for the question. Add your scores in each of the 

two sections and divide each sum by the number of questions in the section. 

• Life Purpose and Satisfaction: __________ divide by 17 = ________.______ 

• Self-Confidence During Stress: __________ divide by 15 = ________.______ 

• Combined Well Being: 

(add scores for both) ___________ divide by 32 = _________._____ 

Each score should range between 1.00 and 7.00 and may include decimals (for example 5.15). 

Interpretation: 

VERY LOW: 1.00 TO 2.49 

MEDIUM LOW: 2.50 TO 3.99 

MEDIUM HIGH: 4.00 TO 5.49 

VERY HIGH: 5.50 TO 7.00 


Page 7

These scores reflect the strength with which you feel these positive emotions. Do they 

make sense to you? Review each scale and each question in each scale. Your score on 

each item gives you information about the emotions and areas in your life where your 

psychological resources are strong, as well as the areas where strength needs to be 

developed. 

If you notice a large difference between the Life Purpose and Satisfaction and Self- 

Confidence During Stress scores, use this information to recognize which central 

attitudes and aspects of your life most need strengthening. If your scores on both scales 

are very low, talk with a counsellor or a friend about how you are feeling about how you 

are feeling about yourself and your life. 

Source: Kass, Jared. Inventory of Positive Psychological Attitudes, 1989 

See resource section for more information. 


Page 8








Teaching Learning Strategy #2,7 

Mental Health Definitions (Also enlarged as Teacher Overheads on subsequent pages). 

1. The National Mental Health Association describes mentally healthy people as those 

who: 

• Feel comfortable about themselves. They are not overwhelmed by their own 

feelings, and they can accept many of lifeÕs disappointments in stride. They 

experience all of the human emotions (for example, fear, anger, love, jealousy, guilt, 

joy) but are not overcome by them. 

• Feel right about other people. They feel comfortable with others and are able to give 

and receive love. They are concerned about the well-being of other people and have 

relationships that are satisfying and lasting. 

• Are able to meet the demands of life. Mentally healthy people respond to their 

problems, accept responsibility, plan ahead without fearing the future, and are able to 

establish reachable goals. 

OR 

2. A mentally healthy person is not unduly upset by difficulties encountered; attacks 

problems in a real fashion; accepts the inevitable; understands and accepts his/her own 

limitations and those of others. He/she does not feel guilty of failing after having done 

his/her best. This involves a satisfactory relationship with i) self ii) others iii) 

environment. 

OR 

3. Mental health is more than the absence of mental illness. 

Good mental health is when everything feels like it is working well. You feel good about 

yourself, your relationships with other people and are able to meet the 

challenges/demands of life. I 

t is important to realize that mental health is a continuum. Your mental health may suffer 

when things in your life go wrong, and you have difficulty coping with everyday 

problems and changes. 


Page 9

Teacher Resource (Overheads) 

Mental Health Definitions Overhead #1 

The National Mental Health Association describes 

mentally healthy people as those who: 

* Feel comfortable about themselves. They are not 

overwhelmed by their own feelings, and they can 

accept many of lifeÕs disappointments in stride. They 

experience all of the human emotions (for example, 

fear, anger, love, jealousy, guilt, joy) but are not 

overcome by them. 

* Feel right about other people. They feel 

comfortable with others and are able to give and 

receive love. They are concerned about the wellbeing 

of other people and have relationships that are 

satisfying and lasting. 

* Are able to meet the demands of life. Mentally 

healthy people respond to their problems, accept 

responsibility, plan ahead without fearing the future, 

and are able to establish reachable goals. 


Page 10



A mentally healthy person is not unduly 

upset by difficulties encountered; attacks 

problems in a real fashion; accepts the 

inevitable; understands and accepts 

his/her own limitations and those of 

others. He/she does not feel guilty of 

failing after having done his/her best. 

This involves a satisfactory relationship 

with i) self ii) others iii) environment. 





Mental health is more than the absence 

of mental illness. 

Good mental health is when everything 

feels like it is working well. You feel 

good about yourself, your relationships 

with other people and are able to meet 

the challenges/demands of life. 

It is important to realize that mental 

health is a continuum. Your mental 

health may suffer when things in your 

life go wrong, and you have difficulty 

coping with everyday problems and 

changes. 


Page 12








Teaching Learning Strategy #1, #2 and #4 

Instructions: 

1. Complete a worksheet, by filling in each cell with an explanation of the positive and 

negative effects of various stressors. 

2. Be prepared to share your answers and carry on a discussion in a small group. You 

will be assessed on your ability to communicate clearly. 

Categories Level 1 Level 2 Level 3 Level 4 

Communication of 

positive and 

negative stressors 

• communicates 

information 

and ideas with 

limited clarity 


information 


some clarity 


information 


considerable 

clarity 


Page 13 


information 


a high degree 

of clarity 

Positive and Negative Effects of Stress 

STRESSOR POSITIVE NEGATIVE 

Physical Stressors 

Food 

Shelter 

Warmth / Clothes 

Other 

Adolescent Stressors 

Changing Bodies 

Family Problems 

Peer Pressure 

Other 

Imaginary Stressors 

Things that HavenÕt Happened 

Other 

Mental Stressors 

Expectations of parents 

Pleasing - Yourself or Others 

Performance tied to self worth 

Other 

Boredom 

Too little change 

Other 

Crisis 

Death 

Divorce 

An Accident

Other 

Changes 

New Home 

Parents Remarry 

Birth of a Sibling 

First Date 

Other 


Page 14




Teaching Learning Strategy #2 & #3 







Instructions: 

1. Have students generate a list of stressors and then categorize the stressors into one of 

the following categories, Physical, Social, Intellectual, Emotional, Spiritual, or 

Environmental. 

2. Distribute the Student Resource (Case Studies Worksheet). Ask students to 

categorize the case study examples into the appropriate stressor categories. Have 

them complete the Case Study Worksheet by filling in an appropriate strategy for 

each example. 

3. Have students read the statements on the Everyday Coping Student Resource 

(Worksheet). Students should identify the methods of copying for each situation. 

Stress and Stressors 

Stress: the effect of an event on your mind and body, these effects can be both helpful or 

harmful; the forms of stress can be either positive (e.g., something that one is looking 

forward to like a school dance or wedding) or negative (e.g., break-ups and death of a 

loved one) 

Stressors: situations and experiences that cause stress 

• Physical Stressors Ð (e.g., positive; strenuous activity), (e.g., negative; bacteria, 

smoke, lack of sleep, injury) 

• Social Stressors Ð (e.g., positive; receiving compliments, expectations of others), 

(e.g., negative; rejection, embarrassment, ridicule, arguments) 

• Intellectual Stressors Ð (e.g., positive; challenging problems), (e.g., negative; mental 

fatigue, inability to comprehend) 

• Emotional Stressors Ð (e.g., positive; falling in love), (e.g., negative; anger, lack of 

love, mistrust) 

• Spiritual Stressors - (e.g., positive; acting in accordance with your moral code), (e.g., 

negative, guilt, moral conflicts, lack of meaning or purpose in life) 

• Environmental Stressors Ð (e.g., positive; possession of a lot of money), (e.g., 

negative; lack of money, shelter, food) 


Page 15

Coping Mechanisms 

The following are defense mechanisms from psychoanalytic theory that are maladaptive 

in nature versus coping strategies that are adaptive in nature. 

1. Compensation 

When one exaggerates a desirable trait to reduce the feeling of inferiority 

caused by an undesirable trait. 

2. Rationalization 

When one explains oneÕs undesirable or foolish behaviour or failures by 

giving a reasonably but untrue explanation for it. 

Examples: 

• Òsour grapesÓ Ð a person unable to obtain what he/she wants maintains 

that he/she did not want it anyway 

• Òsweet lemonsÓ- instead of trying to convince ourselves and others that 

we did not actually want the thing we were after, we talk ourselves into 

believing that our present situation really is best for us. 

3. Projection 

When one places the blame elsewhere. 

4. Identification 

When one imitates the behaviour and mannerisms of someone else. 

5. Regression 

When one recalls pleasant experiences making the past appear much more 

attractive than it actually was or when oneÕs behaviour regresses to an 

earlier stage of development. 

6. Repression 

When wishes, thoughts, and experiences associated with unpleasantness 

are excluded subconsciously from awareness. 

7. Suppression 

When one dismisses a thought or unpleasant experience. 

8. Fantasy and Daydreaming 

When one escapes from difficulties of real life with preoccupying 

thoughts. 

9. Withdrawal 

When a person persistently retreats from a situation in which he/she is 

experiencing difficulty. 

10. Displacement 

When one redirects emotion toward a subordinate person or thing. 


Page 16

11. Denial 

When one refuses to admit or acknowledge the reality of the situation. 


Page 17




Teaching Learning Strategy #2 & #3 

Student Resource (Case Studies Worksheet) 




CASE STUDIES STRESSOR COPING STRATEGY 

Case 1 Ð ThereÕs a girl on my street that I like, 

but whenever IÕm near her I get really tonguetied, 

or I stutter. I start to sweat and I drop things. 

Sometimes I avoid her, even though I really like 

her. 

Case 2 Ð My Dad has just been laid off from his 

job and doesnÕt know when heÕll be called back. 

What Mom makes isnÕt enough to support the 

family and we have no savings. Dad has started 

drinking, and we all feel miserable. 

Case 3 Ð IÕm really in a panic because IÕve got a 

science exam tomorrow and I havenÕt done any 

work for it. I actually feel a little sick to my 

stomach. 

Case 4 Ð The basketball game was exciting, but 

during the game I landed hard to the floor and my 

ankle really hurts. IÕm concerned about my ankle 

and I have to get to work on time tonight after the 

game. 

Case 5 Ð My parents moved our family to Canada 

3 years ago. They canÕt understand that it is okay 

to go out with a boy alone. I have had to sneak 

out at night to see my new boyfriend. He says 

only being with me at school is not enough and he 

wants to break up. 

Case 6 Ð The playoff basketball game was tied 

with less than one minute to go. I am on the court, 

have the ball in my hands, and have the 

opportunity to help win the game. 

Case 7 Ð I put a lot of time and effort and into my 

English assignment. I was pleased with my mark, 

but I hate it when the teacher centers me out in 

front of the rest of the class for taking pride in my 

work. 

Case 8 Ð The math brainteasers are a lot of fun. I 

enjoy that part of the math class. 


Page 18

Case 9 Ð The boy in my Science class that sits 

across from me is so nice. I am looking forward 

to the school dance next week. IÕm going to ask 

him if he plans on going. 

Case 10 Ð Each time my store manager leaves me 

alone at work I become concerned with the 

amount of money that is in the cash register. 


Page 19





Teacher Resource (Case Studies Answer Sheet) 




Note: The column to identify the maladaptive coping strategy or defense mechanism is 

left blank because students will make a personal decision regarding the most appropriate 

strategy/mechanism for themselves. 

CASE STUDY STRESSOR COPING STRATEGY 

Case 1 Ð ThereÕs a girl on my street that I like, 

but whenever IÕm near her I get really tonguetied, 

or I stutter. I start to sweat and I drop things. 

Sometimes I avoid her, even though I really like 

her. 

Case 2 Ð My Dad has just been laid off from his 

job and doesnÕt know when heÕll be called back. 

What Mom makes isnÕt enough to support the 

family and we have no savings. Dad has started 

drinking, and we all feel miserable. 

Case 3 Ð IÕm really in a panic because IÕve got a 

science exam tomorrow and I havenÕt done any 

work for it. I actually feel a little sick to my 

stomach. 

Case 4 Ð The basketball game was exciting, but 

during the game I landed hard to the floor and my 

ankle really hurts. IÕm concerned about my ankle 

and I have to get to work on time tonight after the 

game. 

Case 5 Ð My parents moved our family to Canada 

3 years ago. They canÕt understand that it is ok to 

go out with a boy alone. I have had to sneak out at 

night to see my new boyfriend. He says only 

being with me at school is not enough and he 

wants to break up. 

Case 6 Ð The playoff basketball game was tied 

with less than one minute to go. I am on the court, 

have the ball in my hands, and have the 

opportunity to help win the game. 

• Social 

Stressor 

• Environmental 

Stressor 

• Social 

Stressor 

• Intellectual 

Stressor 

• Physical 

Stressor 

• Emotional 

Stressor 

• Spiritual 

Stressor 

• Physical 

Stressor 


Page 20

Case 7 Ð I put a lot of time and effort and into my 

English assignment. I was pleased with my mark, 

but I hate it when the teacher centers me out in 

front of the rest of the class for taking pride in my 

work. 

Case 8 Ð The math brainteasers are a lot of fun. I 

enjoy that part of the math class. 

Case 9 Ð The boy in my Science class that sits 

across from me is so nice. I am looking forward 

to the school dance next week. IÕm going to ask 

him if he plans on going. 

Case 10 Ð Each time my store manager leaves me 

alone at work I become concerned with the 

amount of money that is in the cash register. 

• Social 

Stressor 

• Intellectual 

Stressor 

• Emotional 

Stressor 

• Environmental 

Stressor 


Page 21




Teaching Learning Strategy #2 and #3 


Case Studies Answer Sheet (Adaptive Coping Strategies) 




Emphasize that you can never completely avoid stress but you can learn to cope with 

it. You will be better able to cope with stress if you practice the following strategies: 

Physical 

a) maintain your health Ð exercise your body, eat a nourishing diet and get enough 

sleep 

b) learn to relax Ð learn a relaxation exercise to release muscular tension, take up a 

hobby and have a warm bath, listen to calming music 

Mental 

a) think positive thoughts Ð think of your strengths, think about things youÕve done 

well 

b) organize your time Ð sort out your tasks from most to least important; do small 

parts of a tough job, reward yourself, then continue to work 

c) value yourself Ð donÕt blame yourself needlessly when things donÕt go well, 

figure out what you can learn from your mistakes 

d) plan and think ahead Ð think about stressful situations and make plans to deal with 

them, make alternative plans in case what you are hoping for doesnÕt happen 

e) express your feelings Ð laugh when you feel good and hug your family and 

friends, let yourself cry when you are feeling sad and reach out to comfort others 

Social 

a) communicate with people Ð say something nice to someone, discuss your 

problems with someone you trust 

b) seek new activities Ð pursue new hobbies, plan something fun and exciting, spend 

time with someone who is calm and reassuring 

Many of these coping mechanisms fall into what we call Healthy Active Living. If 

you are following a healthy active lifestyle you may notice you are better able to cope 

with stress. 

The teacher will assess the handout for completion (learning skills evidence). 


Page 22






Everyday Coping Exercise 




What maladaptive coping strategy is being used in the following situations? 

1. A boy who does not have the strength for team athletics, gets satisfaction by 

working on the school yearbook. 

2. A high school student stomps on the floor and slams the door behind her when her 

parents refuse to let her go to a movie on a Tuesday night. 

3. Ò I may not be doing well in school right now, but I will excel as an adult. You 

know that those who do best in school usually fail in life and those who fail in 

school are the ones who succeed in life.Ó 

4. A young girl imagines herself at the dance with all the boys asking her for a 

dance. 

5. A student complains of an upset stomach the morning of his History examination. 

6. When Mary failed to make the basketball team she said that she did not care 

because it would take up too much of her time. 

7. ÒI would do much better in school if my younger brothers and sisters wouldnÕt 

make so much noise when I am trying to study.Ó 

8. When Jerry, who is four years old, found he had a new baby sister, he began to 

suck his thumb. 

9. At age ten, a strange dog bit Betty; this experience frightened her and left both a 

physical and emotional scar. When Betty is asked about the scar on her hand, she 

says that she doesnÕt remember how she got it. 

10. LucyÕs mother works everyday. While Lucy stays with her sister, she likes to 

walk around the house in her motherÕs high-heeled shoes. 

11. Julian puts up with his bossÕ nasty remarks and unreasonable demands because he 

canÕt afford to lose his part-time job. 


Page 23





Teacher Resource (Answer Sheet for Student Worksheet) 

Everyday Coping Exercise Answer Key 




What maladaptive coping strategy is being used in the following situations? 

1. A boy who does not have the strength for team athletics, gets satisfaction by 

working on the school yearbook. 

Compensation 

2. A high school student stomps on the floor and slams the door behind her when her 

parents refuse to let her go to a movie on a Tuesday night. 

Displacement 

3.Ò I may not be doing so well in school but just watch me smoke when I get into life. 

You know that those who do best in school usually fail in life and those who fail 

in school are the ones who succeed in life.Ó 

Rationalization (sweet lemon) 

4. A young girl imagines herself at the dance with all the boys asking her for a 

dance. Fantasy 

5. A student complains of an upset stomach the morning of his History examination. 

Withdrawal 

6. When Mary failed to make the basketball team she said that she did not care 

because it would take up too much of her time. 

Rationalization (sour grapes) 

7. ÒI would do much better in school if my younger brothers and sisters wouldnÕt 

make so much noise when I am trying to study.Ó 

Projection 

8. When Jerry, who is four years old, found he had a new baby sister, he began to 

suck his thumb. 

Regression 

9. At age ten, a strange dog bit Betty; this experience frightened her and left both a 

physical and emotional scar. When Betty is asked about the scar on her hand, she 

says that she doesnÕt remember how she got it. 

Repression 


Page 24

10. LucyÕs mother works everyday. While Lucy stays with her sister, she likes to 

walk around the house in her motherÕs high-heeled shoes. 

Identification 

11. Julian puts up with his bossÕ nasty remarks and unreasonable demands because he 

canÕt afford to lose his part-time job. 

Suppression 


Page 25










Teacher/Student Resource (Background Information and Handout) 

Strategies to Cope with Stress 

Ways to Master Stress 

a) Change lifestyle habits 

-care for yourself 

-well-balanced diet 

-regular exercise 

-adequate sleep 

-decrease intake of caffeine (coffee, tea, colas, chocolate) 

-decrease intake of junk food 

-balance school/work with leisure time 

-build a support system of people with whom you can talk freely 

-seek out activities and situations, which affirm your strengths 

b) Change stressful situations 

-communicate your needs and concerns with assertion 

-learn time and money management skills 

-develop and practise a problem-solving process 

-possibly leave a situation (job, relationship) if it cannot be improved 

c) Change your thinking 

-look at things more positively 

-see problems as opportunities 

-be realistic in your expectations 

-refute negative thoughts 

-keep a sense of humour 

d) Learn how to replace the alarm response with the relaxation response 

-take a deep breath when you get bad news 

-count to ten before responding 

-write down your thoughts or talk to someone 

-give yourself time to react (Òsleep on itÓ) 

Many of these coping strategies are linked to Healthy Active Living. If you have a 

healthy lifestyle you may notice you are more resilient. 


Page 26









Instructions: 

The following assignment will provide you with an opportunity to demonstrate your 

ability to describe the positive and negative effects of stress that are part of daily life. 

1. Product 

Develop a product (e.g., pamphlet, poster, video clip, P.A. announcement, newsletter 

article) that assists you in communicating information to high school students on: 

• symptoms of stress 

• positive and negative effects of stress 

• how to prevent negative stress 

• strategies to cope with the effects of stress 

• where to find community information, support and assistance 

2. Process 

Work on your own to complete the following tasks: 

• develop a proposal for your product and submit it to the teacher prior to getting 

started 

• research the information using the school resource centre (library), community 

library, internet, community services, medical personnel, etc. 

• submit the your work on due date: _______________________ 

3. Assessment and Evaluation 

Your assignment will be evaluated using the following assessment tools: 

• marking scheme for the content (to assess your knowledge/understanding) 

• communication rubric. Use the Teacher/Student Resource (Communication 

Assessment Tool) 

• observation checklist for your learning skills (e.g., works independently, work habits, 

organization, initiative). Use the Student Resource (Learning Skills Assessment 

Reflection Tool) to assess your learning skills. 


Page 27





Teacher Resource (Learning Skills Observation Checklist) 




Assessing and evaluating how people work is just as important as assessing and 

evaluating what is produced. 

SCORE DESCRIPTION COMPARISON TO 

ÒTHE STANDARDÓ 

E 

EXCELLENT exceeds the standard for 

this learning skill, 

outstanding in this area 

G 

GOOD meets the high standard 

for this skill, but still 

room for improvement 

S 

SATISFACTORY approaching the 

standard for this skill, 

consistency or quality 

should be improved 

N 

NEEDS 

IMPROVEMENT 

below standard for this 

learning skill, much more 

effort is needed 

R 

NO EVICENCE OF 

EFFORT 

no evidence to make an 

assessment at this time 

Student Names Independence 

attends on-time, 

works alone, ontask, 

meets 

timelines,.... 

Observation Checklist 

Teamwork 

participates, 

listens, helps, 

questions, shares 

cooperates, ... 

CONSISTENCY DESCRIPTORS 

always independent, disciplined, 

leader, ... 

very often limited help/direction, 

effective, ... 

sometimes when helped/directed, able, 

... 

infrequently major support needed, limited 

Organization 

records due dates, 

plans, brings 

materials, 

schedules, ... 

no evidence of learning skill 

Work 

Habits/Homework 

works outside 

class time, puts 

quality in, uses 

time effectively, ... 


Page 28 

Initiative 

curious, explores, 

challenges self, 

inquires, solves, ...








Student Resource (Learning Skills Assessment Reflection Tool) 

Team Work 

Co-operation 

Do I share ideas and resources to achieve group 

goals? 

Co-operation 

Do I listen to, and show respect for, the ideas 

and opinions of others? 

Responsibility 

Do I take responsibility for my share of the 

groupÕs work? 

Roles 

Do I perform a variety of roles to develop new 

skills? 

