UNIT 1 PACKET PART 1
NAME: ___________________________________
HOUR: ___________
DATE: _________
ABOUT ME POEM
1
NO: ______
• Line 1 – First Name
• Line 2 – sister/brother of (name brothers and sisters first names)
• Line 3 – Who Loves . . . (list 3 different things – person, place or things)
• Line 4 – Who Fears . . . (list 3 different things – person, place or things)
• Line 5 – Who Feels _____ when _______ . . . (list 3 different things)
• Line 6 – Who would like to see . . . (list 3 different things – person, place or things )
• Line 7 – Last Name
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
2
Chapter 1: Making Healthy Decisions
5 ASPECTS OF HEALTH
Physical Health:
______________________________________________________
______________________________________________________
Mental Health:
______________________________________________________
______________________________________________________
Emotional Health:
______________________________________________________
______________________________________________________
Social Health:
______________________________________________________
______________________________________________________
Moral Health:
______________________________________________________
______________________________________________________
On a scale of 1-5, rate where you believe you are in each of the 5 aspects of health. 1 = low and 5 = high
Physically:
1
2
3
4
5
Reason: ____________________________________________________________________________________
Mentally:
1
2
3
4
5
Reason: ____________________________________________________________________________________
Emotionally:
1
2
3
4
5
Reason: ____________________________________________________________________________________
Socially:
1
2
3
4
5
Reason: ____________________________________________________________________________________
Morally:
1
2
3
4
5
Reason: ____________________________________________________________________________________
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
Chapter 1: Making Healthy Decisions
3
HEALTH: ______________________________________________________________________
the HEALTH CONTINUUM
___________________________________________________________________
On the line above, plot where you fall on the Health Continuum and give a short explanation why…
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
LIFE EXPECTANCY __________________________________________________
____________________________________________________________________
QUALITY OF LIFE ____________________________________________________
____________________________________________________________________
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
Chapter 1: Making Healthy Decisions
HOMEWORK:
CHAPTER 1 VOCABULARY T-CHART
4
VOCABULARY WORD
DEFINTION OF WORD
EXAMPLE OF THE VOCABULARY
WORD
HEREDITY
All the traits passed biologically from
parent to child
Skin color and eye color
GENDER
ENVIRONMENT
CULTURE
MEDIA
HABIT
RISK FACTOR
PREVENTION
VALUES
ACTION PLAN
ADVOCACY
HEALTH LITERACY
Chapter 1 quiz: You will be able to use your packet … all information done up until this point may be on the quiz
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
5
DECIDE PROCESS
JOURNALS
1. List all of the decisions you made today from the time you woke up until the time you arrived at school.
Select one decision from your list and describe the process you used to make that decision (use full
sentences).
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
2. What do you spend your time doing? What do you spend your money on? What do you argue about?
TIME: ____________________________________________________________________________________________________________________
MONEY: _________________________________________________________________________________________________________________
ARGUE: __________________________________________________________________________________________________________________
3. Describe a time that was undesirable and that you wish you could have fast forwarded through.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
CLICK – movie notes
List all decisions that Adam Sandler decided to fast forward through during the video:

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
6
Chapter 1: Making Healthy Decisions
D – E – C – I – D – E Process
Scenario: What should Susie Do?
Susie and her family just moved to a new town. Susie is lonely and doesn’t seem to be making any new friends.
She finally met a group of girls at lunch and they have asked her to go to a party with them on Friday night. Susie
was having a great time at the party until her new friends started to smoke some cigarettes. They asked her to join
them and Susie does not know what to do. These are the only friends that Susie has made 
Define the problem
Possible Action
(list below using #1-4)
Explore the Alternatives
Positive Consequences
of this action
Negative Consequences
of this action
1.
Consider the
Consequences
2.
3.
Identify your Values
Decide and Act
Evaluate the Results
Just remember… after you make a decision and the scenario plays out, you will
always evaluate what had happened and what you would have done the same or could
have done different for the ultimate outcome.
While you’re deciding consider…
 Is it safe, legal and healthy?
 Does it respect me and others?
