Pregled Aktivnosti
Poremećaj prehrane nije izbor. Poremećaj prehrane mehanizam je suočavanja koji se koristi kada netko doživljava gubitak kontrole nad različitim aspektima svog života. Kada ljudi nemaju kontrolu nad aspektima u svom životu, posegnuti će za bilo čim da bi ponovo dobili taj osjećaj kontrole. Ne mogu kontrolirati školske zadatke, roditeljska očekivanja ili njihov raspored. Jedna stvar koju mogu kontrolirati je njihova težina. Ovaj osjećaj preuzimanja kontrole nad nečim može biti način suočavanja sa ostalim stresorima. Podučavanje zdravih vještina suočavanja pomoći će u oslobađanju pritiska od kontrole.
U ovoj aktivnosti, studenti će stvoriti ploču s knjigama koja ilustrira nezdravu i zdravu strategiju suočavanja s borbom protiv nekontroliranih stresora. Zamolite studente da razmišljaju o stvarima koje ih stresu. Zatim ih zamolite da razmisle o različitim načinima na koji će se zdraviji način osloboditi stresa. Slušanje glazbe, druženje, davanje prioriteta njihovom vremenu, opuštanje ili fizička aktivnost odgovori su koje možete čuti. Pošto učenici pokažu kako poremećaj prehrane može samo privremeno osloboditi stresa, a istovremeno uzrokuje nekoliko drugih problema, glavni je cilj ove aktivnosti. Važno je upozoriti učenike da stvaraju uznemirujuće prizore koji bi mogli biti okidač sebi ili drugima.
Upute o Predlošku i Klasi
(Ove su upute potpuno prilagodljive. Nakon što kliknete "Kopiraj aktivnost", ažurirajte upute na kartici Uredi zadatka.)
Upute za studente
Dokažite svoje razumijevanje kako se ljudi koji pate od poremećaja prehrane negativno prilagođavaju stresu.
- Kliknite "Pokreni dodjelu".
- Osmislite tri svakodnevna stresa. Moraju biti izvan kontrole glavnog lika.
- Napravite vizualni prikaz tih stresora u prvoj ćeliji svakog retka, uključujući naslov teme (redak) i oznaku (stupac).
- Stvorite vizualu o nekome tko koristi poremećaj prehrane kao način da se izbori s tim stresom u drugoj ćeliji svakog retka označivši je kao "nezdravo udovoljavanje". Obavezno koristite odgovarajući školski sadržaj.
- Zatim u trećem stupcu kreirajte zdravu strategiju suočavanja s "Zdravim suočavanjem" kao naljepnicom.
- Konačno, ispod svake ćelije unesite kratak opis koji objašnjava što se događa sa stresorom, zašto je nezdravo suočavanje opasno, i detaljno objasnite zdravo suočavanje.
- Spremite i pošaljite zadatak.
Referentni Plan Lekcije
Rubrika
(Također možete stvoriti vlastiti na 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. |
Više Storyboard That Aktivnosti
Suočavanje s Vještinama i Poremećeno Jelo
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