Roles 

Do I encourage and support the positive contributio 

others? 

Works Independently 

Self Direction 

Do I use what I already know and can do to 

help me learn? 


Do I begin learning activities without 

prompting? 

Persistence 

Do I finish what I start? 

Persistence 

Do I persevere when faced with challenges? 

Persistence 

Do I revise my work when necessary? 

Needs 

Improvement 

Satisfactory Good Excellent 

Infrequently Sometimes Routinely Always or 

Almost 

Always 


Almost 

Always 


Almost 

Always 


Almost 

Always 


Almost 

Always 

Needs 

Improvement 



Almost 

Always 


Almost 

Always 


Almost 


Page 29 

Always 


Almost 

Always 


Almost 

Always

Initiative 

Approach to Learning 

Do I look for opportunities to learn more? 

Resourcefulness 

Do I use print materials, electronic/media 

sources, my teachers and/or my classmates to 



Do I seek help when I need it? 

Organization 

Planning 

Do I make a plan to help me accomplish my 

work? 

Planning 

Do I revise the plan if it doesnÕt work? 

Time Management 

Am I using my time efficiently in and out of 

school to improve my learning? 

Information Management 

Do I organize and use information effectively 

to complete my work? 

Work Habits/Homework 


Do I submit required work (assignments) on 

time? 


Is the work that I submit the best that I can do? 

Class Work 

Do I come to class prepared to work? 

Class Work 

Do I work effectively in class? 

Homework 

Do I complete homework? 

Needs 

Improvement 



Almost 

Always 


Almost 

Always 


Almost 

Always 

Needs 

Improvement 



Almost 

Always 


Almost 


Page 30 

Always 


Almost 

Always 


Almost 

Always 

Needs 

Improvement 



Almost 

Always 


Almost 

Always 


Almost 

Always 


Almost 

Always 


Almost 

Always








Teacher/Student Resource (Communication Assessment Tool) 

Achievement Chart Category: Communication 

Communication Level One Level Two 

Criteria 

(50%-59%) (60%-69%) 

1. Communication -communicates -communicates 

of information and information and information and 

ideas 

ideas with limited ideas with some 

clarity 

clarity 

2. Communication 

for different 

audiences and 

purposes 

-communicates 

with a limited 

sense of audience 

and purpose 

-communicates 

with some sense 

of audience and 

purpose 

Level Three 

(70%-79%) 

-communicates 

information and 

ideas with 

considerable 

clarity 

-communicates 

with a clear sense 


purpose 


Page 31 

Level Four 

(80%-100%) 

-communicates 


ideas with a high 

degree of clarity 

and with 

confidence 

-communicates 

with a strong 


and purpose 

Consider the following when determining to what extent the student is demonstrating 

communication of information or ideas for different audiences and purposes: 

Knowledge/ -knowledge/understanding of facts, concepts, theories 

Understanding -appropriate supportive details 

-relevant and accurate information/ideas 

-answers questions and/or extends audience responses 

Sending Verbal -clear articulation 

Messages 

-interesting diction 

-effective voice volume/inflection 

-eye contact with audience 

-appropriate facial expression, body language and gestures 

-effective pacing 

-projects energy and interest 

-logical progression of linked thoughts 

Sending Written -correct use of terms 

Messages 

-correct use of language conventions (e.g., grammar, punctuation and spelling) 

-correct use of format conventions 

-written response includes main idea, supportive details and concluding statement 

-evidence of paragraph planning 


Receiving 

-actively listens (e.g., asks clarifying questions, focuses on speaker, incorporates 

Messages 

the modifications/suggestions of others, paraphrases) 

(Listener) 

Presentation Skills -presentation skills (e.g., controlled use of voice, body language, presentation 

style, effective use of media/technology) 

-organization (e.g., effective opening/closing, appropriate development of parts of 

the presentation, thoughtful sequencing of ideas) 

-creativity (e.g., audience involvement, effective use of props/visuals) 

-provokes thoughtful audience responses

Media Creation -appropriate medium form 

-contentÕs depth/detail 

-inclusion of basic components 

-understanding of mediumÕs elements 

-effective layout 

-creative 

-appeal to audience 

-clarity of focus 

clarity of message 

-correct use of convention of medium 

3. Use of various 

forms of 

communication 

(e.g., interview, 

short report) 

-demonstrates 

limited command 

of the various 

forms 

-demonstrates 

moderate 

command of the 

various forms 

-demonstrates 

considerable 


various forms 


Page 32 

-demonstrates 

extensive 


various forms






Stress Management Techniques/Strategies Assignment 




Curriculum Learning Expectations 

The student will: 

• demonstrate an ability to use stress management techniques 

• use appropriate strategies for coping with stress and anxiety (e.g., relaxation, 

meditation, exercise, reframing) 

Assignment Instructions: 

1. Product 

a) Develop a class demonstration on one of the assigned stress management 

techniques/strategies. 

Examples: 

-biofeedback 

-breathing exercises 

-guided imagery 

-hypnotherapy 

-laughter therapy 

-massage 

-meditation 

-progressive muscular relaxation 

-stretching 

-Tai Chi 

-Yoga 

b) In your healthy active living journal, identify when and what strategies you personally 

use to cope with daily stress and anxiety. 

2. Process 

Work on your own to complete the following tasks: 

• brainstorm sources of information available to you 

• research the assigned stress management technique/strategy 

• identify one date on the class calendar when you will present your class 

demonstration 

• provide an appropriate class demonstration that engages students in the 

strategy/technique (e.g., students should not experience hypnotherapy but will 

participate in a media presentation on the topic, students should have the opportunity 

to make a personal decision whether to experience a hands-on massage) 


Page 33

• information demonstrations may be scheduled for the health classroom (e.g., 

hypnotherapy) and more active demonstrations (e.g., Tai Chi) may be scheduled 

during activity sessions as a warm down 

• consider including the following information in the demonstration/presentation 

a) explain/demonstrate the strategy/technique 

b) history/background of strategy/technique 

c) where do you go to get training (if the strategy/technique is self-administered) 

d) where do you get treatment (if strategy/technique is provided by a professional) 

e) claims/research re effectiveness 

f) cost 

g) career opportunities 

• complete a self assessment related to your demonstration. See Teacher/Student 

Resource (Communication Assessment Tool) on page 31. 

3. Assessment and Evaluation 

Your assignment will be evaluated using the following assessment tools: 

• Teacher/Student Resource (Communication Assessment Tool) on page 31 as a self 

assessment and teacher assessment of your demonstration 

• observation checklist to determine your use of appropriate strategies for coping with 

stress and anxiety on a daily basis (e.g., journal entries) 

• observation checklist for your learning skills (e.g., works independently, work habits, 

organization, initiative). Use the Student Resource (Learning Skills Assessment 

Reflection Tool) on page 29 Ð 30 to assess your learning skills. 


Page 34






Stress Management Techniques/Strategies Definitions 




Relaxation Response 

Opposite of the stress response: Heart rate, respiration and blood pressure drop, muscular 

tension disappears, sweating stops, etc. 

Relaxation Technique 

This is a method that can be learned and used to control the level of arousal due to stress. 

The first step is learning to be aware of the level of tension. The next step is learning 

mental and physical techniques to promote the relaxation response and achieve a state of 

inner calm. In this state, one can focus on the problem causing the stress and increase 

oneÕs capacity to deal with it. OneÕs mind is open to positive suggestions. 

Mind-Body Connection 

A term used frequently to describe the interconnectedness of the psychological and 

physical parts of the human organism. It is the basis for the efficacy of relaxation 

techniques. 

Biofeedback 

Initially sophisticated machines that measure pulse or galvanic skin response (degree of 

sweating) and emit a sound that becomes more or less intense as the level rises and falls 

monitor a personÕs level of arousal. The feedback allows the person to monitor and 

change the level of arousal. Eventually the person is able to achieve relaxation without 

the machine. The method has proven effective for people who get migraine headaches. 

Breathing Techniques 

Taking a deep breath is a natural way of reducing stress. More advanced techniques 

teach deep abdominal breathing and focus on the act of breathing. Breathing to a 

particular cadence which may include partial and full breaths, or stopping momentarily 

between inhalations and exhalations are additional breathing techniques. 

Exercise 

Physical activity promotes the relaxation response by putting the accumulated stress 

hormones (adrenaline) to use. Aggressive feelings can be legitimately expressed. 

Focussing on the activity can provide a restful Òtime outÓ from the sources of the stress. 

Exercise also promotes better sleep and a healthier immune system. 


Page 35

Guided Imagery/Visualization 

To achieve a relaxed state, the leader reads a script or plays an audio tape which helps the 

person to imagine sights, sounds, smells, tastes and feelings that have pleasant 

associations from past experience. This deliberate daydream is often played out to a 

background of soothing, tranquil music. The next step is to visualize success at 

overcoming an obstacle or achieving a goal, e.g. ÒI see myself performing my piano solo 

confidently and perfectly.Ó The more complete and detailed the visualization, the more 

likely it will happen that way. ÒWhether you think you can, or think you canÕt, youÕre 

probably right.Õ 

Hypnotism 

The therapist uses hypnotism to induce a trance during which positive suggestions are 

made about dealing with emotional issues and making lifestyle changes. 

Laughter Therapy 

A good belly laugh is a great relaxer. In fact, people often laugh at inappropriate 

moments (e.g. funerals) to relieve their stress. Researchers have found that laughter did 

as well at reducing stress as complex biofeedback training programs. The movie, ÒPatch 

AdamsÓ, portrayed the efforts of one doctor to influence the medical establishment about 

the use of laughter to cure illness. Laughter is easy, free, requires no special training or 

equipment. 

Massage 

This Òhands-onÓ ancient therapy induces physical and mental relaxation. Massage may 

be administered by a trusted friend or professionally trained therapist. Alternately, selfmassage 

is possible. Other types of massage: shiatsu, acupressure, rolfing, cranio-sacral 

therapy 

Meditation 

Meditation is the act of quieting all the ÒnoiseÓ in your life and focusing on the calm 

inside the tornado swirling around you. It can take many forms including prayer. 

Usually it requires finding a comfortable and quiet place, concentrating on breathing and 

perhaps a word or phrase (ÒI ÉamÉ.relaxedÓ , ÒtranquillityÓ) and stopping any outside 

thoughts from intruding. 

Progressive Muscular Relaxation 

Dr. Jacobsen pioneered a technique that teaches what relaxation feels like by comparing 

it to tension. Each muscle group in turn, beginning with the feet and moving upward is 

contracted isometrically for several seconds, and then the tension is released. This 

exploration of the body can locate particular muscles one was not aware were tense. 

PMR is taught routinely at prenatal classes to help women relax their pelvic muscles 

during labour. 


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Stretching 

Slow static stretching is a method of achieving relaxation. Muscular tension is released 

and toxins built up during exertion are eliminated. Similar results can be achieved by 

active relaxation as in shaking or gently swinging the limbs. 

Tai Chi 

A Chinese system for preventing and treating disease which uses slow, smooth body 

movements to achieve a state of relaxation of body and mind. 

Yoga 

An ancient holistic Indian system of exercises, postures, breathing techniques, meditation 

and relaxation. It teaches self-control and a state of being at one with oneself, everything 

and everyone. 


Page 37







Teaching Learning Strategy #3, #8 

Teacher Resource (Background Information and Optional Activity) 

Positive and Negative Effects of Stress 

Instructions: 

1. Introduce the topic of stress with the riddle: What Am I? Use the Teacher Resource 

(Overheads) to initiate the discussion. 

2. Present basic information on stress using overheads (Teacher Resource- Overheads). 

Students should take notes or be provided with a handout. 

3. Distribute and explain the assignment: Stress Journal (see Student Resource- Journal 

Template). Clarify how positive and negative events can be stressful and explain that 

students should provide examples of both. Ask students to distinguish between: 

a) physical symptoms Ð sweating, blushing, heart racing, etc. 

b) emotions Ð anger, excitement, fear, pride, embarrassment, etc. 

c) thoughts Ð ÒWow!Ó, ÒIÕm such a loserÓ, etc. 

d) behavioural reactions Ð biting fingernails, hugging, crying, cheering, etc. 

4. Students will: 

• complete a five day Stress Journal 

• identify causes of stress and the effects on their bodies, emotions and behaviour 

5. Upon completion of the journal entries, students will share some of their examples. 

Have them write examples from their journal responses on the blackboard (or large 

flip chart sheets). Note: Responses offered will depend on the studentÕs comfort level. 

6. Students reflect on and complete a worksheet, by filling in each cell with an 

explanation of the sources of stress they have experienced. 

Sources of 

Stress 

Physical Symptoms Emotional 

Responses 

Thoughts Behavioural 

Reactions 

Note: The studentsÕ personal experiences will provide the foundation for the ensuing 

class discussions. 


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7. Students will classify the stressors listed on the blackboard by entering examples on a 

chart in their notebook. 

+ve 

-ve 

Physical Social Intellectual Emotional Environmental Spiritual 

Note: the word ÒmoralÓ may be substituted for the word ÒspiritualÓ. 

6. Provide students with an overview of the effects of stress using the Teacher Resource 

(Overheads). 

7. Distribute the Student Resource (Worksheet) Effects of Stress. Using all of the 

information presented to date (e.g., overheads, notes/handouts, worksheets) and by 

referencing their stress journal responses, students will complete a chart on the effects 

of stress at each stage (initial alarm, resistance, adaptation, and exhaustion) of the 

stress reaction. 


Page 39






What am I? 




Nobody can escape me. 

I am sometimes good and 

sometimes harmful to your 

health. 

I can be the spice of life. 

I can be life threatening. 


Page 40


What is Stress? 

Stress is Òa non-specific response of 

the body to any demand or challengeÓ 

Dr. Hans Selye 

Stress is anything that É 

* threatens us 

* prods us 

* scares us 

* worries us 

* thrills us 

Stress is an inevitable aspect of life. 

We are under stress every day. 

Without it, we wouldnÕt move, think, 

get out of bed, or care. 


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What is Stress? (conÕt) 

Stress is caused by both positive and 

negative situations. 

The initial reaction when stressed 

(ALARM RESPONSE) is the same 

every time, whether the source of the 

stress (STRESSOR) is real or 

imagined, positive or negative. 

Stress can be good (called ÒeustressÓ) 

when it helps us perform better, or it 

can be bad (ÒdistressÓ) when it causes 

upset or makes us sick. 


Page 42


Did you know? 

* Stress is the cause of or contributes to 

most human illness. 

* Stress can act as a motivator. Some people 

do their best work under stress. 

* Stress is a challenge for everyone but the 

ways in which it affects behaviour are 

highly individualistic. 

* Each of us has a great deal of freedom to 

decide exactly how much impact stressful 

events will have on our lives. 

* The most healthy, successful and accident 

free persons are those who manage stress. 

* Persons who understand stress factors in 

others make the best bosses. 

* People who feel alone in the world, who 

are uninvolved with other people and their 

community, run a higher risk of illness due 

to stress. 

* Stress can be managed, and the healthiest 

among us manage it on a daily basis. 


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Student Resource (Journal Template) 

Stress Journal 




Fill in a Stress Journal entry each time you feel stressed in the span of the next five days. 

Be sure to record the date, time, and the situation that caused the stress. Describe the 

physical symptoms and emotions that you felt. Describe how your behaviour changed 

during this situation. 

Date/Time Situation Symptoms Emotions Thoughts Behaviour 


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Teaching Learning Strategy #N/A 




Teacher Resource (Additional Background Information and Overheads) 

Effects of Stress 

Stage I : The Initial Alarm 

ReactionÉThe ÒFight or FlightÓ 

Response 

Stage 2- Intensification or 

Recovery 

Stage 3- Adaptation 

Stage 4- Exhaustion 


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Stage I : The Initial Alarm Reaction 

The ÒFight or FlightÓ Response 

1. The mind becomes aware of the stimulus through the 

senses or thoughts. 

2. Within seconds, sometimes even before the stressor is 

identified, the brainÕs arousal system activates the 

sympathetic nervous system. Adrenalin and other stress 

hormones are released. Nervous stimulation and 

hormones act upon every part of the body to prepare it 

for physical action. 

3. Mental alertness increases and sense organs become 

more sensitive, e.g. the pupils dilate to take in more 

details over a wider range of vision. 

4. Pulse and respiration speed up and blood pressure 

increases to improve transport of glucose and oxygen 

and carbon dioxide to and from the muscles and brain. 

5. Sweating increases as body heat is moved from the core 

of the body to the skin. 

6. Muscles tense up in preparation for exertion. 

7. The liver releases more blood clotting factors in case of 

injury. 

8. Blood sugar, fats and glycogen are mobilized for extra 

energy. 

9. Stomach and kidney action stops as all blood is re-routed 

to organs of priority. 

10. Hair may stand on end. In animals this protective 

response makes the animal appear larger and more 

threatening to its attacker. 


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Stage 2 Ð Intensification or Recovery 

The Òfight or flightÓ response takes a lot out 

of you. Luckily it doesnÕt last forever. You 

may realize almost immediately that the 

threat was not really a threat at all, or you 

may use the energy that your body that has 

gathered for action to actually run, hit or lift 

a car off the person trapped underneath. 

Then the body reverts to a normal or even 

more relaxed state, and recovery takes place. 


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Stage 3 Ð Adaptation 

If the source of stress doesnÕt go away or is 

only slightly lessened, the body changes are 

retained. The level of stress begins to be 

viewed as ÒnormalÓ. 

Physical Symptoms: heartburn, tense 

muscles, nervous sweat, headaches, stomach 

aches, diarrhea, skin problems, heart 

palpitations, frequent illness (weakened 

immune system), menstrual difficulties 

Emotions: anxiety, irritability, crying, 

preoccupied, sleep disturbance 

Behavioural Signs: overeating, lack of 

appetite, increased use of caffeine or 

smoking, difficulty falling asleep, increase 

in anxiety-reducing habits (e.g. biting nails), 

stuttering, increased use of prescribed drugs 

(tranquillizers). 


Page 48


Stage 4 Ð Exhaustion 

If stress continues unrelieved for a long 

period of time, serious health problems 

result: 

Physical Symptoms: high blood pressure, 

heart attack, ulcers, colitis, strokes, 

rheumatoid arthritis, exhaustion, migraine 

headaches, decrease in sex hormones 

Emotions: depression, suicidal tendencies, 

rage, hysteria 

Behavioural Signs: frequent serious 

accidents, loss of sexual desire, disordered 

eating. 


Page 49




Teaching Learning Strategy #N/A 



STAGE: 

Initial 

Alarm 

Response 

Intensification 

or Recovery 

Adaptation 

Exhaustion 




Physical 

Reaction to Stress 

Emotional Behaviours 


Page 50









Mental Disorder 

A person is considered to have a mental disorder when the changes in how a person 

perceives, thinks, and feels begins to interfere seriously with his or her daily life. People 

who have a mental disorder may find it difficult to make routine decisions, even simple 

ones like what to eat for breakfast or what to wear. They may withdraw from those who 

are close to them, feel disconnected and unable to form new relationships. 

Internal and External Mental Health Factors 

Internal Factors Ð genetic, hormonal, physical, neurological, physical fitness, personality 

External Factors Ð family influences (physical, sexual, emotional abuse), drug abuse, 

dietary deprivation, environmental factors (crime, unemployment, role models); 

availability of services and supports 


Page 51








Teaching Learning Strategy #3, 

Mental Disorder 

A person is considered to have a mental 

disorder when the changes in how a person 

perceives, thinks, and feels begins to 

interfere seriously with his or her daily life. 

People who have a mental disorder may find 

it difficult to make routine decisions, even 

simple ones like what to eat for breakfast or 

what to wear. 

They may withdraw from those who are 

close to them, feel disconnected and unable 

to form new relationships. 


Page 52

Internal and External Mental Health 

Factors 

Internal Factors Ð genetic, hormonal, 

physical, neurological, physical fitness, 

interpersonal 

External Factors Ð family influences 

(physical, sexual, emotional abuse), 

drug/alcohol abuse, dietary deprivation, 

environmental factors (crime, 

unemployment, role models), lack of 

available services and supports 


Page 53





Student Resource (Worksheets) 




Instructions: 

1. Working with a partner, read the assigned case study and record the potential internal 

and external factors that may currently (or in the future) be affecting the individualÕs 

mental health in the specific case study. Highlight the key words/statements in the 

case study. 

2. Create another case study to reflect several of the learned internal and external mental 

health factors. 

Case Studies 

ÒJohnÓ 

John is a 16 year old student who is trying to get his weight under control. His size has 

made the football coach notice him, but John needs to become more fit. He has heard 

about the negative effects of steroids, and knows that there are other street drugs 

available too if he chooses to try to escape from his feelings. Female classmates will talk 

with him but there isnÕt a girl that is interested in being his girlfriend. He canÕt talk to his 

father because his father left the family two years ago. He canÕt talk to his mother 

because she is busy working to support the two of them. John would like to fit in more 

with his classmates but is having difficulty socializing. He fears that he would get teased 

about his situation. John doesnÕt want his classmates to know that his father has left his 

mom, his fatherÕs history of drug use, and run-ins with the police. 

ÒJoanneÓ 

Joanne is a 17 year old high school student. She gets good grades and is well liked by her 

teachers. She hopes to one day be a veterinarian. 

Despite her success in school and hopes for the future, Joanne has few close friends. She 

spends her time working at the grocery store and helping with the care of her two 

younger siblings. Her mother holds down two jobs, which is needed to pay the household 

bills, but keeps her away from the family quite a bit. After an eight year battle with 

depression, JoanneÕs father committed suicide three years ago. 