 Does it follow my parent’s guidelines?
If your answer to any to any of the questions is…
NO: You may suffer the unhealthy consequences!
YES: Then it is probably a healthy choice to make
Activities: Crystal Ball – Trapped – Marshmallow Tower – Skittle Activity
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
7
Chapter 2: Personality, Self-Esteem, and Emotions
PERSONALITY: __________________________________________________________________________________
_________________________________________________________________________________________________
PERSONALITY IS DESCRIBED AS TRAITS THAT DEPICT HOW PEOPLE BEHAVE, RELATE TO OTHERS, AND REACT TO CHANGE
TRAIT
DESCRIPTION (page 30-31)
introvert
extrovert
agreeable
disagreeable
conscientious
disorganized
stable
unstable
open to new
experiences
close minded
Comfortable spending time on their own
Where do you stand after the quiz?
Where do you think you stand?
Closed minded
Open to new experiences
Disorganized
Conscientious
Introvert
Extrovert
Disagreeable
Agreeable
Where do you think you stand?
Calm/Relaxed
Nervous / High-Strung
www.outofservice.com/bigfive/
Closed minded
Open to new experiences
Disorganized
Conscientious
Introvert
Extrovert
Disagreeable
Agreeable
Calm/Relaxed
Nervous / High-Strung
Stages of Personality Development (page 34-35)
STAGE
Birth to 18 months
DESCRIPTION
Learns to trust other people
18 months – 3 years
Starts to gain control
3 – 6 years
Starts to plan own activities
6 – 12 years
Learns the skills they will need as an adult
12 – 19 years
Become more familiar with sense of self
20 – 65+ years
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
- establish close bonds with others
- help others learn and grow
- reflection takes place
FETIG/STRYCZEK/HORSCH/JOHNSON
8
Chapter 2: Personality, Self-Esteem, and Emotions
SELF – ESTEEM:
____________________________________________
ACTIVITY: THINK * PAIR * SHARE
WITH A PARTNER FILL IN WHAT YOU THINK ARE THE BENEFITS OF HIGH SELF-ESTEEM AND RISKS OF LOW SELF-ESTEEM
BENEFITS OF HIGH SELF-ESTEEM
RISKS OF LOW SELF-ESTEEM
Self –Esteem is not a CONSTANT. It can increase or decrease throughout your life depending on your interactions
with family, friends, and the community. On average, self-esteem drops in elementary and high school, increases
gradually during adulthood, and decreases again during the end of life.
On the line below, place an X where you feel your self-esteem was when you were in elementary school,
put an O where you think your self-esteem is currently in high school and put a box where you think your
parents are on the self-esteem continuum.
Low self esteem
High self esteem
 ------------------------------------------------------------------------------------------------------------------------------------ 
Why do you think your self-esteem changed from middle school to high school? What contributed to the change?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What impact do your parents have on your self-esteem?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Activities: Apple Demonstration – UNPRETTY by TLC – How Elephants are trained
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
9
How Baby Elephants Are Trained
Elephants in captivity are trained, at an early age, not to roam. One leg of a baby elephant is tied with a rope to a wooden post planted
in the ground.
The rope confines the baby elephant to an area determined by the length of the rope. Initially the baby elephant tries to break free from
the rope, but the rope is too strong.
The baby elephant "learns" that it can't break the rope.
When the elephant grows up and is strong, it could easily break the same rope. But because it "learned" that it couldn't break the rope
when it was young, the adult elephant believes that it still can't break the rope, so it doesn't even try!
Humans operate in a similar way. We learned something about ourselves at an early age and still believe it as an adult. Even though
it may not be true, we operate as if it is.
Fortunately, humans are born with the ability to make conscious choices - an important step in changing how you perceive yourself.
What Do You Believe?
