Grade 11 Healthy Active Living Education Additional Supports ...

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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. Grade 11 Healthy Active Living Education (PPL30), Module #2 Positive Mental Health and Stress Page 83
Positive Mental Health and Stress Public Profile Unit #3 Activity #4 Teaching Learning Strategy #6 Teacher/Student Resource Catholic Profile Unit #5 Activity #3 Teaching Learning Strategy #6 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. Grade 11 Healthy Active Living Education (PPL30), Module #2 Positive Mental Health and Stress Page 84
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Grade 11 Healthy Active Living Educ
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Teaching Health Education The Healt
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Sharon Broughton, Toronto Public He
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Healthy Relationships and Sexuality
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8. Women who smoke are more likely
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ii) Alcohol The use of alcohol: •
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• progesterone released by the ov
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Nutrition Matters. Women, Folic Aci
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Prenatal � Best Start Community A
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D. What issues do people need to de
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Trust Trust is the foundation of a
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o Fair Fighting (Arguments are a no
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Adapted with permission from "Ontar
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Issues for Discussion (Teacher Note
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STAGES DISCUSSION TOPICS TALK TO YO
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homophobia can decrease the person
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Student Resource (Prevention Activi
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Positive Mental Health and Stress P
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A psychologist named Abraham Maslow
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10. When sad things happen to me or
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These scores reflect the strength w
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Teacher Resource (Overheads) Mental
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Teacher Resource (Overheads) Mental
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Other Changes New Home Parents Rema
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Coping Mechanisms The following are
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Initiative Approach to Learning Do
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Environmental Supports • Youth Dr
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Understanding Risk Taking Behaviour
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Violence and Risk Taking Behaviour
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Skipping School • Do not have to
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4. Violence and Risk Taking Behavio
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Policy/Law Impact on Health Driving
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Smoking Help Line: 1-877-513-5333 T
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5. Respond and Rotate Assessment Ac
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Smoking Alcohol Illegal drugs Home
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Scenario 7: You are hanging out at
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