Page 54

Because of her busy schedule, Joanne has no time to participate in school team sports or 

any other physical activities. She is self-conscious about her weight and body. 

Unfortunately, living in a smaller community, there are not many resources or services 

from which Joanne or her family can seek help. 


Page 55





Teacher Resource (Case Studies Answer Sheet) 

Internal and External Mental Health Factors 




The case study about ÒJohnÓ, identifies the following internal and external mental health 

factors: 

• weight 

• needs to become more fit 

• steroids 

• street drugs 

• escaping from feelings. 

• there is not a girl that is interested in being his girlfriend 

• cannot talk to his father 

• father left the family 2 years ago 

• cannot talk to his mother 

• mother is supporting the two of them 

• difficulty socializing 

• fears of being teased 

• fatherÕs history of drug use, and run-ins with the police 

The case study about ÒJoanneÓ, identifies the following internal and external mental 

health factors: 

• few close friends 

• spends time working 

• helping with the care of her two younger siblings 

• her mother holds down two jobs 

• jobs needed to pay the household bills 

• mother away from the family quite a bit 

• father experienced depression 

• father committed suicide 

• no time to participate in school team sports or any other physical activities 

• self-conscious about her weight and body 

• lives in a smaller community without many resources or services 


Page 56







Unit #5 Activity #2. #6 


Instructions: 

1. Provide an introductory exercise by starting with Student Resource- (Worksheet) 

ÒGuess These Simple PhobiasÓ. Have students complete the worksheet individually 

and then partner up with one other person to compare their thoughts. Take up the 

correct answers with the class. 

Consider the following discussion questions to broaden studentsÕ perspective on 

phobias. 

• How might any one of these phobias affect a personÕs daily life? 

• What impacts might one of these phobias have on a personÕs physical and/or 

emotional well-being? 

Ensure students understand that similar to the long list of phobias, mental health 

disorders are also many in number and come in varying degrees of severity. Most of 

us at some point in our lives will experience a mental health disorder either personally 

or with a family member or a friend. 

2. As an additional (or alternative) introductory exercise, use Student Resource 

(Worksheet) ÒMyth or FactÓ. Have students complete the worksheet individually and 

then partner up with one other person to compare their thoughts. Take up the correct 

answers with the class. 

Consider the following discussion questions to broaden studentsÕ perspective on 

phobias 

• Did any of the facts/answers surprise you? 

• Imagine someone in your family has a mental disorderÉ.How might this affect 

your life? 

Ensure students understand that just like the rest of us, people with mental illness live 

ordinary lives, they have families, jobs, bills to pay, talents, successes and 

accomplishments as well as challenges and so on. Use the Teacher Resource 

(Overhead) Famous People to emphasize the point. Ask the class: ÒWhat do the 

people on this list have in common?Ó Answer: ÒThis is a list of famous people who 

have experienced mental illness. Each person has a diagnosis or believed diagnosis of 

a mood disorder.Ó Briefly discuss the accomplishments of each and in summary, 

communicate clearly to students that mental illness was not a barrier to 

accomplishment and success. 

3. Divide the students into several groups and assign each group one of the mental 

disorders listed below. Each group will research the disorder using the Student 


Page 57

Resource (Worksheet). Each group will present their findings to the class in a 

presentation style of their choice (e.g., game, quiz, competition, presentation and roleplay). 

Each group will hand in one completed worksheet that will be combined with 

all of the others to create a booklet for each student to keep. 


Page 58






Guess These Simple Phobias 




Instruction: Identify the phobia by filling in the blank beside each term. 

Technophobia Fear ofÉ 

Sciophobia Fear ofÉ 

Decidophobia Fear ofÉ 

Nyctophobia Fear ofÉ 

Electrophobia Fear ofÉ 

Topophobia Fear ofÉ 

Triskaidekaphobia Fear ofÉ 

Gatophobia Fear ofÉ 

Hydrophobia Fear ofÉ 

Spermophobia Fear ofÉ 

Cynophobia Fear ofÉ 

Aerophobia Fear ofÉ 

Agoraphobia Fear ofÉ 

Claustrophobia Fear ofÉ 

Apiphobia Fear ofÉ 

Gamophobia Fear ofÉ 

Scholionophobia Fear ofÉ 

Astrapophobia Fear ofÉ 

Pyrophobia Fear ofÉ 


Page 59





Teacher Resource (Answer Sheet) 

Guess These Simple Phobias 




Technophobia Fear ofÉtechnology 

Sciophobia Fear ofÉshadows 

Decidophobia Fear ofÉdecisions (Òmaking decisionsÓ) 

Nyctophobia Fear ofÉnights 

Electrophobia Fear ofÉelectricity 

Topophobia Fear ofÉperforming (Òstage frightÓ) 

Triskaidekaphobia Fear ofÉnumber thirteen (#13) 

Gatophobia Fear ofÉcats 

Hydrophobia Fear ofÉwater 

Spermophobia Fear ofÉgerms 

Cynophobia Fear ofÉdogs 

Aerophobia Fear ofÉflying 

Agoraphobia Fear ofÉopen space 

Claustrophobia Fear ofÉsmall / enclosed spaces 

Apiphobia Fear ofÉbees 

Gamophobia Fear ofÉmarriage 

Scholionophobia Fear ofÉschool 

Astrapophobia Fear ofÉlightening 

Pyrophobia Fear ofÉfire 


Page 60









Definition: 

Mental illness is a disturbance in thoughts and emotions that decreases a personÕs 

capacity to cope with the challenges of everyday life. 

Media are very influential in shaping our impressions and ideas about mental illness. We 

are exposed daily to radio, television and newspaper accounts that present people with 

mental illness as violent, criminal, dangerous, comical, incompetent and fundamentally 

different from other people. These inaccurate images perpetuate unfavourable 

stereotypes, which can lead to the rejection, marginalization and neglect of people with 

mental illness. 

Misconceptions 

Commonly held misconceptions of people with mental illness include: 

1. People with mental illness are all potentially violent and dangerous. 

• most common misconception 

• in reality people with mental illness are no more dangerous than people who do not 

experience mental illness. (Canadian Mental Health Association, Ontario Division, 

2000) 

• people with diseases such as schizophrenia are more likely to be violent towards 

themselves 

2. People with mental illness are somehow responsible for their condition. 

• wrongfully characterized as a weakness or character flaw 

• occurs all over the world in all races, in all cultures, and in all social classes 

• often there are biological, chemical or genetic factors that contribute to the mental 

illness 

3. People with mental illness have nothing positive to contribute. 

• throughout history, people with serious mental health problems have been leaders and 

visionaries 

• examples in every area: politics, culture, academics, business, athletics, arts and 

science 

Secondary students are at an age where they are forming opinions and values that will be 

with them for life. We need to reduce the stigma associated with mental illness. This is 

the time to help students develop a strong sense of understanding, empathy, compassion 

and tolerance Ð essential elements in healthy individuals and caring communities. 


Page 61






Myth or Fact 




Instructions: 

Identify whether the statement represents a myth or a fact. Provide additional 

information/thoughts/ideas to explain your choice. 

1. You can always tell when someone is experiencing a mental illness. (Myth or Fact) 

2. People with mental illnesses are to blame for their condition. (Myth or Fact) 

3. Mental illnesses are long-term illnesses. (Myth or Fact) 

4. People with mental illness are more violent than other people. (Myth or Fact) 

5. Mental illness can be associated with low intelligence. (Myth or Fact) 


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Myth or Fact 




1. You can always tell when someone is experiencing a mental illness. 

MYTH: Not all people who look or act differently are mentally ill. Some people who 

exhibit eccentric behaviour and mannerisms do so as a matter of choice and not because 

of mental illness. 

2. People with mental illnesses are to blame for their condition. 

MYTH: A mental illness is not a character flaw, it is a disease. Mental illnesses can affect 

people from all walks of life. Having a mental illness has nothing to do with being weak 

or lacking will power. People do not choose to be mentally ill, nor are they being lazy for 

not snapping out of it. 

3. Mental illnesses are long-term illnesses. 

MYTH: mental illnesses are not necessarily long-term. It is possible for an episode of 

illness to last just one or two months out of an entire lifetime. In fact, the average stay in 

the hospital for 97% of psychiatric patients is 33 days. Furthermore, while a person may 

have several episodes of mental illness in their lifetime they may have long periods of 

healthy living in between. 

4. People with mental illness are more violent than other people. 

MYTH: Violence is not a characteristic of mental illness. Mental illnesses are usually 

quite devastating and embarrassing to people. As a result, people with mental illnesses 

tend to be anxious and timid and are more likely to withdraw than attack. 

5. Mental illness can be associated with low intelligence. 

MYTH: On the contrary, people with mental illnesses may be as intelligent as anyone 

else. If anything, studies suggest that most people with mental illnesses have an average 

or above average IQ. 

For more information, see list of resources on page 886 and 87. 


Page 63





Teacher Resource (Overhead) 

What Do These Famous People Have In Common? 




Actors / Entertainers: Composers/Musicians/Singers: 

Drew Carey Ludwig van Beethoven 

Jim Carrey Karen Carpenter 

Dick Clark Eric Clapton 

Frances Ford Coppola Kurt Cobain 

Audrey Hepburn Sheryl Crow 

Anthony Hopkins Janet Jackson 

Joan Rivers Billy Joel 

Roseanne Elton John 

Winona Ryder Sarah McLachlan 

Damon Wayans Alanis Morissette 

Robin Williams Axl Rose 

Artists: Business Leaders: 

Vincent van Gogh Howard Hughes 

Michelangelo Ted Turner 

Athletes: Scientists: 

Dwight Gooden Charles Darwin 

Elizabeth Manley Sigmund Freud 

Monica Seles Sir Isaac Newton 

Darryl Strawberry 

Authors / Journalists: Political Figures / World Leaders: 

Agatha Christie Napoleon Bonaparte 

Charles Dickens Winston Churchill 

Emily Dickinson Diana, Princess of Whales 

Ernest Hemingway Thomas Jefferson 

Larry King Florence Nightingale 

Edgar Allen Poe 

Mary Shelley 

Neil Simon 

Mark Twain 

Virginia Woolf 


Page 64






Mental Health Disorder Research 

Name of Disorder: 

General Description: 

Signs/Symptoms: 

Physical Emotional 

Possible Impact(s) on life: 





Page 65






Mental Health Disorder Flow Chart 

Mental Health 

Mood Disorders Anxiety Disorders Personality 

The emotion of 

feeling sad, ÔblueÕ, 

down-in-the-dumps, 

and unhappy are 

part of the normal 

range of emotions 

experienced by 

everyone. 

Mood disorders 

refer to biochemical 

imbalances, that 

cause persistent 

changes in a 

personÕs mood, 

behaviour and 

feelings, for 

extended period of 

time, and which 

interferes with their 

everyday living. 

ÔAnxietyÕ is a 

common and normal 

emotion, 

experienced by 

when faced with a 

stressful situation. 

An Anxiety Disorder 

is when this anxious 

feeling persists, is 

combined with 

physiological 

symptoms, and 

interferes with 

normal everday 

functioning. 




Disorders 

Personality 

Disorders are an 

enduring pattern of 

inner experience and 

behaviour that 

deviates markedly 

from the individualÕs 

culture, is pervasive 

and inflexible, has 

an onset in 

adolescence or early 

adulthood, is stable 

over time, and leads 

to distress or 

impairment. 

Schizophrenia 

Schizophrenia is a 

thought disorder, 

characterized by a 

history of acute 

psychosis, and 

chronic 

deterioration of 

functioning, lasting 

for at least six 

months. It is 

thought to be 

caused by changes 

in brain chemistry, 

structure, and/or 

genetics, which 

affects thinking, 

perception, mood 

and behaviour. 


Page 66

Teacher Resource (conÕt) 

Specific Disorders 

Mood Disorders Anxiety Disorders Personality 

Disorders 

Major Depressive Generalized Anxiety Paranoid Personality 

Disorder 

Disorder 

Disorder (P.D.) 

Bipolar Disorder 

Seasonal Affective 

Disorder 

Panic Disorder 

Obsessive- 

Compulsive 

Disorder 

Posttraumatic Stress 

Disorder 

Phobias 

Social Anxiety 

Disorder 

Schizoid (P.D.) 

Histrionic (P.D.) 

Narcissistic (P.D.) 

Dependent (P.D.) 

Antisocial (P.D.) 

Borderline (P.D.) 

Avoidant (P.D.) 

Schizotypal (P.D.) 

Schizophrenia 

Schizopherenia 


Page 67









Mental Health Disorder Research Information Ð Mood Disorders 

Name of Disorder: Mood Disorders 


Mood Disorders refer to biochemical imbalances in the brain that cause persistent 

changes in a personÕs mood, behaviour, and feelings for an extended period of time, and 

which interfere with their everyday living. Major depressive disorder (depression), 

bipolar disorder (manic depression) and seasonal affective disorder are three types of 

mood disorders. 


Physical: 

• Irritability 

• Agitated and restless or decreased 

activity 

• Difficulty sleeping or sleeping too 

much 

• Fatigue / loss of energy 

• Decreased or increased appetite 

• Difficulty thinking and concentrating 

Emotional: 

• Loss of interest in usual activities and/ 

or pleasure in life 

• Sadness 

• Sense of worthlessness 

• Sense of guilt and feelings of 

hopelessness 

• Low self-esteem and lack of selfconfidence 

• Can be thoughts of suicide and death 

Possible Impact(s) on Life: 

• Can have difficulty making it through the daily activities of life 

• May experience significant weight loss or gain 

• May experience difficulties at school or work 

• May experience difficulties with home life 

• May withdraw from friends and social activities (therefore reducing support network) 

• Risk of suicide 

Specific Disorder: Seasonal Affective Disorder 


Seasonal affective disorder is when an individualÕs depressive episodes usually occur 

during the fall or winter months (October-April). 

Specific Disorder: Depression 

Major depressive disorder, commonly known as depression, is a biochemical disorder 

that causes persistent changes in a personÕs mood, behaviour and feelings, for an 

extended period of time, and interferes with their daily living. 

Specific Disorder: Bipolar Disorder (Manic Depression) 

Bipolar disorder, also known as manic depression is a biochemical disorder characterized 

by excessive mood swings ranging from manic episodes to depressed episodes over a 

period of time. 


Page 68


Mental Health Disorder Research Information Ð Anxiety Disorders 

Name of Disorder: Anxiety Disorders 


Anxiety Disorders are a category of mental disorders characterized by 

excessive/inappropriate feelings of anxiousness, combined with physiological symptoms 

that interfere with everyday activities. Taken as a group, they are the most common 

mental disorders in youth, affecting up to ten percent of children and adolescents. 

Phobias, social anxiety disorder, panic attacks, post-traumatic stress disorder and 

obsessive compulsive disorder are different forms of anxiety. 


Physical: 

• Easily Fatigued 

• Restlessness (inability to relax, feeling 

uptight, apprehension) 

• Muscle tension 

• Disturbed sleep 

• Excessive sweating including clammy 

hands/feet 

• Pounding or racing heartbeat 

• Upset stomach (including stomach 

pains, diarrhea and nausea) 

• Light headedness / dizziness and /or 

headaches 

• Breathlessness 

Emotional: 

• Difficulty Concentrating 

• Irritability 

• Easily distracted 

• Fear of losing control 

• Prevents someone from doing things 

• Disruptive to school and work life 

• Disruptive to family and social life 

• Extreme need for reassurance 

Possible Impact(s) on Life: 

• Can be sterotyped as the chronic Òworry wartÓ 

• Can lead to the avoidance of many situations (for e.g.,: public speaking, eating or 

dressing in public, or school activities such as dances or tests) and social isolation 

• Can limit ability to function in daily life: 

-self care: bathing, dressing, eating 

-family relationships 

-social relationships 

-going to work or school 

-doing household tasks and responsibilities 


Page 69


Mental Health Disorder Research Information Ð Anxiety Disorders 

Specific Disorder: Phobias 


Phobias are a common form of anxiety. Phobias are characterized by persistent fear of 

objects, activities or situations, which interfere with the personÕs daily routine, including 

school, work and social life. Phobias are significant and persistent fears of objects or 

situations. Exposure to the object or situation causes extreme anxiety and interferes with 

everyday activities or social life. 

Specific phobias have to do with objects or situations Ð for example, germs, dogs or 

heights. Social phobias is the fear of being the focus of attention or subject of criticism in 

situations or performance situations where embarrassment may occur Ð for example, 

public speaking or dating. 

Specific Disorder: Post-Traumatic Stress Disorder 


Post-traumatic stress disorder is the re-experiencing of a very traumatic event, 

accompanied by feelings of extreme anxiety, increased excitability and the desire to 

avoid stimuli associated with the trauma. The trauma could be related to such incidents as 

military combat, sexual assault, physical attack, robbery, car accident or natural disaster. 

Specific Symptoms: 

• Persistent avoidance of stimuli associated with the trauma 

• Re-Experiencing of the event 

Specific Disorder: Panic Disorder (Panic Attacks) 


Panic Disorders is characterized by recurrent, unexpected panic attacks, followed by 

persistent concern about having further panic attacks, worry about the possible 

implications or consequences of the attacks or a significant behavioral change related to 

the attacks. 


• Derealization (feelings of unreality) 

• Fear of dying 

• Numbing or tingling sensation 

• Fear of losing control/going crazy 

Specific Disorder: Obsessive-Compulsive Disorder 


Obsessive-compulsive disorder is marked by repeated obsessions and/or compulsions that 

are so severe that they interfere with everyday activities. Obsessions are disturbing, 

intrusive thoughts, ideas, or images that cause marked anxiety or distress. Compulsions 

are repeated behaviours or mental acts intended to reduce anxiety. 


Page 70


Most people with obsessive-compulsive disorders fall into five categories: 

• Washers Ð fear of contamination and usually have cleaning compulsion 

• Checkers Ð repeatedly check things like oven, irons, locks, etc. 

• Doubters and sinners Ð fear terrible things will happen if all is not perfect 

• Counters and Arrangers Ð ruled by magical thinking and superstitions 

• Hoarders Ð cannot throw things away, if they do, they fear that terrible things will 

happen 

Mental Health Disorder Research Information Ð Schizophrenia 

Name of Disorder: Schizophrenia 


Schizophrenia is a disturbance involving delusions, hallucinations, disorganized speech 

and/or disorganized or catatonic behaviour. Delusions are false beliefs or 

misinterpretations of situations and experiences. Hallucinations can be auditory, visual, 

olfactory (smell), gustatory (taste) or tactile (touch), but auditory hallucinations are most 

common. Schizophrenia is also associated with a deterioration of a personÕs ability to 

function at work, school and/or socially. It may begin in late adolescence or early 

adulthood. 


Physical: 

• Delusions (beliefs not founded in facts) 

• Hallucinations (when a person hears, 

sees, feels, smells, or tastes something 

that does not exist) 

• Thought Disorders (disorganized or 

catatonic behaviours) 

• Behavioural Monitoring (grossly 

disorganized or catatonic behaviours) 

• Disturbance of speech (odd speech) 

• Loss of ability to relax, concentrate, or 

sleep in the early stages 

• Marked impairment in personal 

hygiene and grooming 

Emotional: 

• Affect or mood of an individual may 

appear to be very flat (unemotional) or 

inappropriate 

• Altered sense of self (a personÕs sense 

of self or personal identity may be 

greatly diminished) 

• Relationship to external world (the 

person may appear to be withdrawn and 

preoccupied having no contact with the 

environment or outside world. Might be 

described as cold or aloof.) 

• Volition (a person may have no interest 

in the world or their place in it. The 

person may become indifferent towards 

plans for the future.) 

• Difficulty relating to others (social 

isolation or withdrawal) 

Possible Impacts(s) on Life: 

• Affects all aspects of a personÕs daily life 

• Educational progress is often disrupted, and young people may be unable to finish 

school or hold a job for a sustained period of time 

• Requires much family, community support 

• Usually requires rehabilitation and medication during acute periods of the illness 

• Society often ostracizes people with this illness, due to lack of understanding and a 

fear of the risk of suicide. 


Page 71






Suicide Prevention 




Instructions: 

1. Have students brainstorm what they believe to be the leading causes of death in 

adolescents in Canada. 

2. Provide recent statistics for students to analyze, interpret and discuss. See Teacher 

Resource (Overhead) Current Statistics: Leading Causes of Youth Deaths in Canada. 

3. Lead a class discussion about the common student perception that suicide ranks 

number one, while, in fact, motor vehicle accidents are the number one cause of 

death. Discuss the possibility that some multi-vehicle accidents may be suicides 

(single vehicle accidents in good weather, good road conditions, no evidence of 

alcohol or drug use, etc.). 


Page 72





Teacher Resource (Overhead) 

Suicide Prevention 




Leading Cause of Youth Deaths in Canada Ages 10 Ð 24 1995 

Cause 10-14 10-14 15-19 15-19 20-24 20-24 Total 

Male Female Male Female Male Female 

MVA 52 36 266 137 328 82 901 

Suicide 22 21 217 47 290 49 646 

Cancer 21 34 56 28 51 38 228 

All 

Causes 

221 184 815 320 1088 324 2956 

Reference: CMHA Suicide Information and Education Centre Feb, 1999 


Page 73






Facts and Myths about Suicide 

Instructions: Write ÒFactÓ or ÒMythÓ beside each statement. 

________ 1. Young people rarely think about suicide. 




________ 2. Talking about suicide will give a young person the idea, or permission, 

to consider suicide as a solution to their problems. 

