Aktivitetsoversigt
At have en spiseforstyrrelse er ikke et valg. En spiseforstyrrelse er en mestringsmekanisme, der bruges, når nogen oplever et tab af kontrol over forskellige aspekter af deres liv. Når mennesker ikke har kontrol over aspekter i deres liv, vil de søge noget for at genvinde den følelse af kontrol igen. De kan ikke kontrollere skoleopgaver, forældres forventninger eller deres tidsplan. En ting, de kan kontrollere, er deres vægt. Denne følelse af at få kontrol over noget kan være deres måde at tackle de andre stressfaktorer på. Undervisning i sunde mestringsevner vil hjælpe med at lindre presset til kontrol.
I denne aktivitet opretter de studerende et storyboard, der illustrerer en usund og en sund mestringsstrategi til bekæmpelse af ukontrollerbare stressfaktorer. Bed eleverne om at brainstorme ting, der stresser dem. Derefter bed dem om at tænke på forskellige måder, de kan lindre stress på en sundere måde. At lytte til musik, socialisere sig, prioritere deres tid, slappe af eller fysisk aktivitet er svar, du måske hører. At få studerende til at vise, hvordan en spiseforstyrrelse kun midlertidigt kan lindre stress, mens den forårsager flere andre problemer, er hovedmålet med denne aktivitet. Det er vigtigt at advare eleverne mod at skabe forstyrrende scener, der kan være en trigger for dem selv eller andre.
Skabelon og Klasse Instruktioner
(Disse instruktioner kan tilpasses fuldstændigt. Når du har klikket på "Kopiér aktivitet", skal du opdatere instruktionerne på fanen Rediger i opgaven.)
Studentinstruktioner
Vis din forståelse af, hvordan mennesker, der lider af en spiseforstyrrelse negativt tilpasser sig stress.
- Klik på "Start tildeling".
- Kom med tre hverdagslige stressfaktorer. De skal være ude af kontrol med hovedpersonen.
- Opret et billede af disse stressfaktorer i den første celle i hver række, inklusive en titel på temaet (række) og etiket (kolonne).
- Opret et billede af en person, der bruger en spiseforstyrrelse som en måde at tackle den stress i den anden celle i hver række, mens du mærker den 'Usundt Cope'. Sørg for at bruge skolens passende indhold.
- Lav derefter en sund mestringsstrategi i den tredje kolonne med 'Sund coping' som etiket.
- Til sidst med en kort beskrivelse under hver celle, der forklarer, hvad der sker for stressoren, hvorfor den usunde mestring er farlig, og uddyb den sunde mestring.
- Gem og send opgaven.
Lektionsplan Reference
Rubrik
(Du kan også oprette din egen på Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Aktivitetsoversigt
At have en spiseforstyrrelse er ikke et valg. En spiseforstyrrelse er en mestringsmekanisme, der bruges, når nogen oplever et tab af kontrol over forskellige aspekter af deres liv. Når mennesker ikke har kontrol over aspekter i deres liv, vil de søge noget for at genvinde den følelse af kontrol igen. De kan ikke kontrollere skoleopgaver, forældres forventninger eller deres tidsplan. En ting, de kan kontrollere, er deres vægt. Denne følelse af at få kontrol over noget kan være deres måde at tackle de andre stressfaktorer på. Undervisning i sunde mestringsevner vil hjælpe med at lindre presset til kontrol.
I denne aktivitet opretter de studerende et storyboard, der illustrerer en usund og en sund mestringsstrategi til bekæmpelse af ukontrollerbare stressfaktorer. Bed eleverne om at brainstorme ting, der stresser dem. Derefter bed dem om at tænke på forskellige måder, de kan lindre stress på en sundere måde. At lytte til musik, socialisere sig, prioritere deres tid, slappe af eller fysisk aktivitet er svar, du måske hører. At få studerende til at vise, hvordan en spiseforstyrrelse kun midlertidigt kan lindre stress, mens den forårsager flere andre problemer, er hovedmålet med denne aktivitet. Det er vigtigt at advare eleverne mod at skabe forstyrrende scener, der kan være en trigger for dem selv eller andre.
Skabelon og Klasse Instruktioner
(Disse instruktioner kan tilpasses fuldstændigt. Når du har klikket på "Kopiér aktivitet", skal du opdatere instruktionerne på fanen Rediger i opgaven.)
Studentinstruktioner
Vis din forståelse af, hvordan mennesker, der lider af en spiseforstyrrelse negativt tilpasser sig stress.
- Klik på "Start tildeling".
- Kom med tre hverdagslige stressfaktorer. De skal være ude af kontrol med hovedpersonen.
- Opret et billede af disse stressfaktorer i den første celle i hver række, inklusive en titel på temaet (række) og etiket (kolonne).
- Opret et billede af en person, der bruger en spiseforstyrrelse som en måde at tackle den stress i den anden celle i hver række, mens du mærker den 'Usundt Cope'. Sørg for at bruge skolens passende indhold.
- Lav derefter en sund mestringsstrategi i den tredje kolonne med 'Sund coping' som etiket.
- Til sidst med en kort beskrivelse under hver celle, der forklarer, hvad der sker for stressoren, hvorfor den usunde mestring er farlig, og uddyb den sunde mestring.
- Gem og send opgaven.
Lektionsplan Reference
Rubrik
(Du kan også oprette din egen på Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
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