1. Write the beliefs you learned about yourself when you were young from your…..
a. Mother:
b. Father:
c. Siblings:
d. Friends:
e. Teachers:
2. Which of these messages continue to dominate your thoughts today?
3. Which messages support and which messages detract your confidence, happiness and satisfaction?
4. Which messages do you want to change to improve your self esteem?
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
Chapter 2: Personality, Self-Esteem, and Emotions
HOMEWORK:
CHAPTER 2 VOCABULARY T-CHART (PG 30-41)
VOCABULARY WORD
DEFINTION OF WORD
10
EXAMPLE OF THE VOCABULARY WORD
PERSONALITY
PSYCHOLOGIST
MODELING
PEER GROUP
IDENTITY
SELF-ESTEEM
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
11
Chapter 2: Personality, Self-Esteem, and Emotions
“How Am I Perceived”
PARENT QUESTIONS
Interview your parent and write their answers to the questions on this sheet of paper. If your parents are not available to be
interviewed please have them complete the questions on their own. Do not comment on if they are right or wrong during the
interview. After the interview is over, discuss what answers were right and what answers was wrong.
Question for Parent
Parent’s Answer
Check if
correct
What are five words that best describe me ( your child)?
What are two things that upset me (your child)?
What are my (your child’s) out of school activities?
What are my (your child’s) three wishes for success this year?
What are two of my (your child’s) strengths in or out of school?
What is my (your child’s) favorite T.V. show?
I (your child) learn best when:
A. reads information on their own
B. listens to explanations
C. does experiments or projects
What is my (your child’s) favorite food/restaurant?
What is one thing that I (your child) will never forget about
elementary school?
What are two reasons why my (your child’s) friends like him/her?
What teacher made a difference in my (your child’s) life and why?
What are my (your child’s) pet-peeves?
What is my (your child’s) favorite flavor of ice cream?
Who is the person that I (your child) admires/looks up to as a role
model?
1. Are you satisfied by how your parents perceive you? Yes or No because ____________________________________
_______________________________________________________________________________________________
2. Why do you think that your parent’s perceive you this way? _______________________________________________
_______________________________________________________________________________________________
3.
How does your parent’s perception of you affect your self-esteem and personality? ____________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
12
“How Am I Perceived”
FRIEND QUESTIONS
Interview your parent and write their answers to the questions on this sheet of paper. If your parents are not available to be
interviewed please have them complete the questions on their own. Do not comment on if they are right or wrong during the
interview. After the interview is over, discuss what answers were right and what answers was wrong.
Question for Friend
Friend’s Answer
Check if
correct
What are five words that best describe me?
What are two things that upset me?
What are my out of school activities?
What are two things I want to do this year?
What are two of my strengths in or out of school?
What is my favorite T.V. show?
I learn best when:
A. reads information on their own
B. listens to explanations
C. does experiments or projects
What is my favorite food/restaurant?
What is one thing that I will not forget about last summer?
What are two reasons why people like me?
What teacher made a difference in my life and why?
What are my pet-peeves?
What is my favorite flavor of ice cream?
Who is the person that I admires/looks up to as a role model?
1. Are you satisfied by how your friends perceive you? Yes or No because ____________________________________
_______________________________________________________________________________________________
2. Why do you think that your friend’s perceive you this way? _______________________________________________
_______________________________________________________________________________________________
3.
How does your friend’s perception of you affect your self-esteem and personality? ____________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
LETTER TO MYSELF
Name: ___________________________
Graduation Year: ____________
13
ID Number: ____________
My closest friends are: ____________________________________________________________________
The three things that I like to do in my spare time are:
1.
________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
I perceive myself as: ______________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
I would describe my family life as: ____________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
My biggest fear is: _______________________________________________________________________
My greatest accomplishment was when: ________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
My favorite part of high school, so far, is: ______________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
My favorite teacher is: ____________________________________________________________________
I chose this teacher because: _________________________________________________________
________________________________________________________________________________
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
LETTER TO MYSELF
14
The activities I am involved in this year are: ____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
I would like to achieve the following by the time I graduate (think personal, academically, socially and family):
1.
________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
5. ________________________________________________________________________________
My post-secondary plans are: _______________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
I would like to accomplish in life:
1.