________ 3. Suicide is sudden and unpredictable. 

________ 4. Suicidal people are determined to die. 

________ 5. A suicidal person will always be at risk. 

________ 6. Boys attempt suicide more often than girls. 

________ 7. Teenagers who have Òsolved their problemsÓ with alcohol and drugs 

rarely commit suicide. 

________ 8. A person who has attempted suicide once is at a much lower risk of a 

second attempt. 

________ 9. All teenagers who attempt suicide have some form of mental 

illness. 

________ 10. Marked improvement in the mental state of a severely depressed 

individual means the crisis is past and they are no longer at risk. 

________ 11. The loss of a relationship is the most common significant event 

preceding a suicide attempt. 

________ 12. Other family members are at a higher risk of attempting suicide themselves 

if a suicide has occurred in their family. 


Page 74




Teaching Learning Strategy 





F acts and Myths about Suicide- Worksheet Answers: 

1. MYTH 

Teens and suicide are more closely linked than expected. Many young people know of 

other young people who have seriously considered suicide, made a suicide plan attempted 

or committed suicide. 

2. MYTH 

Talking calmly about suicide, without showing fear or making judgments, can bring relief 

to someone who is feeling terribly isolated. A willingness to listen shows sincere concern 

and encouraging someone to speak about his or her suicidal feelings can reduce the risk 

of an attempt. 

3. MYTH 

Suicide is often a process, not an event. Most people who have died by suicide gave 

some or even many indications of their intentions. 

4. MYTH 

Suicidal youth are in pain. Many donÕt really want to die; they just want to end their 

pain. They donÕt believe they have any choices except to end their pain by killing 

themselves. 

5. MYTH 

The helplessness, feeling of depression and thoughts about killing themselves last for 

only a limited period of time. Proper treatment can lead to a full, productive and 

enjoyable life. Suicidal people can be helped. 

6. MYTH 

More women attempt suicide than men, however, men are successful more often. A 

female is more able to express feelings and ask for help. Also a woman is more likely to 

use an overdose of drugs or slash her wrists in her attempt. Either of these methods 

permits time for intervention. A man is more likely to choose a more violent method. 

7. MYTH 

Those who abuse alcohol and drugs are at a higher risk for committing suicide. Instead 

of an escape the drugs become a problem in themselves. Access to drugs increases the 

likelihood of an overdose. 


Page 75

8. MYTH 

Youth who have made suicide attempts are at a greater risk for future attempts. 

If the conditions that caused the first attempt are not identified and dealt with, the person 

may find it easier to try a second time. Most repeated attempts happen about three 

months after what seems like ÒimprovementÓ. 

9. MYTH 

Not all people who commit suicide are mentally ill, but chronic mental illness increases 

the risk for suicide. One does not have to be ÒcrazyÓ to experience a serious crisis. 

10. MYTH 

Marked improvement in mental state could indicate that the person has made the decision 

to commit suicide and has planned how and when to do it. This decision brings relief, an 

increase in energy and an improvement in mood. This is the time to be most concerned 

for the personÕs safety. 

11. FACT 

Experiencing a loss of a relationship is the most common significant event preceding 

suicide. This loss may come from the breakup of a relationship, separation or divorce of 

parents, as well as death of a loved one. 

12. FACT 

Suicidal tendencies are not inherited. However, death in the family, whether natural, 

accidental or suicidal, can lead to suicide of a family member if a resulting depression is 

not treated. If a family member commits suicide, the suicidal act may be imitated 

because family members identify with each other and tend to copy each otherÕs style of 

coping behaviour. 

For more information, see list of resources on page 886 and 87. 


Page 76






Suicide Risk Factors 




Instructions: 

1. Divide the class into small groups and provide one case study per group. See 

Teacher/Student Resource (Case Studies). 

2. Provide each student with a copy of Teacher/Student Resource (Background 

Information Handout) ÒSuicide Risk FactorsÓ. 

3. Have students analyze and list the risk factors in their case study, using the headings 

on the Student Resource (Worksheet) Suicide Risk Factors- Case Study Analysis 

Presentation Template. 

4. Provide time for each group to present their work on an overhead to share their 

findings with the class. 

5. Have students brainstorm strategies for intervention when a classmate or friend is 

exhibiting suicidal behaviours. Add additional information using attached 

background information Teacher/Student Resource (Handout) Suicide Intervention 

Strategies- Helpful Hints for Intervention. 

6. Ask students what emotions they would feel if a close friend committed suicide. Use 

the Teacher/Student Resource (Handout) Suicide Intervention Strategies- Helpful 

Hints for Intervention to validate the studentsÕ feelings. 

7. Have students recall several coping strategies they have learned about regarding 

preventing suicide. 


Page 77








Teacher/Student Resource (Background Information Handout) 

Suicide Risk Factors 

Suicide seldom occurs without warning. Friends and relatives should be aware of both 

direct and indirect distress signals. Generally these risk factors fit into 8 categories. 

A. Emotional State 

-depression: feelings of hopelessness, helplessness, worthlessness 

-feelings of guilt or shame 

-emotionality (crying with no apparent reason, easily provoked to temper tantrums) 

-apathy 

-poor self-esteem 

-inability to concentrate or think rationally 

-moodiness, not communicating 

B. Major Behavioural Changes 

-begins to neglect person appearance: carelessness about hygiene, clothing 

-lack of interest in activities which used to be important 

-avoidance of friends 

-change in school attendance and achievement 

-risk-taking behaviour 

-self-destructive behaviour (cutting, new Òaccident-proneÓbehaviour) 

-increased use of drugs and alcohol, combination of drugs and alcohol 

-shows anger, hostility, aggressive behaviour 

C. Physical Symptoms 

-muscle aches and pains, headaches, stomach aches 

-change in eating habits: over-eating, lack of appetite, eating disorders 

-change in sleep patterns: insomnia, nightmares, sleeping at odd times and in odd places 

D. Family Background 

-fragmented family (a series of losses due to death, divorce, re-marriage, live-ins, etc.) 

-over-protective family (teen has no experience making own decisions) 

-rigid achievement-oriented family (teen loses value as a person if fails at school or job) 

-non-supportive family (parents donÕt want the responsibility of children) 

-ethnic conflict family (parentsÕ cultural expectations are in conflict with those of youthÕs 

peer group) 


Page 78

E. Previous Suicide Attempt 

-probably the strongest indicator of suicidal risk. 

F. Personal Crises 

-loss of significant relationship (parent, friend, girlfriend/boyfriend) 

-poor grades, truancy, and discipline problems at school 

-difficulty keeping a job 

-change of school or residence 

-trouble with the law 

-values conflicts 

-experiencing abuse, bullying 

G. Lack of Support Network 

-no friends or family members to confide in 

-no church, club, team or social group affiliation 

-no connection to professional support system (teachers, guidance counsellors, doctors, 

etc.) 

H. Warning Signs 

-makes a will, gives away favourite things, says goodbye 

-writes poems or makes drawings about people killing themselves 

-writes suicide notes 

-obtains method (gun, pills, razor blades, etc.) 

-verbalizes plans either directly (ÒIÕm going to kill myselfÓ) or indirectly(ÒYou wonÕt 

need to worry about me anymoreÓ) 

-radical improvement in mood or sudden burst of energy (could indicate that the decision 

to commit suicide has been made and the person is feeling relieved). This is very 

significant and should not be viewed as the person suddenly getting better. 


Page 79









Suicide Risk Factors- Case Study Analysis Presentation Template 

Names of Group Members: Case Study # 

Emotional State 

Behavioural Changes 

Physical Symptoms 

Family Background 

Previous Suicide Attempt 

Personal Crises 

Support Network 

Warning Signs of Imminent Suicide Attempt 


Page 80





Teacher/Student Resource (Case Studies) 

Case Study #1 Ð Rachel 

Suicide Risk Factors Ð Case Studies 




Rachel is the only daughter of older parents. Her mother had a long history of depression 

prior to committing suicide six months prior. Her father had been so committed to his 

wifeÕs health for many years, that he had never forged a close relationship with Rachel. 

Rachel never wanted to add to her parentsÕ worries, thus was a conscientious student and 

compliant daughter. After his wifeÕs death, her father became even more distant. 

Rachel misses her mother very much. In spite of her efforts to be a perfect daughter, her 

mother committed suicide and Rachel feels somehow responsible. She has lost her 

motivation to do well, has begun to be truant from school, she avoids her friends, and has 

started to eat compulsively. She realizes that she looks a mess, but doesnÕt have the 

energy to do anything about it. She hasnÕt bothered taking the sleeping medication the 

doctor gave her. She has drafted several suicide notes, all addressed to her mother. 

Case Study #2 Ð Tony 

Seventeen year old Tony is the middle son in a close, religious family. He has been 

aware that he is gay for a few years, but has not come out to anyone. He fears rejection 

by his family and friends. His religion teaches that homosexuality is a sin. Recently he 

has made an effort to get a reputation as one of the more aggressive hockey players in an 

attempt to deflect suspicion, but he is not happy about the double life he feels forced to 

lead. He feels he must be the only gay teen in his small town. His artwork depicting 

death images concerns his art teacher, who asked him about itsÕ significance. He admitted 

to her that he has fantasized about hanging himself. The next day he gave away his 

extensive CD collection. 

Case Study #3 Ð Suzanne 

SuzanneÕs family life has been difficult. Frequent moves and her innate shyness made 

making friends a problem. Her mother left her alcoholic father when Suzanne was 13. 

At 14, she had a baby who was adopted by a couple in another province. SuzanneÕs first 

attempted suicide at 15. Although she has had several relationships, none has lasted, and 

at 19, she has sworn off men. Suzanne left school at age 17. She lives with her mother, 

has a minimum wage job and no career goals. Her boss claims she is Òaccident-proneÓ. 


Page 81

Recently she burned herself badly at work when she spilled some grease. Concerned at 

the amount of time she spends alone in her room, her self-deprecating remarks (e.g. ÒIÕm 

such a loser Ð youÕd be better off without me to worry aboutÓ), her apathy and her 

apparent unhappiness, her mother has arranged for her to meet a counsellor. 

Case Study #4 Ð Greg 

Greg was identified as having severe learning disabilities when he was seven. Within a 

supportive elementary school environment with staff and parental support, he achieved 

beyond expectations. He was popular and felt good about himself. High school, on the 

other hand, has been a far different experience. He began to find the work much more 

difficult, he had less special support and he became the brunt of teasing and bullying 

which usually went unnoticed by the school administration. Lately he has reacted 

physically to the bullying and has been counseled by the vice-principal who sees him as a 

trouble-maker. 

GregÕs cheerful, outgoing nature has undergone a change. He is irritable and easily 

frustrated. He has not been sleeping well. He was excited about his first part-time job, 

but he could not keep the job because of his reading problems. This has left him 

depressed and demoralized. He wonders if he will ever be able to earn a good living and 

afford to get married and raise a family. 

Last week another student who seemed to have everything going for him committed 

suicide. Greg wonders how many people would miss him if he shot himself with his 

fatherÕs handgun. 

Case Study #5 - Ming 

Ming is a school leader. President of the Student Council, active on many teams and the 

band, and an A student, she is likely to be selected to be the valedictorian. She always 

seems to have a smile on her face and all the energy in the world. But Ming has a secret 

Ð her stepfather has been sexually abusing her since she was 14. Her boyfriend of over a 

year has left for university in a distant city and they had agreed there would be no point in 

trying to maintain the relationship. 

MingÕs English teacher is alarmed at an essay, which she wrote on depression, which 

seemed to include much personal emotion. When she spoke with Ming about it, Ming 

was evasive. The teacher noticed several bandages on MingÕs forearms and Ming pulled 

them back to reveal healing cutting marks. 

Case Study #6 - Evan 

Evan grew up in a small town. His parents were hard-working people and they were 

ambitious for their son. When he did very well in science, they decided to encourage him 

to become a doctor. They monitored his study habits and made sure that neither friends 

nor sports nor social activities sidetracked him from doing well in school. When he 


Page 82

egan to date a girl he cared about, his folks gave him no peace until he had given her up. 

The pressure on him was tremendous and every exam period was torture. Evan began to 

have serious doubts about whether he even wanted to become a doctor, but he felt he 

couldnÕt let his parents down. 

Evan was accepted at a prestigious university, but he found the work load overwhelming. 

He missed his family and high school buddies and was having trouble finding new 

friends. Living in residence was a blast Ð the partying and drinking were new to him, and 

he partied with whoever invited him. He failed most of his midterm exams and realized 

that he couldnÕt let his parents know. That evening he drank too much and drove his 

motorcycle off the road. He survived the crash. The don responsible for his floor in the 

dorm was concerned and was planning to talk to him. 

Case Study #7 Ð Rohan 

Since coming to Canada 10 years ago, Rohan has lived with his family near the 

downtown core of a major city. He picked up English easily and speaks it exclusively at 

school and with friends, but he has to switch back to his first language at home. Rohan 

feels torn between the traditional life his parents lead and the life he leads with his fellow 

gang members. His parents do not approve of his behaviour, his friends, and his 

activities. He feels guilty about disappointing his parents, but knows he cannot turn his 

back on the gang. He sees no way out of this clash of cultures. Tonight, after yet another 

loud argument with his parents, including threats to kick him out of the house, Rohan 

storms out to join his friends. After smoking several joints and downing most of a bottle 

of vodka, a group of them go looking for excitement. They find it jumping off an 

abandoned building. One boy dares Rohan to jump off the top of a four-story building 

next door. To avoid being branded a wimp, Rohan must accept the dare. 

At the emergency department a nurse comments, ÒRohan, you jumped off a building, that 

was a very dangerous thing to do. What were you thinking and feeling at the time? Was 

it your intent to hurt or kill yourself?Ó and Rohan began to wonder if killing himself was 

actually his intent. 


Page 83









Suicide Intervention Strategies- Helpful Hints for Intervention 

DOÕs 

If you suspect someone may considering suicide Ð Do something now! 

Take the suicide threat seriously. If in doubt, ASK! (e.g. ÒAre you thinking about hurting 

yourself? Ò ÒHow do you think you will do it?Ó) It is important to find out if plans have 

been made, and if a time and method have been chosen. 

Share your concern and clearly communicate your support. 

Encourage the person to talk about his or her feelings. Use active listening. 

Encourage the person to brainstorm ideas about what to do now. 

GET HELP! Assistance is available from caring, trusting adults and qualified supports 

(guidance counsellor, youth worker, public health nurse, community mental health 

service, emergency department, a local crisis line -listed on the inside page of the phone 

book). Ideally these trained resources will plan the intervention and give guidance to 

parents, teachers, siblings, friends, coaches and others. It is important that people close 

to the suicidal youth continue to be supportive. 

DONÕTÕs 

DonÕt moralize, scold, act shocked, argue about the value of life or make the person feel 

guilty about causing suffering for family and friends. 

DonÕt put off doing something while taking a wait and see approach. If you have any 

doubt about the level of risk, consider the risk to be on the higher side and get assistance. 

DonÕt leave the person alone if you sense the risk is high and immediate. 

DonÕt promise confidentiality about suicidal behaviours. (i.e., I promise not to tell 

anyone that you told me you are thinking of hurting yourself.) 

DonÕt tackle this alone. Share the responsibility with professionals who have knowledge 

and expertise in suicide prevention. 


Page 84









Suicide Intervention Strategies- After a student suicide É 

The sudden death of a student is invariably tragic. When a young person chooses to take 

his/her own life the impact is especially devastating. It is very important that something 

be done in response to the student suicide, as Òno responseÓ communicates the wrong 

message or a non caring one. Share factual information and make announcements in 

small groups or classes rather than a large assembly. Offer opportunities for debriefing 

and mutual support. 

It is important to deal appropriately with reactions. Feelings are typically more intense 

including shock, denial, regret and loss. Anger directed towards the suicide victim and 

perceived guilt about something one should have done or not done to prevent the suicide 

may be especially troublesome. Students must be supported while they experience this 

common range of emotions. Those most affected by the suicide may need professional 

help coping with their emotional pain. Refer to the schoolÕs Tragic Events Response 

Plan. Professionals in the community can be contacted to provide debriefing sessions for 

students. These should be done within 24 to 48 hours. 

Emotional contagion must be monitored carefully. There is a real danger that others who 

are in crisis may imitate this act and this danger may persist for some time after. Check 

in with students emotional responses regularly after a suicide. 

Wrap Up 

Remind students that they all have a responsibility to care for their own mental health and 

that of others. Ask students to recall the coping strategies studied in previous lessons and 

the counseling resources readily available to them in the school and the community. 


Page 85



Unit #3 Activity All 


Resources 




Web Site 

Canadian Mental Health Association - www.cmha.ca 

The CMHA site discusses education, advocacy and research with regards to mental 

health and mental health disorders. The site shows materials (e.g., pamphlets) available 

for purchase. 

Centre for Addiction and Mental Health Ð www.camh.net 

Anxiety Disorders Association of America Ð www.adaa.org 

This ADAA site breaks down the different anxiety disorders and specific phobias. It 

provides a variety of other resources and links. 

Internet Mental Health Association - www.mentalhealth.com 

This website is an excellent introduction to mental health disorders. It has many links to 

different research (e.g., magazines). 

National Foundation for Depressive Illness Ð www.depression.org/ 

This website discusses facts, treatment and results of depression. It is an excellent 

introductory site. 

Obsessive Compulsive Foundation Ð www.ocfoundation.org 

This site introduces OCD and discusses how it is treated. It has many links to articles 

related to OCD. 

The World Psychiatric Program to Fight Stigma Due to Schizophrenia Ð 

www.openthedoors.com 

The site is dedicated to fighting the stigmas involved with schizophrenia. The facts, 

myths, and causes are also discussed. 

Canadian Association for Suicide Prevention (CASP) Ð www.suicideprevention.ca 

Suicide Information and Education Centre (SIEC) Ð www.siec.ca 

Canadian Mental Association, British Columbia - 

www.vcn.bc.ca/mdcmha/stressa.html 

This site provides information dealing with stress, particularly relaxation and coping 

techniques. 


Page 86

Conscious Living Foundation - http://www.cliving/bibliobiof.htm 

This site includes a life stress test. 

The WebÕs Stress Management & Emotional Wellness Page Ð 

http: //imt.net/~randolfi/StressPage.html 

This site provides links to other sites relating to stress and stress management. 

Kids Help Ð http://kidshelp.sympatico.ca 

Text Resources 

Powell, Trevor. The Mental Health Handbook (Revised). Oxon: Winslow Press Ltd., 

1992 

Rush, Anne Kent. The Modern Book of Yoga: Exercising Mind, Body and Spirit. New 

York: Dell Publishing, 1996. ISBN 0-440-50719-7 

Schmitz, Connie and Hipp, Earl. Fighting Invisible Tigers: A Stress Management Guide 

For Teens. Minneapolis: Free Spirit Publishing, 1995. 

(To Order 1-800-735-7323) 

Simmons, M and Daw, Peter. Stress Anxiety and Depression: A Practical Workbook. 

Oxon: Winslow Press. 

Merki & Merki. Glencoe Health: A Guide To Wellness. New York: McGraw Hill, 1999. 


Page 87




(PPL30) 

Module #3 

Violence and Risk Taking 

Behaviour 



Grade 11 Healthy Active Living Education (PPL30), Module #3 Violence and Risk Taking Behaviour 

Page 1









Instructions: 

1. Provide students with a definition of violence and abuse. Divide students into small 

groups to reflect on and discuss the following questions: 

• Describe an experience in which you or someone else was hurt or made to feel 

unsafe. 

• What happened? 

• How did this make you or the person involved feel? 

Definitions: 

Violence: 

• the exertion of harsh language and/or physical force that causes damage, pain, injury 

or fear 

Abuse: 

• the mistreatment of a person that results in physical, emotional, and/or 

psychological harm 

2. Following the small group discussions, bring the class back to the large group and ask 

them to generate a set of categories that identify the types of violence/abuse people 

experience. 

3. Introduce the chart (Types of Violence/Abuse) as a starting point to build a list. 

Begin by giving the students the type of violence/abuse and the subcategory. Have 

them identify examples of each. Use the communication rubric (see Teacher/Student 

Resource (Communication Assessment Tool) to formatively assess the studentsÕ 

ability to describe types of violence/abuse.) 

4. Distribute the Student Resource (Worksheet) Personal Opinion Survey on 

Relationship Violence Schools to students. After students have completed the survey, 

use a Four Corners activity to provide the class with the opportunity to discuss the 

statements and identify their perceptions. For the Four Corners activity, post a sign 

with one of the following at each corner: Strongly Agree, Agree, Disagree, Strongly 

Disagree. Identify the middle of the room as the spot to go if you are Undecided. 

Use the Teacher Resource (Answer Sheet) Personal Opinion Survey on Relationship 

Violence Schools for specific research support related to each statement. 

5. Ask the class to consider the following question: Should schools have a role in 

increasing awareness of the effects of violence and how to prevent it? Discuss how 

the school can be responsible for and involved in the awareness and prevention of 

relationship violence. 


Page 2






Step #1: Notes from Lecture 

Definition of Violence and Abuse: 




Step #2: Discuss the following with members of your group. 

1. Describe an experience in which you or someone else was hurt or made to feel 

unsafe. 

2. What happened? 

3. How did this make you or the person involved feel? 

Step #3: Student notes to share during class discussion. 


