Page 109 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Personal Safety and Injury Prevention
C3.2 identify warning signs and symptoms that could be related to mental health concerns
(e.g., inability to cope with stress; feelings of sadness, anxiety, hopelessness, or worthlessness; negative thoughts about oneself, others, and the future; thoughts of suicide), and describe a variety of strat- egies for coping with or responding to mental health concerns affecting oneself or others (e.g., stress and mood management techniques, identifying ways to seek help for oneself or a friend/ classmate, supporting others who are struggling with their emotional well-being) [PS, IS]*
Teacher prompt: “What are some warning signs that might indicate that someone is not doing well mentally or emotionally? What kind of support can you suggest if you see these signs in a friend?”
Students: “People struggling with mental or emotional difficulties may withdraw from relationships, have trouble sleeping or eating, or respond to situations differently from the way they usually do. If a person talks about having suicidal thoughts, take them seriously, even if they pass it off as a joke. Talk of suicide may be a call for help. Suicidal thoughts and behaviours should not be kept secret. It is very important to tell a trusted adult about your concern. This is too big to handle alone. You are being a good friend when you seek help.” “Sources of support include teachers, health professionals, religious leaders, community elders, traditional healers, family members, community health care services, telephone help lines, and credible and accurate websites.”
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Teacher prompt: “Stress can be both helpful and harmful. It can motivate you for a
big game or a recital or exam, but it can also impair your ability to concentrate, solve problems, or attain goals. How we cope with stress can have a considerable effect on
our mental health and well-being. One of the most important strategies is making healthy choices and developing healthy habits – getting enough sleep, following healthy eating practices, and staying physically active. What other strategies could we suggest to someone who is trying to cope with stress?”
Student: “Figuring out what is stressing you is the first step in learning how to minimize stress. Take control of what you have to do. Decide what’s most important and what you can let go of. Accept yourself as you are, identify your strengths and build on them, but realize that no one is perfect. Replace negative thoughts with more balanced thoughts. Schedule breaks and fun activities such as music, art, physical activity, reading, gardening, or cooking. Socialize with people who are upbeat. Practise relaxation techniques, such as yoga, deep breathing, progressive muscle relaxation, or meditation.”
Teacher: “Worrying about pressures is a normal and expected part of life, but it’s not nor- mal to have persistent feelings of worthlessness, to stop enjoying activities, or to feel as if nothing good will ever happen to you. If you have these feelings and they don’t go away, it is very important to seek help. In our school and community, for example, you can talk to someone you have a good connection with – a teacher, guidance counsellor, or the principal. We all care and would want to help you. You might also seek help from your family, a religious leader, coach, or family doctor. Kids Help Phone (1-800-668-6868) has experienced counsellors you can talk to anonymously 24/7. They also have an app.”
C3.3 describe skills and strategies (e.g., communication, social, refusal, adaptive, and coping skills, con- flict resolution strategies) that can be used to prevent or respond to situations of verbal, physical, and social bullying and sexual harassment (e.g., gender-based violence, dating violence, domestic violence, homophobic comments, racial teasing or conflict, weight-based teasing, ostracising behaviour, coercive behaviour, inappropriate sexual behaviour) [PS, IS, CT]
* Discussions about mental health and suicide should be approached with caution and sensitivity. See pages 5, 39–40, and 42–43 for further information.
HEALTHY LIVING
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Healthy Active Living Education
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