________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
5. ________________________________________________________________________________
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
UNIT 1 PACKET PART 2
NAME: ___________________________________
HOUR: ___________
15
DATE: _________
NO: ______
Chapter 3: Managing Stress
Stress: _____________________________________________________________________________
Eustress: ___________________________
ex: ______________________________
Distress: ____________________________
ex: ______________________________
Causes of Stress are known as STRESSORS
Think * Pair * Share
With a partner please list examples of each major stressor; try to put an example at each point of the circle (page 57-59).
Graduating from high school
MAJOR LIFE
CHANGES
Hurricanes
CATASTROPHES
Forgetting Lunch Money
Overcrowded School Bus
EVERYDAY
PROBLEMS
Heat Wave
ENVIRONMENTAL
PROBLEMS
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
Chapter 3: Managing Stress
Alarm Stage - Fight – or – Flight (pg. 61)
16
Pupils widen
All _______________________ trigger the same ___________________________________.
However the ________________________ of the response will vary with each situation.
Stressors that last for weeks, months or years on end may cause the body to experience the resistance or
exhaustion stage of stress. Which possible long term stressors could have this effect on the body?
Example: Divorce
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
CH 1-3 TEST: You will be able to use your packet … all information done up until this point may be on the TEST
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
MENTAL / EMOTIONAL DISORDERS PROJECT
17
You, along with a partner or two, will be assigned one of the following topics. Once assigned the topic you must create a
poster that teaches the class about your topic using words and drawings relative to the topic. Please make sure that all
the information on the poster comes from the book or the article that you have been given.
MENTAL/EMOTIONAL
DISORDERS
WHERE TO FIND
THE DISORDER
Alcoholism
pg. 388
impulse control
pg. 87
Schizophrenia
pg. 86
Seasonal affective disorder
pg. 107
Bipolar disorder
article
Depression
article
Obsessive-compulsive
disorder
pg.85
Post-traumatic stress disorder
pg.85
Anxiety
article
Panic attacks
pg.85
UNIT 1
FACT 1 ABOUT THE DISORDER
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FACT 2 ABOUT THE DISORDER
FETIG/STRYCZEK/HORSCH/JOHNSON
MENTAL / EMOTIONAL DISORDERS PROJECT
18
You, along with a partner or two, will be assigned one of the following topics. Once assigned the topic you must create a
poster that teaches the class about your topic using words and drawings relative to the topic. Please make sure that all
the information on the poster comes from the book or the article that you have been given.
MENTAL/EMOTIONAL
DISORDERS
WHERE TO FIND
THE DISORDER
phobias
pg.84
Alzheimer’s disease
pg.535
Personality disorders
pg.88
Autism
article
Hoarding
article
Attention deficit (hyperactivity)
disorder
pg.82
Learning disabilities
Article
Sleeping disorders
pg.365
Tourette syndrome
Article
Self-Injury
pg.96
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FACT 1 ABOUT THE DISORDER
FACT 2 ABOUT THE DISORDER
FETIG/STRYCZEK/HORSCH/JOHNSON
Chapter 4: Mental Disorders and Suicide
MENTAL / EMOTIONAL DISORDERS PROJECT
19
You, along with a partner or two, will be assigned one of the following topics. Once assigned the topic you must create a
poster that teaches the class about your topic using words and drawings relative to the topic. Please make sure that all the
information on the poster comes from the book or the article that you have been given.
BRAINSTORM WORKSHEET
NAME OF DISORDER: ______________________________________________________________________________
What is the disorder?
Signs/Symptoms (what can you see/what the person feels): _______________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Description (how does it affect the body): _____________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Three interesting facts/statistics
- _____________________________________________________________________________________________
_____________________________________________________________________________________________
- _____________________________________________________________________________________________
_____________________________________________________________________________________________
- _____________________________________________________________________________________________
_____________________________________________________________________________________________
Can this disorder be treated? (write only what is relative to your disorder, some disorders may not have treatments)
Therapy: _______________________________________________________________________________________
Medication: _____________________________________________________________________________________
Coping techniques: ______________________________________________________________________________
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
MENTAL / EMOTIONAL DISORDERS PROJECT rubric
CATEGORY
10
Use of Class Time
Used time well during
each class period.