Page 3









Types of Violence/Abuse Chart 

Type of Violence/Abuse Subcategory Examples 

Relationship Violence/Abuse 

Sexual 

Harassment 

Environmental 

Random Act 

Personal 

Other 

Verbal 

Physical 

Emotional 

Sexual 

Physical 

Verbal 

Emotional 

Physical 

Emotional 

Verbal 

Destructive/ no reason 

Physical 

Emotional 


Page 4









Types of Violence/Abuse 

Type of Violence Subcategory Examples 

Relationship Violence 

Sexual rape 

Verbal put-downs 

Physical homicide, slapping 

Emotional mental, bullying, neglect 

Harassment 

Sexual sexual comments, 

touching 

Physical stalking 

Verbal put-downs, name calling 

Emotional criticizing, belittling 

Environmental 

Physical territorial, gangs, 

prejudices 

Emotional racial, cultural, religious 

Verbal yelling, swearing 

Random Act 

Destructive/ no reason vandalism 

Personal 

Physical mutilation, suicide 

Emotional negative self talk 

Other 


Page 5








Teacher/Student Resource (Communication Assessment Tool) 

Achievement Chart Category: Communication 

Communication Level One Level Two 

Criteria 

(50%-59%) (60%-69%) 

1. Communication -communicates -communicates 

of information and information and information and 

ideas 

ideas with limited ideas with some 

clarity 

clarity 

2. Communication 

for different 

audiences and 

purposes 

-communicates 

with a limited 


and purpose 

-communicates 

with some sense 


purpose 

Level Three 

(70%-79%) 

-communicates 


ideas with 

considerable 

clarity 

-communicates 

with a clear sense 


purpose 


Page 6 

Level Four 

(80%-100%) 

-communicates 


ideas with a high 

degree of clarity 

and with 

confidence 

-communicates 

with a strong 


and purpose 

Consider the following when determining to what extent the student is demonstrating 

communication of information or ideas for different audiences and purposes: 

Knowledge/ -knowledge/understanding of facts, concepts, theories 

Understanding -appropriate supportive details 

-relevant and accurate information/ideas 

-answers questions and/or extends audience responses 

Sending Verbal -clear articulation 

Messages 

-interesting diction 

-effective voice volume/inflection 

-eye contact with audience 

-appropriate facial expression, body language and gestures 

-effective pacing 

-projects energy and interest 


Sending Written -correct use of terms 

Messages 

-correct use of language conventions (e.g., grammar, punctuation and spelling) 

-correct use of format conventions 

-written response includes main idea, supportive details and concluding statement 

-evidence of paragraph planning 


Receiving 

-actively listens (e.g., asks clarifying questions, focuses on speaker, incorporates 

Messages 

the modifications/suggestions of others, paraphrases) 

(Listener) 

Presentation Skills -presentation skills (e.g., controlled use of voice, body language, presentation 

style, effective use of media/technology) 

-organization (e.g., effective opening/closing, appropriate development of parts of 

the presentation, thoughtful sequencing of ideas) 

-creativity (e.g., audience involvement, effective use of props/visuals) 

-provokes thoughtful audience responses

Media Creation -appropriate medium form 

-contentÕs depth/detail 

-inclusion of basic components 

-understanding of mediumÕs elements 

-effective layout 

-creative 

-appeal to audience 

-clarity of focus 

-clarity of message 

-correct use of convention of medium 

3. Use of various 

forms of 

communication 

(e.g., interview, 

short report) 

-demonstrates 

limited command 

of the various 

forms 

-demonstrates 

moderate 


various forms 

-demonstrates 

considerable 


various forms 


Page 7 

-demonstrates 

extensive 


various forms









Instructions: 

Complete the Personal Opinion Survey on Relationship Violence and record your 

opinion about each of the statements. 

Personal Opinion Survey on Relationship Violence 

Statement Strongly Agree Undecided Disagree Strongly 

1. Assaulted people could 

just leave their partner if 

they really wanted to. 

2. Some people provoke 

assaults and deserve the 

violence that they 

experience. 

3. Racism and/or poverty 

cause violence. 

4. Alcohol causes family 

violence. 

5. As long as children are 

not abused, they are not 

affected by witnessing 

violence in the home. 

6. Abusers are mentally 

ill. 

7. Bad childhood 

experiences cause people 

to become abusers. 

8. Violence against 

women is not a 

widespread problem. 

9. Assaulted people 

readily report the incident 

to the police to ensure 

future protection. 

Agree 

Disagree 


Page 8






Personal Opinion Survey Fact Sheet 




Statement 1: Assaulted people could just leave their partner if they really wanted to. 

A person may stay in an abusive relationship for many reasons. For example: 

-fears for his/her own safety or safety of children 

-depends on his/her partnerÕs income 

-has low self-esteem 

-has no where else to go 

-partner has threatened to harm him/her if he/she leaves 

-worried about personal immigration status or partnerÕs immigration status 

Statement 2: Some people provoke assaults and deserve the violence that they 

experience. 

No one ever deserves to be beaten. Assaulted people report a wide range of incidents that 

trigger violence. For example: ÒI fried the egg the wrong way,Ó ÒI didnÕt turn down the 

radio enough,Ó or ÒI went out with friends without askingÓ. Violence most often is the 

result of the abuserÕs desire for power and control over his/her partner. 

Statement 3: Racism and/or poverty cause violence. 

Sometimes, people in our society who feel the least powerful look to those who they 

perceive to be weak, to make themselves feel more powerful. Those who feel that they 

do not have power can be found in all cultures and socio-economic classes. Racism and 

poverty do not cause violence. 

Statement 4: Alcohol causes family violence. 

While abuse is often associated with alcohol and drugs, the alcohol and drugs do not 

cause the violence. Alcohol and drugs often lead to impaired thinking and feelings and 

affect the violence but do not cause it. 


Page 9

Statement 5: As long as children are not abused, they are not affected by witnessing 

violence in the home. 

Children who witness the assault of a parent (or an adult who is significant in their life) 

can be just as seriously affected by witnessing abuse as being abused. They are at risk of 

being assaulted themselves, of developing adjustment problems during childhood and 

adolescence, and of continuing the cycle of violence. Most violent behaviour is learned. 

Some studies indicated that between 40-60% of assaulting men witnessed their mothers 

being assaulted when they were children. Children exposed to parent assault have similar 

adjustment problems as children who are themselves physically abused. Children of an 

assaulted parent rate significantly below their peers in areas such as school performance, 

participation in organized sports and activities, and social involvement. 

Serious behaviour problems are 17 times higher for boys and 10 times higher for girls 

who have witnessed assault than for other children. Studies indicate that child adjustment 

problems relate more to witnessing domestic violence than to the separation, divorce or 

loss of parents. 

Statement 6: Abusers are mentally ill. 

The number of people who are genuinely uncontrollably ÒsickÓ is very small. Most 

people, no matter how much they may be suffering from physical or mental illnesses, 

make choices about their behaviour. It is true that a few people become violent because 

of mental illness; they really cannot control their behaviour. Medication/therapy 

treatment can help. Although most abusers may not be diagnosed with mental illness, 

they are experiencing anger control problems which often requires professional help. 

Most people who assault their partners are not violent outside the house. They do not hit 

their bosses or colleagues. They often aim their blows at parts of the body where bruises 

will not show. 

Statement 7: Bad childhood experiences cause people to become abusers. 

Many people who were abused as children may develop depression, anxiety, addiction 

problems and other negative effects throughout their lives. However, childhood abuse 

does not make them become abusers. Cycles of abuse can be stopped with recognition of 

a problem, counselling etc. People choose their own behaviour. 

Statement 8: Violence against women is not a widespread problem. 

According to Eugene Lupri (1992), one in five Canadian men admitted to using violence 

against his female partner. More than 93% of charges related to spousal assault in Ontario 

are laid against men.3. Most charges laid against women are counter-charges laid by 

assaultive partners or stem from acts of self-defense. 

Statement 9: Assaulted women readily report the incident to the police to ensure future 

protection. 

Assaulted women often feel unable to report their assaults to police and/or go through the 

criminal justice system because: 

-they continue to hope things will get better 

-they fear retaliation or revenge by the offender 


Page 10

-they lack information regarding legal rights and the legal system 

-they fear they will not be believed or will be blamed for the abuse 

-they fear slow, ineffective and/or insensitive response by police, the courts and 

probation and parole officers 

-they fear deportation 

-they fear that their partners will be mistreated by police or the courts because of 

racism and discrimination. 

Additional support information for each statement can be found in the following 

resources and resources listed in the course profile: 

Resources 

Jones, A and Schechter, S. When Love Goes Wrong. New York. HarperCollins 

Publishers, 1992. ISBN 0-06-092369-5 

Ontario WomenÕs Directorate. Wife Assault-Dispelling the Myths. September 1992 








Causes of Relationship Violence 




Controlling Personality 

• a personÕs belief that they have the right to control another 

• a personÕs need to obtain/maintain power and control over another person 

• the controllerÕs behaviour can be a product of culture (e.g., their 

perception/interpretation of cultural norms) 

Sex Role Stereotyping 

• a belief that men and women have distinct roles related to gender (e.g., men have a 

decision-making role and that women are to be cared for) 

• direct and indirect messages given to boys and young men about what it means to be 

male (dominant, aggressive) contribute to creating a mindset which is accepting of 

sexually aggressive behaviour 

• direct and indirect messages given to girls and young women about what it means to 

be female (e.g., roles in relationships, pressure to conform) 

• Òbuying into stereotypical attitudes regarding sex roles tends to be associated with 

justification of intercourse under any circumstancesÓ (Perspectives on Acquaintance 

Rape, 2000) 

• strong belief in ÒdominanceÓ as a sexual motive, hostile attitudes towards women, 

condoning the use of force in sexual relationships 

• violence can be perpetuated by historical and cultural acceptance of patriarchal values 

and inequities. Shades of Grey: The Continuum of Violence Final Report. Peel Health 

(April 1997). 

Subservience/Passive Response 

• a belief in ÒtraditionalÓ views of men occupying a position of dominance at any price 

can impact the relationship 

• passive response can affect whether assistance is sought for relationship violence 

• this does not cause violence, in fact many religions propose traditional male-female 

roles 

Alcohol and Drug Use 

• drinking alcohol or taking drugs is associated with acquaintance rape 

• 51% of all incidents of dating violence reported by Canadian women, the perpetrator 

was under the influence of alcohol (Johnson, 1996, pg.128) 


Page 12

Parental Abuse/Neglect 

• past parental abuse/neglect in early life may perpetuate violent behaviour. Past 

abuse/neglect does not cause violence but may be associated with violent behaviour. 

Lack of Awareness 

• inappropriate social interaction (e.g., the person is not aware that their behaviour is 

inappropriate) can be linked to relationship violence 

Resources 

Jones, Ann and Susan Schechter. When Love Goes Wrong: What to do When You CanÕt 

Do Anything Right. New York: Harper Collins Publishers, 1992. ISBN 0-06-092369-5 


Page 13






Substance Abuse: 

+ 

Individual State of 

Health: 

+ 

_ 

_ 

Infidelity: 

+ 

_ 

Positive and Negative Effects of Stressors 

That Might Contribute to Relationship Violence 

Possible 

Factors in 

Relationship 

Violence 




Finances: 

+ 

Coping Strategies: 

+ 


Page 14 

_ 

Circle of Friends: 

+ 

_ 

Family History: 

+ 

_






Positive and Negative Effects of Stressors 

That Might Contribute to Relationship Violence 

Substance Abuse: 

+: fitting in with your peer group 

-: in 51% of all incidents of dating violence 

reported by Canadian women, the abuser was 

under the influence of alcohol. (Johnson, 

1996). 

Substance use can make it easier for an abuser 

to be violent. 

Individual State of 

Health: 

+: healthy individuals can 

contribute positively to a 

relationship, have skills, time and 

energy to resolve conflict 

appropriately 

-:unhealthy individuals may not 

have the energy or patience to 

resolve issues appropriately 

Infidelity: 

+: both partners are faithful to 

and trust one another 

-: one person in the relationship 

is jealous and insecure about 

their partner cheating 

Possible 

Factors in 

Relationship 

Violence 




Finances: 

+: lack of worry about making ends 

meet 

-:if you do not have enough money 

you cannot meet your basic needs. 

Financial stress can lead to 

disagreements about what needs 

should be looked after first 

Circle of Friends: 

+: promote mutual respect and 

equality in all relationships; provide 

support 

-: encourage aggressive, dominant; 

or submissive behaviour in 

relationships 

Coping Strategies: 

+: perceive and process 

problems in a positive manner; 

exercise appropriate anger 

management 

-: overwhelmed by problems and 

vents inappropriately through 

violent behaviour 

Family History: 

+: positive, supportive, nurturing family 

-: experienced or witnessed abusive, violent 

behaviour in the home 


Page 15







Unit #2 Activity #2 & #3 


Instructions: 

1. The teacher introduces this activity by explaining the terms: 

Indicators of Violence: 

• something that demonstrates that some form of violence is occurring (e.g., 

yelling, bruises, cowering, put downs, etc.) 

Intervention Strategies: 

• how to deal with the violence (e.g., counselling, hotlines, books, videos, doctors, 

police, etc.) 

Ensure students know the difference between the two terms. Distribute one card to 

each student with one indicator or strategy listed on it. Have each student post the 

card under the appropriate term. This will give the class an opportunity to review all 

of the indicators and strategies prior to looking at the case scenarios and all of the 

information will be posted in the room for them to reference throughout the activity. 

2. Put students in groups of four. Distribute two scenarios to each group and have them 

divide into partner groups to work on different scenarios. Ask each partner group to 

examine the case scenarios on relationship violence. Their task is to identify the 

indictors of violence and to develop appropriate intervention strategies to deal with 

the violence. Have them record their findings on the Student Resource (Worksheet- 

Case Scenario). 

3. Once the partner groups have completed the Student Resource (Worksheet- Case 

Scenario), ask them to pass their work to the other partner group in their foursome. 

The groups of two should examine the other groupsÕ answers and use the Student 

Resource (Peer Assessment Checklist) to provide feedback. 

4. Once the peer assessment is completed, groups of four should reconvene and discuss 

their thoughts and ideas related to the scenarios. Remind them to focus on identifying 

the indicators and analysing appropriate intervention strategies. 

5. Bring the class together for a large group discussion to develop the indicators of 

violence. 

Indicators of Violence: 

� abuse 

� desire to control behaviour, decisions, time 

� partner is unable to control anger or personal rage, aggressive behaviour 

� name calling, put-downs, belittling, humiliating, criticizing, blaming 

� playing mind games 

� controlling a persons finances (preventing them from getting a job, making the ask for 

money, etc) 

� intimidating 

� partner may have been abused child or witnesses parental abuse and violence 


Page 16

� dishonesty or deceitfulness 

� bruises, injuries 

� jealousy 

� impatience 

� lack of self-esteem 

� submissiveness, cowering, constant apologizing 

� over-dependency 

� selfishness 

� changes in communication (good to bad) 

� continued unresolved conflicts 

� partner has severe stress reactions during which they use drinking/drugs/battering to 

cope 

� partner is a traditionalist, believing in sex-role stereotypes 

� dual personality 

Interventions Strategies: 

� act quickly, consistently and confidently 

� have a plan 

� be assertive and use conflict resolution skills 

� empower witnesses to act appropriately 

� talk to support victims, witnesses 

� get counselling, use mediation, contact hotlines 

� call police 

� be familiar with and use prevention policies (e.g., Human Rights Code, School Code 

of Behaviour, Safe School Policy, Harassment Policy, Mediation Support, etc.) 

Resources 

Glencoe Health, McGraw Hill 

Toner-Rizzo, Patricia. Health TeacherÕs Book of Lists. Centre of Applied Research in 

Education, 1999 


Page 17





Student Resource (Worksheet- Case Scenarios) 

Relationship Violence Scenarios 




Work in pairs to examine the case scenario. Identify the indicators of violence and 

develop appropriate intervention strategies to deal with the violent scenario. 

Scenario 1 

Bill and Narissa have been dating for 6 months. Although they have a lot of fun together, 

sometimes Narissa is worried about BillÕs attitude. There are times when he gets very 

jealous, especially if he sees her talking to other guys. He always asks her to explain 

where she was and whom she was with when he is not with her. Recently, on a few 

occasions, he has really yelled at her and called her some horrible names because he 

thought she was fooling around on him. 

1. What are the indicators of violence found in this scenario? 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

2. Record appropriate intervention strategies to deal with this violence. 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 


Page 18

Student Resource (Worksheet- Case Scenarios) conÕt 



Scenario 2 

Nancy and Bob are finding teen parenthood very stressful. They miss their freedom and 

are finding it difficult to adjust to their new responsibilities. When they argue, which 

they do often, Bob usually blames Nancy for having got pregnant in the first place. They 

do not have much money and Bob sometimes drinks too much. Lately, their arguments 

have been escalating and last night during their fight he started throwing things and 

slapped her in the face. 


___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 


___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 


Page 19




Scenario 3 

Carol and Jan are in a one-year relationship. All of CarolÕs family and friends know she 

is lesbian and she has lots of support. Jan has told only two very close friends she is 

lesbian, and fears that her family would not be supportive if they knew. She has told her 

family that she and Carol are very good friends. In the past year, Carol has been less 

tolerant of Jan and has slapped and shoved her on two occasions. On a number of 

occasions when she has been angry, Carol has threatened to call JanÕs parents or her 

brother and tell them that she and Jan are lovers. Carol often drops little hints when they 

are visiting JanÕs family and Jan fears they may catch one of these times. Carol only 

laughs and tells Jan to relax before she tells them once and for all. 


___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 


___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 


Page 20




Scenario 4 

Ken found his friend Jackie sitting on a bench crying. When he asked what was wrong 

she explained that she was at a party the previous night. After the party, Dan invited her 

back to his place because his parents were away and he was having some people over. 

When they got to DanÕs place, no one else was there. Jackie accepted a drink that Dan 

offered her, even though she had too much to drink already. Before long, Dan was 

pushing her to go into the bedroom with him but Jackie said, ÒNoÓ. He kept bugging her 

saying that he knew she had sex with other guys, so what was wrong with him. Jackie 

said she liked him but that she did not want to have sex. Dan called her names and when 

she got up to leave he pushed her onto the couch and started kissing her. He was 

touching her and then forced himself on her. Jackie did not know what to say anymore or 

how to stop him. She was frozen until it was over and Dan took her home. 


___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 


___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 

___________________________________________________________________ 


Page 21





Student Resource (Worksheet- Case Scenarios) 

Peer Assessment Student Worksheet Scenario # ____ 




Instructions: 

Check the indicators of violence and intervention strategies as identified on the scenario 

worksheet. 

Indicators of Violence 

� abuse 

� desire to control behaviour, decisions, time 

� partner is unable to control anger or personal rage, aggressive behaviour 

� name calling, put-downs, belittling, humiliating, criticizing, blaming 

� playing mind games 

� controlling a persons finances (preventing them from getting a job, making the ask for 

money, etc) 

� intimidating 

� partner may have been abused child or witnesses parental abuse and violence 

� dishonesty or deceitfulness 

� bruises, injuries 

� jealousy 

� impatience 

� lack of self-esteem 

� submissiveness, cowering, constant apologizing 

� over-dependency 

� selfishness 

� changes in communication (good to bad) 

� continued unresolved conflicts 

� partner has severe stress reactions during which they use drinking/drugs/battering to 

cope 

� partner is a traditionalist, believing in sex-role stereotypes 

� dual personality 

� Other: ____________________________________________________________ 

Intervention Strategies 

� act quickly, consistently and confidently 

� have a plan 

� be assertive and use conflict resolution skills 

� empower witnesses to act appropriately 

� talk to support victims, witnesses 

� get counselling, use mediation, contact hotlines 


Page 22

� call police 

� be familiar with and use prevention policies (e.g., Human Rights Code, School Code 

of Behaviour, Safe School Policy, Harassment Policy, Mediation Support, etc.) 

� Other: ____________________________________________________________ 


Page 23









Instructions: 

1. See Student Resource (Assignment) Solutions and Strategies for Preventing and 

Eliminating Relationship Violence. Distribute the outline of the assignment to 

students to clarify the task and how evidence of their learning will be assessed and 

evaluated. The focus of the assessment and evaluation is the studentÕs ability to 

demonstrate that they can assess solutions and strategies for preventing and 

eliminating relationship violence (Thinking/Inquiry). 

2. Provide direction for students to research and access information in the school, 

community and on the Internet. 

3. Some information related to the assignment has been included in this resource for the 

teacher to review prior to assessing the student assignments. See Teacher Resource 

(Background Information for Student Assignment). 


Page 24









Solutions and Strategies for Preventing and Eliminating Relationship Violence 

The focus of the assessment and evaluation is the studentÕs ability to demonstrate that 

they can assess solutions and strategies for preventing and eliminating relationship 

violence (Thinking/Inquiry). 

Student Task: 

Product: 

1. Write a brief paper providing your analysis of solutions and strategies for preventing 

and eliminating relationship violence. 

Process: 

1. Review notes from class to determine what background information you have 

acquired. 

2. Research additional information through the school/community library, public health 

department, community support groups/organizations and Internet. 

3. Consider providing information in your paper on the following: 

• What is a healthy relationship? 

• What is relationship violence? 

• How can one be prepared for situations of potential violence in a relationship? 

• What are some practical strategies to deal with relationship violence? 

• Where can one go for support and information on violence issues? 

Assessment Evaluation 

Your paper should demonstrate that you: 

• know about healthy relationships and relationship violence 

• have analyzed relationship violence to develop solutions and strategies by 

formulating questions, organizing and planning your the information and answers, 

selecting appropriate solutions and strategies to address the issues, assessing the 

appropriateness of solutions and strategies and forming conclusions about your 

findings 

• review the assessment rubric below. It will be used to assess and evaluate your work. 

The process of developing your paper should demonstrate your learning skills by 

providing evidence that you: 

• can work independently 

• are organized 

• have effective work habits 

• take initiative 


Page 25

Assess your learning skills by reflecting on the questions in Module #2, Student Resource 

(Learning Skills Assessment Reflection Tool), page 29. 

Assessing Solutions and Strategies for 

Preventing and Eliminating Relationship Violence 

Category Criteria Level 1 Level 2 Level 3 Level 4 

Knowledge/ 

Understanding 

Thinking/ 

Inquiry 

Healthy 

relationships & 

relationship 

violence 

Solutions/ 

strategies for 

preventing and 

eliminating 

relationship 

violence 

Provides 

solutions/ 

strategies by 

formulating 

questions, 

planning 

information & 

approach, 

selecting 

strategies, 

analyzing and 

interpreting 

information, 

forming 

conclusions 

Demonstrates 

limited: 

-knowledge of 

facts and terms 

-relationships 

among 

concepts 

Identifies few 

or irrelevant 

solutions/ 

strategies 

Applies few of 

the skills 

involved in the 

inquiry process 

Demonstrates 

some: 

-knowledge of 



among 

concepts 


appropriate 

solutions/ 

strategies 

Applies some 

of the skills 



Demonstrates 

considerable: 

-knowledge of 



among 

concepts 

Identifies a 

considerable 

number of 

appropriate 

solutions/ 

strategies 

Applies most 

of the skills 




Page 26 

Demonstrates 

thorough: 

-knowledge of 



among 

concepts 

Identifies a 

thorough 

number of 

appropriate 

solutions/ 

strategies 

Applies all or 

almost all of 

the skills 


inquiry process








S tudent Resource (Learning Skills Assessment Reflection Tool) 

T eam Work 

Co-operation 

Do I share ideas and resources to achieve group 

goals? 

Co-operation 

Do I listen to, and show respect for, the ideas 

and opinions of others? 


Do I take responsibility for my share of the 

groupÕs work? 

Roles 

Do I perform a variety of roles to develop new 

skills? 

Roles 

Do I encourage and support the positive contributio 

others? 

Works Independently 


Do I use what I already know and can do to 



Do I begin learning activities without 

prompting? 

Persistence 

Do I finish what I start? 

Persistence 

Do I persevere when faced with challenges? 

Persistence 

Do I revise my work when necessary? 

Needs 

Improvement 



Almost 

Always 


Almost 

Always 


Almost 

Always 


Almost 

Always 


Almost 

Always 

Needs 

Improvement 



Almost 

Always 


Almost 

Always 


Almost 


Page 27 

Always 


Almost 

Always 


Almost 

Always

I nitiative 

Approach to Learning 

Do I look for opportunities to learn more? 


Do I use print materials, electronic/media 

sources, my teachers and/or my classmates to 



Do I seek help when I need it? 

Organization 

Planning 

Do I make a plan to help me accomplish my 

work? 

Planning 

Do I revise the plan if it doesnÕt work? 

Time Management 

Am I using my time efficiently in and out of 

school to improve my learning? 

Information Management 

Do I organize and use information effectively 

to complete my work? 

Work Habits/Homework 


Do I submit required work (assignments) on 

time? 


Is the work that I submit the best that I can do? 

Class Work 

Do I come to class prepared to work? 

Class Work 

Do I work effectively in class? 

Homework 

Do I complete homework? 

Needs 

Improvement 



Almost 

Always 


Almost 

Always 


Almost 

Always 

Needs 

Improvement 



Almost 

Always 


Almost 


Page 28 

Always 


Almost 

Always 


Almost 

Always 

Needs 

Improvement 



Almost 

Always 


Almost 

Always 


Almost 

Always 


Almost 

Always 


Almost 

Always








Teacher Resource (Background Information for Student Assignment) 

Teacher Note: The following is also referenced in Module #1: Healthy Relationships 

and Sexuality, page 35. 

• The following provides the teacher with some background information related to: 

What is a healthy relationship? 

Achieving a Healthy Relationship 

There is no such thing as a perfect relationship. There will be times when partners are 

angry or defensive but none of this should lead to abuse. There are some key elements of 

a healthy relationship. Being aware of these elements will help an individual realize 

when a relationship is unhealthy. 

Key Elements of a Healthy Mature Relationship 

Respect 

Mutual respect means that both parties care for themselves as well as each other. This is 

evident through respecting each otherÕs decisions or choices and listening to explanations 

of why those decisions were made. Caring partners are aware of each otherÕs boundaries, 

need for personal space and vulnerabilities. They do not take each other or their 

relationship for granted. Neither person puts down or denigrates the other. If one person 

in the relationship changes as a result of what they have shared, the other person does not 

gloat thinking they have caused the change. People change because they want to. Causing 

change in a person (e.g., dress style, hair style, group of friends, sexual demands) through 

manipulation, coercion, and threats are not healthy. Both parties understand that you 

canÕt change one another. Things that need to be changed in a relationship come through 

effective communication and mutual agreement. 


Page 29

Trust 

Trust is the foundation of a healthy relationship. One of the most destructive things in a 

relationship is jealousy that runs out of control. A certain degree of jealousy is an 

important element of a healthy relationship. However when jealousy enters a relationship 

it should be proportionate to the experience. There should be no lying, manipulation or 

secrets. There should be a sense of companionship and caring. There is always room for 

other friends with little fear that other friendships will minimize the dating relationship. 

Both parties will find they want to share themselves because they trust their partner to be 

as careful with their feelings as they are with their own. Trust levels and the degree to 

which a couple is willing to share their experiences take time to develop. As the 

relationship grows, so should the level of trust. 

Consensual Enjoyable Intimacy 

The sexual experience in a relationship should be equitable, mutually agreed upon and 

enjoyed. Both parties should feel free to express their needs and boundaries and have 

them respected, so that one person does not end up feeling like they have to give in to the 

other. If one person does not want to be sexually active, their wishes must be respected. 

In healthy relationships problems and issues related to sexual dissatisfaction are openly 

communicated without fear. 

Support 

Individuals in healthy relationships provide comfort and empathy to one another. They 

lend a shoulder and listen attentively to what their partner is saying, as well as the things 

they are not saying. There is no attempt to try to fix or change the other person. They 

accept one another for the person that they are (e.g., idiosyncrasies). They listen to each 

other and donÕt spend time trying to fix the other person. Conflict is a normal part of 

every relationship. When conflict finds itself in a relationship (a normal part of every 

relationship) truly loving couples do not make attempts to lower their partnerÕs selfesteem. 

They care about each other and support them during good times and bad (e.g., 

career promotions, job loss, family death). Healthy relationships are give and take 

situations, not one-way streets. Couples in healthy relationships are committed to 

bringing out the best in each other and have the otherÕs best interests at heart. 

Easygoing 

The overall tone of the relationship is relaxed. Both parties can laugh at themselves 

without humour being at the other personÕs expense. Both parties will feel comfortable 

communicating their thoughts, feelings, likes, dislikes and ideas (e.g., where to go on a 

date, world issues). Healthy relationships are void of physical aggression or threats of 

physical aggression. There is a sense of relaxation both when you are with your partner 

or apart. 

Fair Fighting 

Arguments, disagreements and issues are a part of every relationship. Conflict does not 

mean that the relationship has gone sour. In fact, healthy couples argue because: 

• they feel comfortable communicating their feelings and are not afraid that the 

relationship will end with each argument 


Page 30

• there is a sense of security because they know they can share their feelings openly 

• they care about one another and they do not want things to build up and fester 

However there are some ground rules that will help a couple fight fair, resolve the 

conflict and increase the likelihood that both parties will come out the other end intact. 

Ground Rules for Healthy Non-Violent Relationships 

Rule One 

Avoid physical aggression such as hitting, pushing, grabbing, throwing things, shoving, kicking or 

beating up 

Rule Two 

Stay focussed on the issue at hand and avoid bringing other issues that have accumulated into the 

disagreement. Work out disagreements as they occur. Do not wait for things to build up. Work 

out other issues at a later time, not in the heat of the moment. 

Rule Three 

Avoid name-calling. Conflict never gets resolved when people use name-calling as a retaliation 

technique. Feelings only get hurt and the conflict escalates. Name-calling is a manipulation of the 

real issue. It only serves to re-direct the focus and avoid the situation at hand. 

Rule Four 

Avoid putting the blame on the other person. Using ÒIÓ Statements shifts the blame and helps the 

individual assume some of the responsibility for the issues at hand. ÒIÓ statements also help you 

say how a situation makes you feel, what your perceptions of a situation are and what your needs 

are. Defensiveness on behalf of both parties involved is also eliminated. 

Adapted from ÒElements of a Healthy RelationshipÓ from Warning! Dating May be 

Hazardous to Your Health! Mother Courage Press, WI, 1998 


Page 31









The following provides the teacher with some background information related to 

characteristics of violent relationships vs. non-violent relationships. 

Power and Control 

The following outlines characteristics of a relationship based on power and control. The 

concepts addressed in this chart are key to understanding what happens in abusive 

relationships, thereby providing students with the insight on what to avoid. 

Violent (Physical and Sexual) Relationships Based on Power and Control 

Using Coercion and 

Threats. 

• making and/or carrying out threats to do something to hurt 

partner 

• threatening to leave partner, to commit suicide, to report 

him/her to welfare 

• making partner drop charges 

• making partner do illegal drugs 

Using Intimidation • making partner afraid by using looks, actions, gestures 

• smashing things 

• destroying partnerÕs property 

• abusing pets 

• displaying weapons 

Using Emotional Abuse • putting partner down 

• making partner fee bad about him/herself 

• calling partner names 

• making partner think he/she is crazy 

• playing mind games 

• humiliating partner 

• making partner feel guilty 

Using Isolation • controlling what partner does, who he/she sees and talks to, 

what he/she reads, where he/she goes 

• limiting partnerÕs outside involvement 

Minimizing, Denying and 

Blaming 

• using jealousy to justify actions 

• making light of the abuse and not taking partnerÕs concerns 

about it seriously 

• saying the abuse did not happen 

• shifting responsibility for abusive behaviour 

• saying partner caused it 


Page 32

Using Children • making partner feel guilty about the children 

• using the children to relay messages 

• using visitation to harass partner 

• threatening to take the children away 

Using Gender Privilege • treating partner like a servant 

• making all the big decisions 

• acting like the Òmaster of the castleÓ 

• being the one to define the roles 

Using Economic Abuse • preventing partner from getting or keeping a job 

• making partner ask for money 

• giving partner an allowance 

• taking his/her money 

• not letting partner know about or have access to family 

income 

Adapted from Domestic Abuse Intervention Project. Physical and Sexual Violence 

Power and Control Wheel. Duluth, Minnesota and used by institutions and organizations 

that address violent relationships (e.g., Halton WomanÕs Place, Milton, Ontario). 

Equality 

The following outlines characteristics of a relationship based on equality. The concepts 

addressed in this chart are key to understanding what happens in healthy relationships, 

thereby providing students with the insight on what to work towards. 

Non Violent Relationships Based on Equality 

Negotiation and Fairness • seeking mutually satisfying resolutions to conflict 

• accepting change 

• being willing to compromise 

Non-Threatening 

• talking and acting so that partner feels safe and comfortable 

Behaviour 

expressing him/herself and doing things 

Respect • listening to partner non-judgmentally 

• being emotionally affirming and understanding 

• valuing opinions 

Trust and Support • supporting partnerÕs goals in life 

• respecting partner right to his/her feelings, friends, activities 

Honesty and 

Accountability 

and opinions 

• accepting responsibility for self 

• acknowledging past use of violence 

• admitting being wrong 

• communicating openly and truthfully 

Responsible Parenting • sharing parental responsibilities 

• being a positive non-violent role model for the children 

Shared Responsibility • mutually agreeing on a fair distribution of work 

• making family decisions together 

Economic Partnership • making money decisions together 

• making sure both partners benefit from financial 

arrangements 


Page 33

Adapted from Domestic Abuse Intervention Project. Physical and Sexual Violence 

Power and Control Wheel. Duluth, Minnesota and used by institutions and organizations 

that address violent relationships (e.g., Halton WomanÕs Place, Milton, Ontario). 


Page 34









The following provides the teacher with some background information related to being 

prepared for and being aware of situations of potential relationship violence (e.g., date 

rape, abuse, harassment, etc.). 

What can be done to promote personal safety/prevent relationship violence? 

• It is important that individuals trust their instincts. 

• If a person in a relationship feels their body or autonomy is not respected, they may 

want to leave the relationship. 

• If a person in a relationship feels their partner is untrustworthy, they may want to end 

the relationship. 

• Do a safety assessment of your environment and social surroundings. 

• Individuals may benefit from taking a self-defense program, as it could help build 

confidence, assertiveness and an awareness of personal safety. 

• Increase an awareness of violence indicators and intervention strategies. 

• Work with other members of the community to change societyÕs ignorance of 

violence. 

This can be done by: 

-supporting organizations and individuals working in this area 

-lobbying politicians at all levels of government 

-educating yourself and others close to you about violence 

• Education and awareness programs to encourage people to take increased 

responsibility for their behaviour. 

Resources: 

Beiner, M.L., S. McDonald, and all METRAC colleagues. Frequently Asked Questions 

About Sexual Assault. METRAC, 2000. 

Curtis, David. Perspective on Acquaintance Rape. (July 2000) 


Page 35









The following provides the teacher with some background information related to 

accessing resources and support. 

Where can one go for support and information related to violence issues? 

Sexual Assault Support and Information 

1. Talk to family, friends, teachers, counsellors or another trusted person. 

2. Get medical assistance from family doctor, a clinic or hospital. Sexual Assault Care 

Centres are located in hospitals and offer specialized care for sexual assault survivors. 

3. Contact a sexual assault or womenÕs crisis centre or a local 24-hour crisis line. 

These places will be listed in the front pages of the local telephone book and are 

staffed by people who provide a number of important services: non-judgemental 

crisis counselling (both in person and on the phone), referrals, court support, and 

advocacy. 

4. Contact the police. Some people are reluctant to deal with the police because they 

fear not being believed and potential police insensitivity to sexual assault survivorsÕ 

needs. It is important that victims have accurate information about accessing the 

legal system. 

It is important that sexual assault victims get support from someone they trust, 

whether or not they choose to report the assault. Supporters can provide them with 

the emotional support and help if they choose to access the legal system. 

Resources: 

Beiner, M.L., S. McDonald, and all METRAC colleagues. Frequently Asked Questions 

About Sexual Assault. METRAC, 2000. 

Relationship Violence Support and Information 

Most communities have locally functioning organizations with programs to prevent relationship 

violence. 

Examples: 

-Metro Action Committee on Violence Against Women and Children (METRAC) 

http://www.metrac.org , 

-Education Wife Assault Ð http://www.womanabuseprevention.com, 

-Community Abuse Program of Rural Ontario (CAPRO) http://wwwl.freespace.net/~capro 


Page 36

The following is a list of the type of initiatives in which these organizations get involved: 

• Develop and nurture networks and coalitions to work on specific issues or areas of 

work. 

• Work with the broadcast and print media on understanding and representing issues of 

violence against women and children appropriately. 

• Write briefs and materials for presentation to public, regulatory and legislative 

bodies. 

• Produce and distribute publications and information packages on violence against 

women and children. 

• Develop and distribute materials on how to start sexual assault prevention program on 

violence initiatives in schools. 

• Provide training and education workshops to School Boards, immigrant/refugee 

groups, community groups, faith communities. 

• Create materials for physicians to help identify and respond to assaulted women. 

• Distribute educational material to women in crisis, their relatives and friends, abusive 

men, shelters, concerned individuals/neighbours/employers/doctors. 

• Produce materials in partnership with diverse language, racial, cultural, disability and 

other minority communities. 

• Implement community models with approaches to address urban/rural social needs 

(focus on the capacity of the community to empower their members). 

• Raise the awareness of people of the unique issues of domestic violence and in the 

community. 

• Promote a collaborative community based partnership for the purposes of prevention 

and effective intervention. 

• Train key facilitators in facilitation skills, community development techniques and 

e-mail communication. 

Community Resources Related to Violence Issues: 

Look in the front page of the phone book for information about your local crisis centre. 

For more information on issues and resources related to abuse, contact: 

• your local Health Department 

• Telehealth Ontario 1-866-797-0000 

• Kids Help Phone 1-800-668-6868 

Helpful Websites: 

General 

• Canadians Against Violence Everywhere Advocating its Termination (CAVEAT): 

www.caveat/org 

• Canadian Resource Centre for Victims of Crime: www.crcvc.ca 

• Centre for Research on Violence Against Women and Children: 

www.uwo.ca/violence 

• Child Find Website: www.childfind.ca 

• ChildrenÕs Aid Society of Toronto: www.casmt.on.ca 

• Community Child Abuse Council of Canada: www.commchildabusecouncil.org 

• London Family Court Clinic: www.lfcc.on.ca provides links to child abuse sites 

• National Crime Prevention Council: www.crime-prevention.org/ncpc 


Page 37

• National Indian Child Welfare Association: www.nicwa.org 

• National Youth in Care Network: www.youthincare.ca 

• Victims of violence: www.victimsofviolence.on.ca 

Legal 

• Access to Justice Network: www.acjet.org/acjeng.html 

• Alberta Summit on Justice (Jan. 27-29, 1999): www.gov.ab.ca/justicesummit 

• Attorney General of Ontario: www.attorneygeneral.jus.gov.on.ca 

• Bora Laskin Law Library, University of Toronto: www.law-lib.utoronto.ca 

• Canadian Criminal Justice Updates: www.cjprimer.com/newspub3.htm 

• Canadian Law List: www.canadianlawlist.com -directory of Canadian law firms, 

judges, and lawyers 

• Canadian Legal Network: www.canlaw.net 

• Canadian Society for the Investigation of Child Abuse (CSICA): 

www.csica.zener.com/index.htm 

• Department of Justice Canada: http://canada.justice.gc.ca/index en.html 

• DuhaimeÕs Canadian Legal Information Centre: http://wwlia.org/ca-home.htm 

• First-Line Canadian Legal Information Site (Criminal Law Information & Advice 

Centre): www.firstlinelaw.com/index.html 

• Jurist Canada: http://jurist.law.utoronto.ca 

• Public Legal Education Information Service of New Brunswick (PLEIS-NB): 

www.unb.ca/web/netlearn/english/p/pleis/index.shtml 

• Public Legal Information: www.lsuc.onl.ca/public-en.shtml 

• Solicitor General Canada: www.sgc.gc.ca/ehome.htm 

• Supreme Court of Canada Decisions: www.lexum.umontreal.ca/csc-ssc/en/index.html 

Educational Resources Related to Violence Issues 

• ACJ Net: Canadian Law and Justice Ð Child Abuse: 

http://129.128.19.162/sub/childab.html 

• CanadaÕs School Net (part of Access to Justice Network): 

www.acjet.org/teacher/index.html 

• Carswell (publisher): www.carswell.com 

• McShane, Claudette. Warning! Dating May be Hazardous to Your Health! Mother 

Courage Press, 1998. 

Videos 

• ÒBehind Closed Doors: Violence in the Home (V0010).Ó Magic Lantern Limited 

(043), 1990. 30 min. From the Portrait Of A Family (0701) Series 

• ÒBreaking the Chain (V12491).Ó Forefront Productions (202), 1992. 30 min. 

• ÒBridging Racial Divisions (V35671).Ó McNabb Films (135), 1999. 30 min. From the 

Peace Talks (0667) Series 

• ÒCoping With Stress (V49501).Ó Omega Films Limited (062), 2000. 15 min. 

• ÒDate Rape: It Happened to Me (V60010).Ó Omega Films Limited (062), 1991. 30 

min. 

• ÒDating, Sex and Trouble (V29771).Ó Sunburst Communications (339), 1997. 30 min. 


Page 38

• ÒIn Love and in Danger: Dating Violence (V29761).Ó Sunburst Communications 

(339), 1997. 20 min. 

• ÒA Love That Kills (V443191).Ó National Film Board Of Canada (055), 2000. 20 

min. 


Page 39









Introduction: Leading Causes of Injury and Injury-related Deaths for Adolescents 

Injuries are very prevalent among Canadian youth. 

• Over 35 percent of Canadian youth in Grades 6, 8 and 10 reported at least one injury 

for which a doctor or nurse had treated them. Over 40 percent had been treated for 

more than one injury. Many of these injuries included fractures, sprains, strains or 

pulled muscles, and cuts, and led to an average of two missed days of school. 

• Older students who used alcohol were more likely to be involved in an injury. Young 

people with characteristics related to risk-taking, sensation seeking and impulsiveness 

are more likely to be injured (Robertson, 1992). 

For more information and statistics, see Health Canada, www.hc-sc.gc.ca. 

Injuries are the leading cause of death among Canadian children and youth less than 20 

years old. Injury mortality statistics include deaths due to unintentional injuries, such as 

motor vehicle crashes and falls, as well as deaths due to suicide and assault. 

In Canada in 1996, 1280 (16.0/100,000) people under the age of 20 died from injuries Ð 

30.5% of all deaths in this age group. 

• Injury mortality rates were much higher among males (21.5/100,00) than females 

(10.2/100,00), and rates were highest in the 15-19 age group (39/100,000) in which 

injuries accounted for 74.8% of all deaths. 

• Unintentional injuries (11.1/100,000) accounted for 69.6% of the injury-related 

deaths among children and youth less than 20 years of age. Of these, 60.9% were 

associated with motor vehicle crashes, which were the leading cause of unintentional 

injury-related death of all ages except less than one year. 