Focused on getting the
project done. Never
distracted others.
Required Elements
The poster includes all
required elements as
well as additional
information.
Content - Accuracy
Attractiveness
Spelling
UNIT 1
8
6
4
Used some of the time
Used time well during
well during each class
each class period.
period. There was some Did not use class time to
Usually focused on
focus on getting the
focus on the project OR
getting the project done
project done but
often distracted others.
and never distracted
occasionally distracted
others.
others.
All required elements
are included on the
poster.
All but 1 of the required
elements are included
on the poster.
At least 7 accurate facts
5-6 accurate facts are
3-4 accurate facts are
are displayed on the
displayed on the poster. displayed on the poster.
poster.
The poster is
The poster is attractive
exceptionally attractive in
in terms of design,
terms of design, layout,
layout and neatness.
and neatness.
There are no spelling
mistakes on the poster.
20
There is 1 spelling
mistake on the poster.
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
Several required
elements were missing.
Less than 3 accurate
facts are displayed on
the poster.
The poster is acceptably
attractive though it may
be a bit messy.
The poster is
distractingly messy or
very poorly designed. It
is not attractive.
There are 2 spelling
mistakes on the poster.
There are more than 2
spelling mistakes on the
poster.
FETIG/STRYCZEK/HORSCH/JOHNSON
Chapter 4: Mental Disorders and Suicide
EATING DISORDERS
BULIMIA:

21
______________________________________________________________________________
Binging - _______________________________________________________________________
Purging - _______________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
ANOREXIA:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
BINGE EATING DISORDER:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
VIDEO: EATING DISORDER DOCUMENTARY
List 3 signs of an eating disorder that were displayed in the video:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
Chapter 4: Mental Disorders and Suicide
EATING DISORDER REVIEW CHART
Pages 90-93
DISORDER
ANOREXIA NERVOSA
BULIMIA
22
BINGE EATING DISORDER
DEFINITION
HEALTH RISKS
POSSIBLE CAUSES
TREATMENT
EATING DISORDER QUIZ – NO NOTES WILL BE ALLOWED
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
23
SUICIDE
Suicide: _____________________________________________________________________________
Suicide affects: _______________________________________________________________________
Cluster Suicide: ______________________________________________________________________
6 Risk Factors for Suicide:
1.
2.
3.
4.
5.
6.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Myths of Teen Suicide






Teenagers who talk about attempting suicide are doing it for attention.
All teenagers who are suicidal are depressed.
Suicidal people really want to die, so there is no way to stop them.
Talking about suicide will cause a student to attempt suicide.
If a person really wants to kill himself/herself, no one has the right to stop him or her.
Once a person is suicidal, they’re suicidal forever.
Warning Signs of Suicide
Verbal
Signs
Behavioral
Signs
Situational
Signs
UNIT 1












CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON
24
WHEN A FRIEND OR SOMEONE YOU KNOW IS THINKING ABOUT SUICIDE …
DO …
* Trust your feelings
DON’T …
* Take the threats seriously
* Dare the person to go ahead with the
suicide attempt
* Listen carefully
* Judge the person
* Say how concerned you are
* Talk calmly
* Involve a trusted adult
* Stay (in person or on the phone) until
help arrives
* Analyze the person’s motives
* Argue or offer reasons not to attempt
suicide
* Leave the person alone
Your friend Bryan has shown some signs of clinical depression for over a month. You are worried about
Bryan, but he refuses to talk to you about his feelings or his intentions. You are worried that he may be
considering suicide, answer the following questions.
What could you do to help Bryan? ________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What could you say to help Bryan? _______________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Illinois Suicide and Crisis Hotline 1-800-SUICIDE (1-800-784-2433)
National Suicide Prevention Lifeline 1-800-273-TALK (1-800-273-8255)
Self-Injury Hotline 1-800-DONTCUT (1-800-366-8288)
UNIT 1
CHAPTER 1, CHAPTER 2, CHAPTER 3 AND CHAPTER 4
FETIG/STRYCZEK/HORSCH/JOHNSON