• Suicide and homicide accounted for 21.2% and 7.4% of the injury deaths 

respectively. The suicide rate was highest among 15-19 year olds (11.5/100,000). See 

Health Canada, ÒA Health Surveillance Update on Canadian Children and YouthÓ, 

www.hc-sc.gc.ca. 

The ÒCanadian Injury Data Mortality Ð 1997 and Hospitalizations Ð 1996-97Ó document 

has been prepared to make recent Canadian data on the occurrence of injuries readily 

available to the public. The entire document can be downloaded from Health Canada, 

Child Injury Division (www.hc-sc.gc.ca). 


Page 40









Instructions: 

Working in pairs, use the Internet to find the leading causes of injury and injury-related 

deaths for adolescents. A good site to start at is: Health Canada (www.hc-sc.gc.ca). For 

each identified cause, describe why it may lead to injury. Record your findings on the 

worksheet. 

Leading Causes of Injury and Injury-relate Deaths for Adolescence Worksheet 

Leading Causes of Injury and Injury- 

Related Deaths 

Reasons for Injury or Death 


Page 41









Leading Causes of Injury and Injury-related Deaths for Adolescents 

Leading Causes of Injury and Injury- Reasons for Injury or Death 

Related Deaths 

Motor Vehicle Lack of driver experience, driver 

impairment/distractions (e.g. alcohol, 

drugs, cell phone, fatigue), passenger safety 

Traffic Control (Accidents) Lack of awareness of surroundings, 

impairment (e.g. alcohol, drugs, cell phone, 

head phones) 

Drugs Health hazard, impairs judgement and 

motor-skills 

Physical Activity/Sports Lack of preparation (e.g. physical, mental, 

emotional), lack of appropriate equipment, 

environmental factors 

Falls Unfamiliar surroundings, environmental 

factors (weather, time of day), impairment 

(alcohol, drugs, cell phone, head phones) 

Drowning Lack of water and boating safety 

knowledge, impairment (alcohol, drugs) 

Suicide Depression, lack of coping strategies and 

supportive environment 

Homicide Gang involvement, being at the wrong 

place at the wrong time, alcohol and drug 

use 

Other 


Page 42









Definition of Risk 

• Risks are traditionally seen as having negative or harmful outcomes. 

• Definitions of risk are tied to ideas that risk is a source of danger, a hazard, and an 

action taken without thinking about possible loss or injury. Synonyms for risk include 

to threaten, to endanger, and to take a chance. 

• Taking risks, however, is something done every day, often without thinking about 

them, and not all risks are associated with harm. Some risks help us to grow and 

learn about our world and ourselves. 

• Taking risks is an important aspect of living. We need to learn how to calculate and 

weigh out the alternatives around risks and risk situations and the potential they may 

hold for harm to others and ourselves. 

Types of Risks 

• Physical Risks e.g., crossing the street against a red light, diving into water when you 

do not know how deep it is, riding a bike without a helmet, and getting into a car with 

a driver who has been drinking 

• Social or Emotional Risks e.g., deciding not to drink or do drugs when all your 

friends are, shaving your head or getting an outrageous hair cut, asking someone out 

on a date, going to an unsupervised party, confronting a friend, meeting new people. 

• School or Work-related e.g., skipping class or not showing up for work, cheating on 

a test or stealing something from work, doing well at school or being promoted at 

work. 

Adapted with permission from Toronto Public Health, Risk Taking Teaching Package, 

1998 


Page 43









Instructions: 

Brainstorm a list of strategies (e.g., education, media/T.V., policy/laws, etc.) that reduce 

the risk of injury and injury-related deaths among adolescents. Include an example for 

each strategy, describe whether the strategy is successful (why or why not), and how to 

the strategy might be changed/adapted to improve it. Use the self/peer assessment 

checklist to assess your work. 

Strategies to 

Reduce Risk of 

Injury for 

Adolescents 

Strategies to Reduce Risk of Injury and Injury-related Death 

Example Is the Strategy 

Successful? 

Why or Why Not? 

Could the Strategy be 

Changed/Adapted to 

Improve It? 


Page 44

Self/Peer Assessment: 

1. Use the following checklist to check your own work. 

2. Rotate papers amongst peers to check the work of others. 

Determine whether the student uses the chart and: 

� Identifies a variety of strategy types. 

� Provides concrete examples for each strategy. 

� Clearly states an analysis of program success for each example. 

� Provides suggestions for each example of how the strategy might be changed/adapted 

to improve it. 


Page 45








Teacher Resource (Background Information and Answer Sheet) 

Strategies to Reduce Risk of Injury and Injury-related Deaths for Adolescents 

Strategies to 

Reduce Risk 

of Injury for 

Adolescents 

Education • MADD 

Awareness 

Campaign 

• Crime 

Stoppers 

Media/TV • MADD 

Multi-Media 

Presentation 

Policy 

Development 

Example Is the Strategy Successful? Could the Strategy be 

Changed/Adapted to 

Improve It? 

• ÒZero 

ToleranceÓ 

environment 

in schools 

• Tobacco 

Control Act 

• Minimum 

drinking age 

• Taxes on 

tobacco 

• effective prevention 

programs in schools are 

difficult to implement 

• most successful 

prevention programs are 

those that use the social 

influence model which 

provides information on 

health and social 

consequences and 

motivate students to 

resist pressures 

• greatest impact on 

increasing knowledge, 

awareness, and 

influencing what is 

socially acceptable 

• modest success in 

affecting attitudes and 

behaviour. 

• shown to be effective 

particularly when 

combined with other 

educational and 

community approaches 

• reinforce education in 

schools by parents, the 

media and policies 

• use campaigns to set the 

agenda for public 

discussion 

• strongly enforce laws 

that inhibit youth access 

to substances 

discourages youth from 

initiating use, e.g., 

prohibiting the sales of 

tobacco to young people 

appear to discourage 

youth from trying 

tobacco 


Page 46

Environmental 

Supports 

• Youth Dropin 

Centres 

• Youth 

shelters 

• Community 

centres 

without user 

fees 

Help Lines • Kids Help 

Line 

• Smokers 

Other (e.g., 

*Harm 

Reduction) 

Help Line 

• Safer 

Hosting 

Initiatives 

• Safer sex 

information 

• Designated 

driver 

program 

• Safer drug 

use 

information 

• give youth a safe 

environment to get 

together, socialize and be 

physically active as well 

as receive support 

• provide opportunities for 

supervised socialization 

with friends to reduce 

the prevalence of binge 

drinking 

• give youth a confidential 

outlet to discuss issues 

Public Health Approach: 

• effective because they 

are non-judgmental 

• focus on the immediate 

and achievable changes 

that reduce the effect on 

health 

• provide accurate 


education 

• engage youth in 

assessing the risks and 

benefits of behaviours in 

all areas of their life 

• take into consideration 

individual choice 

• reduce harm to the 

individual and the 

community 

• recognize that some 

people are unable or 

unwilling to abstain from 

engaging in a host of 

potentially harmful 

behaviours (e.g., young 

people have shown great 

responsibility by 

embracing the 

designated driver 

concept and act as an 

example to others, it has 

become socially 

• establish convenient 

location and hours 

• longer hours 

• access in multiple 

languages 

• make more people aware 

of this approach 


Page 47

acceptable to abstain 

from drinking if you are 

driving) 

Adapted with permission from the Centre for Addiction and Mental Health, Best Advice; 

Alcohol and Drug Prevention Programs for Youth: What Works? Toronto, 1999. 

Adapted with permission from Toronto Public Health, Reducing the Harm : A 

Conference for Service Providers Working with Parents & Youth, 2000. 

Resource: 

National Center for Chronic Disease Prevention & Health Promotionwww.cdc.gov/tobacco 

Centre for Addiction and Mental Health (CAMH) www.camh.net 


Page 48

Understanding Risk Taking Behaviours 





Adaptation 

� feel good 

� mentally alert 

� few illnesses 

� feel rested 

� sleep well 

How the Body Reacts to Stress 

The Fight or Flight Response 

Stages of Stress 

Alarm 

� pulse rate quickens 

� sweating 

� temperature rises 

� muscles tense 

� pupils enlarge 

Resistance 

� blood pressure 

increases 

� body produces 

substances to help 

maintain 

equilibrium 

� body wears down 

under constant 

pressure 




Exhaustion 

� headaches 

� ulcers 

� high blood pressure 

� depression 

� inability to sleep 


Page 49






Instructions: 




1. Draw the outline of a human body on the blackboard. 

2. Ask students to individually think about a risk they have taken and reflect on how 

their body physically reacted to the stress. Students jot down their thoughts in their 

notebook. 

3. Ask students to join with one other person to compare their reactions to a stressful 

situation (Think, Pair, Share Activity). 

4. Have partner groups join with another partner group to make a group of four. Supply 

each group of four with chart paper, markers, scissors, and tape. Have the groups 

discuss and record the different body responses on large pieces of paper that they will 

post beside the human body drawn on the board. 

5. Distribute the Student Resource (Worksheet) to students. Indicate that they should 

take notes during the class discussion using the worksheet. 

6. Identify the various body parts beside the human body drawn on the board. See the 

Teacher Resource (Background Information). 

7. Ask students to post their groupÕs responses in the appropriate spot beside the human 

body drawn on the board. 

8. Lead the class in a discussion to develop a master list of the physical responses the 

body experiences when undergoing stress. See Teacher Resource (Background 

Information). 

9. At the end of the lesson, ask students to make a journal entry or write a short response 

to the following statement. 

e.g., I now know the body physiologically responds to stress byÉ 

10. Select a few student responses to assess studentsÕ ability to explain the physiological 

responses by using the Teacher/Student Resource (Communication Assessment Tool) 

(see page 6 and 7). Have students self-assess using the same rubric after they have 

completed their journal entry or response to the sentence stem. 


Page 50










The body's initial response to stress is the ________ or ____________response. If the 

problem is solved, the response is released and all is well. If the problem persists without 

resolution, the result can be great damage to oneÕs health. 

INCREASED ACTIVITY DECREASED ACIVITY 

Pupils- 

Lungs- 

Heart- 

Liver-. 

Skin- 

Muscles 

Saliva- 

Kidneys- 

Digestive System- 

Rectum- 

Immune System- 


Page 51










The body's initial response to stress is the Òfight or flight responseÓ. If the problem is 

solved, the response is released and all is well. If the problem persists without resolution, 

the result can be great damage to oneÕs health. 

INCREASED ACTIVITY DECREASED ACIVITY 

Pupils-dilate 

Lungs-need to take in more air, 

to provide extra oxygen for tense 

muscles, and need to get rid of 

more carbon dioxide, so 

breathing speeds up. 

Heart-pumps more vigorously to 

get blood to tense muscles. 

Increased heart rate also causes 

high blood pressure. 

Liver-releases stored glucose to 

provide necessary fuel for 

muscles. It may also 

overproduce cholesterol, 

discharging excess into the blood 

stream. 

Skin-sweats to prepare to cool 

down in anticipation of 

overheating. Blood is diverted to 

the muscles and skin capillaries 

constrict, leaving skin pale. 

Muscles-give off lactic acid, 

increasing the amount of lactic 

acid in the blood and heightening 

anxiety. 

Saliva-salivary gland stops 

producing saliva and the mouth 

dries up. 

Kidneys-blood vessels in the 

kidney constrict. 

Digestive System-slows down or 

stops. Stomach and intestines stop 

working. 

Rectum-sphincter muscles at the 

end of the rectum close, to prevent 

urination or defecation. Sometimes 

the opposite occurs, where 

involuntary urination or defecation 

results. This results from overreactivity 

of the parasympathetic 

nerves. 

Immune System-subdued in its 

normal active state. 


Page 52






Life Changes Survey for Young People 




1. Check off any of the changes listed below that have occurred in your life in the past 

year. Add other significant events you have experienced and assign them a value. 

2. When you are finished, add up the value assigned to each change to summarize your 

total Òlife-stressorsÓ score. 

Death of a parent (parents) 50______ 

Death of an immediate family member 40______ 

Loss of a parent through divorce or separation 35______ 

Pregnancy 35______ 

Death of a close friend 30______ 

Death of a well-loved pet 28______ 

Experiencing violence and/or sexual exploitation 28______ 

Parents fighting and/or having financial trouble 28______ 

Serious health problems (surgery, or serious illness) 25______ 

Receiving a large amount of money (inheritance, lottery) 25______ 

Loss of best friend 23______ 

Beginning a steady relationship 22______ 

Conflict with parents 22______ 

In trouble with the law (major problem) 22______ 

Drug problems or serious behaviour problems 20______ 

Being in a traffic accident 20______ 

Member of a wedding party 19______ 

Depression (more than a week) 19______ 

Gaining a new family member 19______ 

Break up of a close relationship 19______ 

Loss of a distant relative 19______ 

Applying for and starting a new job 18______ 

Insecurity or uncertainty about the future (education, career, etc) 18______ 

Difficulty with establishing / maintaining sexual code of behaviour 18______ 

Change of school 17______ 

Not part of a social group (isolated) 16______ 

Change of close friends 15______ 

Lack of privacy 15______ 

School pressures (deadlines, exam pressures) 15______ 

Outstanding personal achievement (in school, athletics, etc) 14______ 

Concerns about appearance, weight, identity 13______ 

Move to a new community 11______ 


Page 53

Life Changes Survey for Young People (conÕt) 

In trouble with teachers 10______ 

Difficulties balancing school, home, and work responsibilities 10______ 

Change in work hours 10______ 

Minor law violation 10______ 

Experiencing and trying to resist pressure to smoke, drink, and have sex 10______ 

Vacation (travelling) 7______ 

Boredom 7______ 

Change in eating or sleeping habits 7______ 

Lack of recognition / acceptance 7______ 

General feelings of frustration 7______ 

Other: 

Other: 

Total ________ 

If your score is less than 75, the total change in your life has not been extreme. 

If your score is between 75-150, you have experienced moderate change. 

If your score is over 150, there have been significant changes in your life that may impact 

your health. Consider whether help (e.g., talking to a friend, a counsellor or a doctor) is 

required. 

Please Note: This information does not have to be shared with the class. No points are 

assigned to ÒotherÓ, but provide students with the opportunity to list any other factors that 

have resulted in life changes for them. 


Page 54









• Adolescence is a time for exploring, seeking out sensations and excitement. Some 

risks can be very exciting (e.g., riding on a roller coaster). Young people with 

characteristics related to risk-taking, sensation seeking and impulsiveness are more 

likely to be injured. (Robertson, 1992) Health Canada, www.hc-sc.gc.ca 

• It is important to remember that different people enjoy different kinds of risk-taking 

(e.g., some people like in-line skating and others do not, some people like public 

speaking and other people find this intimidating). 

Risk-taking behaviour changes due to: 

Life Experiences 

The ability to handle and take on risk changes because of the experiences gained 

and the skills developed over the years. Individuals develop the ability to assess 

risk and to assess the potential for harmful outcomes that may be associated with 

that risk. 

Choices to be made 

Individual choices can change the risk associated with situations and activities. 

These choices can modify the risk and prevent or minimize the potential for 

harmful outcomes (e.g., at a party drinking pop instead of beer, or drinking one 

beer slowly instead of having five or more). 

Other peopleÕs actions: 

Risk also changes because of the actions of other people around us (e.g., someone 

has agreed to be the designated driver for a group, but then has four or five 

drinks). 

Risks and Choices- Thinking Ahead and Thinking on your feet! 

When individuals think about the many different choices they have (before being 

in a situation as well as during that situation), it is easier to decide what to do and 

to be aware of what could happen. 

For example; before the party- Thinking ahead: ÒYou and some of your friends 

are going to a party where there will not be any adults. One of your friends is 

going to drive you all there, but you know that in the past this friend has got 

drunk. What back-up plan can you set up ahead of time so that you get home 

from the party safely?Ó 

During the party- Thinking on your feet: ÒThe friends you came to the party with 

are really out of it. What can you do to get yourself home safely? Are there 

things you can do for your friends?Ó 

Adapted with permission from Toronto Public Health, Risk Taking Teaching Package, 

1998 


Page 55






Risk Taking Behaviour 

Risk-Taking Perceived 

Behaviour Advantages 

Taking drugs -escape, one of 

the group, feel 

good 

Disadvantages/ 

Drawbacks 

- dangerous, 

feel sick, 

expensive 




Consequences 

-get arrested, get grounded, lose job, do 

poorly in school 


Page 56








Teacher Resource (Background Information and Answer Sheet) 

Instruction: 

Emphasize that ÒweightingÓ advantages and drawbacks are one way to determine 

whether a risk is worth taking. Discuss risk taking behaviour using open-ended questions 

(e.g., is ÒweightingÓ a good way to determine whether a risk is worth taking? Are there 

any other ways to determine whether a risk is worth taking?). 

Risk Taking 

Behaviour 

Taking 

Drugs 

Drinking 

Alcohol 

Operating a 

Motorized/ 

Unmotorized 

Vehicle 

while 

Impaired 

(e.g., 

alcohol, 

distraction, 

overcrowding) 

Perceived Advantage Drawbacks Consequences 

• Escape 

• Fit in with peers 

• Get high 

• Feel good/more 

confident 

• Escape 

• Fit in with peers 

• Feel good/feel more 

confident 

• Fun 

• Feel like you fit in 

• Thrilling 

• Feel like you do not 

miss anything 

• Dangerous 

• Feel sick/affect your 

health 

• Expensive 

• Expensive 

• Feel sick/alcohol 

poisoning 

• Peer pressure to 

drinks 

• Impairs judgement 

(e.g., may do things 

you would not 

normally do) 

• Dangerous 

• Endanger others 

• Youth tend to ride 

around together in 

groups which 

compounds the 

effects of a drinking 

and driving tragedy 

• Impairs judgement 

• Could lead to 

dependence/addiction 

• Illegal/ could get 

arrested and charged 

• Grounded by parents 

• Could lose your job 

• Could lead to 

dependence 

• Illegal if underage 

• Get grounded by 

parents 

• Increase in risk 

taking behaviours 

(e.g., fighting 

unprotected sex, 

sexual assault, 

drinking and driving) 

• Get charged/get 

arrested 

• Lose your driving 

privileges 

• Get grounded by 

parents 

• Someone could get 

killed 


Page 57

Unsafe 

Practices 

Around 

Water (e.g., 

water 

activities in 

unfamiliar 

environ- 

ment) 

Unsafe 

Partying 

(e.g., no 

supervision, 

field party, 

substances 

involved) 

Extreme 

Sports (e.g., 

sky diving, 

rock 

climbing) 

• Fun 

• Get to be around 

your friends 

• Get to try new things 

• Get to be outside 

• Fun 

• Empowering (e.g., 

you are in charge of 

your party) 

• No adults involved 

• Feel like you fit in 

• Thrill (adrenaline 

rush) 

• Friends admire 

you/think you are 

cool 

• Feel sick/affect your 

health 

• Could hurt others or 

yourself 


hurt or killed 

• Something could be 

destroyed 

• Party could get out of 

your control 

• Unsafe sex/sexual 

assault 

• Unwanted guests 

• Dangerous 

• Could get hurt 


severely hurt (e.g., 

become paraplegic or 

someone could 

drown) 

• Scope of alcoholrelated 

liability has 

expanded during the 

past 20 years 

• Number of civil suits 

increased 

• You are responsible 

for what happens to 

your guest when on 

your property- 

Occupier Liability 

• You may be held 

responsible for the 

behaviour and safety 

of your guests not 

until they leave your 

party or premises, but 

until they are sober 

• Your parents could 

be held liable for 

injuries incurred to 

guests at your party 

• Damaged property 

• Could get charged 

for underage 

drinking/serving 

alcohol to minors 

• Blood alcohol 

poisoning 

• Grounded by parents 

• Could get severely 

hurt or killed 


Page 58

Skipping 

School 

• Do not have to go to 

class 

• Fit in with your peer 

group 

Cheating • Adrenaline rush 

• Self-esteem booster 

Stealing • Adrenaline rush 

• Self-esteem booster 

(e.g., if youÕre 

stealing clothes) 

• Fit in with peer group 

Smoking • Fit in with peer group 

• Feel like you fit into 

the society as a 

whole since it seems 

like it is the norm 

• Enjoyable/feels good 

(after you get used to 

it) 

• Stress reliever (after 

you get use to it Ð it 

is actually a 

stimulant) 

• Better able to 

concentrate 

• Decreases food 

consumption 

Not using 

appropriate 

equipment 

for 

recreational 

activities or 

organized 

sport (e.g., 

helmets, 

wrist guards, 

kneepads, 

etc.) 

• Feel grown up 

• Adrenaline rush 

• Fit in with peer 

group, cheaper (e.g., 

do not have to buy 

equipment) 

• Fall behind in school 

• Miss out on fun new 

activities (e.g., guest 

speaker or field trips) 

• Could feel guilty 

• Fear of getting 

caught 

• Could feel guilty 

• Fear of getting 

caught 

• Expensive 

• Very harmful to your 

health in the short 

term and the long 

term 

• In order to fit in you 

may feel pressured to 

smoke 

• Smell (e.g., clothes, 

hair and body) 

• Stained fingers and 

teeth 

• Could get hurt or 

killed (e.g., head 

injuries) 

• Could get grounded 

• Could get suspended 

from school or 

possibly expelled 

• Could fail 


• Could fail or be 

suspended 



• Could get a criminal 

record 

• Addicted/dependent 

• Causes disease and 

death 

• May feel ostracised 

when around groups 

that do not smoke 


• Could be 

permanently injured 

Adapted with permission from Toronto Public Health, Party in the Right Spirit: Liability 

Workshop,2001. 


Page 59









Instructions: 

1. The class looks at different policies or laws that impact on health. These could 

include graduated licensing, smoking by-laws and legal drinking age. 

2. The teacher explains the topic for discussion, then asks students to determine their 

position on the topic. Identify corners of the room to represent various points of view 

(e.g., strongly agree, agree, disagree, strongly disagree, and the middle of the 

classroom for students who ÒdonÕt knowÓ where they stand on a topic or want to 

pass.). Ask each group to formulate a statement which supports their position. They 

are trying to persuade the ÒdonÕt knowÓ group to come and join them. 

3. The teacher assesses studentsÕ communication while they participate in the class 

discussion, using the communication rubric on page 6 and 7 (see Teacher/Student 

Resource- Communication Assessment Tool). 


Page 60

4. Violence and Risk Taking Behaviour 





Facts on Policies and/or Laws that Impact on Health 




Policy/Law Impact on Health 

Graduated Licensing: 

• Went into effect April 1 st , 1994. 

• Must be at least 16 years old to have a 

licence. 

• Must pass a vision test and the test for 

knowledge of the rules of the road and 

traffic signs. 

• Once passed Ð photograph taken. 

Receive G1 

• Must hold G1 for a minimum of 12 months 

prior to testing G1 road test. 

• Reduced to 8 months if approved driver 

education course completed. 

• Must be accompanied by a fully licensed 

driver with at least 4 years driving 

experience. 

• Cannot drive between midnight and 5 a.m. 

Receive G2 

• Must hold G2 for a minimum of 12 months 

prior to attempting G2 road test. 

• Must refrain from driving on OntarioÕs 400 

series highways or on high speed 

expressways. 

• 

For Both G1 and G2 

• Do not need to be accompanied by a driver. 

• Must maintain a zero blood alcohol level 

while driving. 

• Ensure the number of passengers in the 

vehicle are limited to the number of 

working seat belts. 

• Restricts novice driver exposure to Òlow 

riskÓ situations. 

• Graduated Licensing System (GLS) has 

reduced the rate of collision for all drivers. 

• The reduction in the rate of collision in 

novice drivers is approximately seven 

times greater than that observed for the 

general population since GLS began. 

• GLS has had a significant effect on the 

health of young drivers. 


Page 61


Seat Belts: 

• Provincial statue/ law in Ontario. 

• Highway Traffic Act- fine $110.00 and 2 

demerit points. 

Air Bags: 

• In Canada it is not mandatory for air bags 

to be installed, however when they are, 

they must meet specific safety regulations. 

• Motor vehicle manufacturers are 

developing ÒsmartÓ air bags, which possess 

2 thresholds of activation: one for a belted 

occupant, and a lower threshold for an 

unbelted occupant. 

• Some vehicles already have a manual cutoff 

switch that disables the passenger-side 

air bag. 

• Seat belts and air bags have been shown to 

reduce injury by 61% and hospitalization 

by 33%. 

• Seat belts accomplish this when used 

correctly by restraining car occupants 

during collisions. 

• There have been cases where occupants 

have been killed by seat belts but these are 

rare. 

• Most deaths and serious collision resulting 

in injuries happen in cars travelling under 

65 km/hr. Even in low speed, if a person is 

not wearing a seatbelt he/she hits the inside 

of the car with the force of many times 

his/her weight. 

• Helps the driver control the car in a crash. 

• Serious injuries occurring to passengers are 

often caused by being thrown into each 

other or thrown from the vehicle. 

• A seat belt can save your life by keeping 

you unhurt and alert, and allowing you to 

escape. 

• Less than one-half of one percent of all 

crashes result in fire or being submerged 

under water. 

• Statistics have shown that air bags save 

lives. 

• Air bags do not take the place of seat belts 

but reduce the forward movement of the 

upper torso and minimize impact. 

• Air bags provide protection in head on 

crashes. 

• There have been cases where occupants 

have been killed by air bags deploying, 

although these are rare. 

• Air bags can deploy in low speed head on 

collisions. 

• To reduce the risk of being injured, wear 

your seat belt, adjust front seats as far to 

the rear as possible to give the air bag as 

much room as possible to inflate. 

• You can be thrown out of the car therefore 

wear your full seat belt assembly. 


Page 62


Driving while impaired: 

• "Defined as a state where oneÕs ability to 

concentrate and respond to situations 

which occur while driving is reduced by 

the use of substances or negligent 

behaviour (e.g., alcohol, drugs, prescription 

medications, drowsiness, cell phone use, 

overcrowding)" Toronto Public Health, 

2001. 

• Effective September 30, 1998, drinking 

drivers have had to be more responsible for 

their actions. 

• Drivers who blow over the legal limit on a 

breathalyzer (.08) or refuse the test will 

lose their license for 90 days under the 

Administrative DriverÕs License 

Suspension (ADLS). 

• Drivers who have a conviction under the 

Criminal Code result in a suspension under 

the Highway Traffic Act. 

Consequences under 

the Highway Traffic 

Act 

1 st Offence: 1 yr. 

Suspension, Remedial 

Measures requirement 

2 nd Offence: 3 yr. 

License suspension, 

Remedial measures 

requirement 

3 rd Offence: lifetime 

license suspension, 

(reducible to 10 years 

if certain conditions 

are met) 

Minimum Penalties 

Under the Criminal 

Code 

1 st Offence: 3 month 

driving prohibition 

$300 fine 

2 nd Offence: 6 month 

driving prohibition 

$300 fine, 

14 day jail time 

3 rd Offence: 1 yr. 

Driving prohibition, 

$300 fine, 

90 day jail sentence 

• Policies/laws prohibiting impaired driving 

have been effective in reducing the rates of 

injury and death. 

• There is an increasing belief that cell 

phones increase the likelihood of injury 

and death when used while driving. 

• Some cities or state have banned the use of 

cell phones while driving. 

• Fact: Alcohol increases the risk of 

vehicular crash. 

• Fact: Alcohol increases the severity of 

traffic collisions. 


Page 63


Smoking by-law: 

• Many cities in North America have begun 

placing restrictions where individuals can 

smoke in public places to protect the public 

from being exposed to environmental 

tobacco smoke. 

For example, since June 1, 2001 TorontoÕs 

by-law prohibits smoking in public such as 

restaurants and dinner theatres unless it is 

done in an approved fully enclosed and 

separately ventilated designated smoking 

room that is not greater than 25% of 

occupiable space. See local city website to 

review local smoking by-laws. 

Tobacco Control Act: 

• Has been in effect in Ontario since 1994. 

• Municipalities, provincial governments and 

federal governments have laws relating to 

tobacco control. 

• The legal age to buy tobacco is 19 years 

old and acceptable forms of ID to show 

when purchasing tobacco include: Ontario 

drivers license, Canadian passport, 

Canadian citizenship card, age of majority. 

• It is illegal to buy or sell tobacco to minors. 

• Smoking is banned in schools and on 

school property. 

Legal Drinking Age: 

• Addressed under the Liquor License Act. 

• Provincial Statue 19 years old in Ontario. 

• By-laws of this kind have been successful 

in limiting the publicÕs exposure to 

environmental tobacco smoke in other 

regions where they have been implemented 

for several years as well as denormalizing 

smoking behaviour. 

• Limiting access of youth to tobacco is one 

element of a successful program aimed at 

reducing the rate of smoking. 

• ÒResearch has shown that enforcing the 

law restricting sales to minors and/or 

providing education can reduce the number 

of over the counter sales, and possibly the 

rate of smoking among young peopleÓ 

(Centre for Addiction and Mental Health, 

1999). 

• Youth get addicted to smoking if they can 

get cigarettes easily. 

• If youth have not started smoking by age 

20, there is less chance that they will not 

smoke at all. 

• The younger a person begins smoking, the 

greater the risk for developing the 

numerous illnesses and characteristics 

associated to smoking (e.g., decrease in 

physical fitness, early development of 

artery disease, a possible precursor to heart 

problems). 

• Raising the legal drinking age has been has 

been a factor in reducing the drinking and 

driving rates among youth (Centre for 

Addiction and Mental Health, 1999). 


Page 64






Resources (for Policies/Laws that Impact on Health) 

American Civil Liberties Union Briefing Paper Number 19www.aclu.org/library/pbp19.html 




Center for Addiction and Mental Health, Best Advice; Alcohol and Drug Prevention 

Programs for Youth: What Works? Toronto, 1999. 

Surgeon General of the United States, Report of the Reducing Tobacco Use: A report of 

the Surgeon General, National Center for Chronic Disease Prevention & Promotion; 

Atlantic Georgia, 2000. 

City of Toronto- www.city.toronto.on.ca/health 

Media Awareness Project- www.map.inc.org/drugsnews 

Ministry of Transportation of Ontario- www.mto.gov.on.ca 

Mothers Against Drunk Driving- www.madd.ca 

National Centre for Chronic Disease Prevention and Health Promotionwww.cdc.gov/tobacco 

ReaderÕs Digest Canada- www.readersdigest.ca/debate.html 

Transport Canada- www.tc.gc.ca/roadsafety 

Additional Resources: 

Canadians for Safe and Sober Driving /ADD 

Reference library, teens against drunk driving newsletter, kids on line activity page, and 

links to other web-sites dealing with impaired driving issues 

Contact: Tom Tumilty or John Hymers, Box 397, Station A, Brampton, Ont, L6V 2L3, 

(905) 793-7035. www.add.ca 

Canadian Health Network- www.canadian-health-network.ca 


Page 65

Canada Safety Council 

Provides a quiz -ÒSmashedÓ, safe driving tips on website main page, information about 

impaired and unsafe driving on website (Select ÒTrafficÓ from main page) www.safetycouncil.org 

Centre for Addiction and Mental Health 

Videos available on loan, print resources, drug education resources directory 

www.camh.net 

Health Canada 

Free pamphlets (12 Lousy Reasons for Riding with a Drinking Driver). www.hcsc.gc.ca/english/ 

Kids Help Line: 1-800-668-6868 

Liquor Control Board of Ontario (LCBO) 

Free posters and resources that raise awareness about the consequences of impaired and 

unsafe driving. www.lcbo.com 

Mothers Against Drunk Driving (M.A.D.D) 

Crash Course (multimedia presentation), Twenty-one Program (motivational media-video 

presentation), Close to Home (1hour audio-video presentation), videos, posters, 

pamphlets, booklets for a cost. www.madd.ca 

Ontario Community Council on Impaired Driving (OCCID) 

Quest speakers, posters, passports and public service announcement tape for schools 

www.occid.org 

Ontario Students Against Impaired Driving Inc. (OSAID) 

Call Me cards, Call Me contracts, guest speakers, posters, videos, CD ROM, fundraising 

information, lifeline newsletter. www.osaid.org 

Parents Against Drugs (PAD) 

Fact-sheets, pamphlets, videos, and an innovative peer-education package about alcohol, 

tobacco, cannabis and other drugs. www.3.sympatico.ca/pad/ 

Prevent Alcohol and Risk-related Trauma in Youth (P.A.R.T.Y Program) 

Video (Make The Good Times Last), Contract for Life, guest speakers, P.A.R.T.Y 

program-six hour program held at Sunnybrook and WomenÕs College Health Sciences 

Centre Contact: Sunnybrook and WomenÕs Health Sciences Centre, 2075 Bayview Ave., 

Room H259, North York, ON., M4N 3M5. (416) 480-5912 Fax: (416) 480-6865. 

Smart Risk Foundation 

Injury prevention information, Heroes Program-a multi-media presentation aimed at 

reducing the risk of injury related to alcohol use (approximately $2500 per day), speaker 

(injury survivor) at no cost. www.smartrisk.com 


Page 66

Smoking Help Line: 1-877-513-5333 

Transport Canada 

Smashed magazine (free), website information on impaired and unsafe driving 

www.tc.gc.ca/roadsafety/tp1535/smashed/index.htm 


Page 67






Instructions: 




1. The following activity may take 3-4 days to complete (two days of research and two 

assessment days). A computer lab with Internet access should be booked for the first 

day or two, in order for the students to research necessary background information. 

2. Provide students with the Student Resource (Worksheet) Reduce Personal Risk. 

Review the settings/situations (e.g. school, home, work, street, sports, biking, vehicle, 

vacation, etc.) and give examples of how the chart should be filled in. Have the 

students research and complete the following information for each topic: 

• list of potential hazards and risk involved 

• personal, legal, educational, and community programs that address the topics 

identified (e.g., safe schools act, graduated licensing, etc.) 

• assess and evaluate the effectiveness of these laws, policies, programs related to 

the topics identified 

• devise a strategy (plan) to minimize and/or reduce their risk of personal injury for 

each topic 

3. The summative evaluation will be completed using the Teacher/Student Resource 

(Assessment Tool) Reducing Personal Risk and the Teacher/Student Resource 

(Communication Assessment Tool) on page 6 and 7. Provide copies of the 

assessment tools for students. Students will be assessed on their ability to: 

• demonstrate, in a variety of settings, the knowledge and skills that reduce risk to 

personal safety 

• demonstrate the ability to minimize the risks of injury for adolescents 

• explain the advantages, disadvantages, and possible consequences of risk taking 

behaviour 

• describe how to determine whether a risk is worth taking or not 

4. The topics and the assessment tools should be given to the students during the 

introduction to the activity and the scenarios (see Teacher/Student Resource- Case 

Scenarios) will be presented to the students on the day of assessment. The 

assessment activity will take place on day 3-4. 


Page 68

5. Respond and Rotate Assessment Activity: To engage the students in the activity, 

divide the class into groups of five. The class will most likely consist of two sets of 

5-Group AÕs and 5-Group BÕs. Group A should place their chairs in a circle in the 

middle of the room, facing outward. Group B should place their chairs in an outer 

circle, facing the chairs of Group A. A different scenario is placed on each chair 

(facing down) of the middle circle. Ask the students in Group A to take their seats. 

These students will describe the scenarios and ask the questions. Students is Group B 

will sit in the outside circle and respond to the scenarios. Make sure the chairs-pairs 

are spread out so that the students cannot hear the response of their neighbour. At the 

end of each scenario (or time allotted by the teacher e.g., 5 minute /station), students 

in the outside circle will move clockwise to the next chair to begin the next scenario. 

This will continue until students have completed all five scenarios. Repeat the same 

activity with the students in Group A, using five new scenarios, the following day. 

6. To assess the activity the teacher needs to observe the responses of each student at 

any station. He/she may want to observe several stations if time permits. The teacher 

will use the Teacher/Student Resource (Assessment Tool) Reducing Personal Risk 

and the Teacher/Student Resource (Communication Assessment Tool) on page 6 and 

7 to determine the studentÕs ability to demonstrate the knowledge/skills to reduce 

personal risk/injury. The teacher may also choose to create a variety of new scenarios 

to be used. After completion of the assessment (if time permits), the class may 

discuss and share the best strategies that were presented. 


Page 69






Setting/ 

Situation 

Associated 

Hazards/ 

Risks 

Vehicle Accidents, 

unsafe cars, 

unsafe driving 

etc. 

Other 

transport 

-ation 

(e.g., 

bike, 

skate 

board, 

rollerblades) 

Sports 

Social 

(e.g., 

friends, 

parties, 

dance 

clubs, 

ÒraveÓ 

scene, 

dating) 

Reduce Personal Risk Student Worksheet 

Personal, 

Legal, 

Educational, 

Community 

Programs 




Effectiveness 

of Personal, 

Legal, 

Educational, 

Community 

Programs 

Personal 

Strategy to 

Minimize/ 

Reduce Risk 

of Injury 

Wearing 

seatbelts, 

defensive 

driving, 

regular 

maintenance, 

airbags 


Page 70 

Other 

Pertinent 

Information

Smoking 

Alcohol 

Illegal 

drugs 

Home 

Internet/ 

chat 

rooms 

Water 

activities 

(e.g., 

boating, 

swimming, 

diving, 

etc.) 

Other 


Page 71





Teacher/Student Resource (Case Scenarios) 

Risk Scenarios 




Scenario 1: You are on your way home from visiting a friend and your car breaks down. 

It is late and the area is not well known to you. Just as you are considering what to do, a 

car pulls up and a person gets outs. He approaches your car and asks if you want some 

help. What do you do and why? 

Scenario 2: You have moved into a new neighbourhood and have finally made a couple 

of new friends. They have invited you to a ÒfieldÓ party to celebrate the end of the school 

year. These friends seem to be fairly clean, however you know there will be others 

present who will be using drugs and alcohol. The party is in a large ravine located 2 km 

away from the school. What do you do and why? 

Scenario 3: Your friend has been involved in an internet chat line and has set up a double 

date for you to meet two other individuals. They want to meet at a dance club on the 

other side of town. The ÒmysteryÓ dates have also offered to pick you up at the local 

mall, if you cannot get your own transportation. What do you do and why? 

Scenario 4: You really need a summer job in order to save money for a car as well as 

college/university. There has been a job posting in the guidance office, outlining 

prerequisites for a job you would consider taking. You do not have all of the 

prerequisites. Your friend suggests that you just ÒfudgeÓ them on a resume and apply for 

the job. What do you do and why? 

Scenario 5: YouÕve been at a party all night and have noticed that your designated driver 

has been drinking throughout the night. Seven people were supposed to be driven home 

in the same car. Another option would be to walk home alone, crossing two large parks. 

What do you do and why? 

Scenario 6: You have a final paper due tomorrow. You have not started it. In order to 

disguise your incomplete work, you have told your teacher that you have already 

completed you research background and have found the topic quite interesting. You have 

been informed of an Internet website that has Òready-madeÓ essays on your topic. What 

do you do and why? 


Page 72

Scenario 7: You are hanging out at a friendÕs house in the basement. Some of your 

friends are smoking. It is too cold to go outside and your friends plan to stay there all 

night because they have invited some ÒpotentialÓ dates over. These are your best friends, 

however your asthma has been acting up the past couple of days. What do you do and 

why? 

Scenario 8: You are trying out for the school hockey team. You were in a tremendous 

rush getting ready for school and almost missed your bus. Grabbing your hockey bag, 

running out the door, you did not have time to check your equipment. You are now at the 

arena and realize that you do not have your helmet. The coach offers you the extra 

helmet, which does not fit snugly, nor does it have a chinstrap. You have also forgotten 

your mouth guard. The team will be chosen based on this final try-out. What do you do 

and why? 

Scenario 9: You have been in a relationship with an 18-year-old for 6 months. You are 

15 years old. You are at a party together and have had a couple drinks. You are feeling 

good and relaxed. You have been thinking about having sex with your partner for some 

time now and realize that the opportunity may arise tonight. Due to the spontaneity of 

the situation, you have not purchased any condoms. What do you do and why? 

Scenario 10: Your friends have asked you to come to the mall during your lunch period. 

You know that the walk to and from the mall will take longer than your allotted lunch 

period. They have been discussing ÒgettingÓ this great pair of jeans you know they 

cannot afford. What do you do and why? 

Scenario 11: You are 19 years old and have just passed your G1 license. It is July and a 

few of your friends are sitting around the pool at your house, relaxing. You have had 2 

beers. Suddenly, an announcement on the radio informs that free concert tickets, to your 

favourite group, will be given out for the next 30 minutes at a location 10 km away. In 

order to make that kind of timing, you must use one of the Ò400Ó level highways. You 

are the only one with a car. What do you do and why? 

Scenario 12: You have just spent a fabulous day at a friendÕs cottage playing beach 

volleyball and Frisbee. Due to the extreme heat, quite a bit of beer has been consumed 

over the course of the afternoon. The games have just ended and your host has invited 

the group (7 people) to take a quick spin around the lake in the family 4-seater motorboat. 

Everyone is excited about going. What do you do and why? 


Page 73









Summative Evaluation Rubric- Reducing Personal Risk 

Categories Criteria Level 1 Level 2 Level 3 Level 4 

Knowledge/ Identify the Identifies Identifies some Identifies a Identifies a 

Understand 

-ing 

specific 

hazards/ risks 

to personal 

injury 

limited 


to personal 

injury 


to personal 

injury 

considerable 

list of hazards/ 

risks to 

personal injury 

thorough list of 


to personal 

injury 

Identify the Identifies Identifies some Identifies Identifies a 

personal, limited personal, legal, considerable thorough list of 

legal, 

educational, 

community 

programs 

related to the 

scenario 

situation 

personal, legal, 

educational, 

community 

programs 


scenario 

situation 

educational, 

community 

programs 


scenario 

situation 


educational, 

community 

programs 


scenario 

situation 


educational, 

community 

programs 


scenario 

situation 

Thinking/ Assess and Assesses and Assesses and Assesses and Assesses and 

Inquiry evaluate the 

effectiveness 

of the laws, 

policies, 

programs 

designed to 

reduce/ 

minimize 

risk/injury 

evaluates the 

effectiveness of 

the laws, 

policies, 

programs 

designed to 

reduce/ 

minimize 

risk/injury to a 

limited degree 

evaluates the 


the laws, 

policies, 

programs 

designed to 

reduce/ 

minimize 

risk/injury to 

some degree 

evaluates the 


the laws, 

policies, 

programs 

designed to 

reduce/ 

minimize 


considerable 

degree 

evaluates the 


the laws, 

policies, 

programs 

designed to 

reduce/ 

minimize 


high degree 

Apply Applies Applies Applies Applies 

strategies strategies to strategies to strategies to strategies to 

(including 

complete list 

of knowledge 

and skills 

necessary) to 

address 

and/or 

minimize risk 

of injury 

address and/or 

minimize risk 

of injury to a 

limited degree 


minimize risk 

of injury to 

some degree 


minimize risk 


considerable 

degree 


minimize risk 


high degree 


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Grade 11 Healthy Active Living Education Additional Supports ...

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