Transcript Presentation Material - schoolofeducators.com

Building Adolescence
Through Peer Educators
Life Skills Education
& Mental Health Promotion
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SESSION I
Introduction
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Potential Expectations
 To
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understand why we are doing this
programme in colleges.
To find solutions to the problems faced by
young people.
To
understand
adolescents
and
their
behaviours.
To be able to help adolescents better.
To be able to clear their doubts and improve
their potential.
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Ground Rules
 Maintain confidentiality at all times. What is shared by the group

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
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
remains strictly within it.
Punctuality
Compulsory attendance on both days.
Openness. It is important to be frank and honest; equally, not to
disclose others’ personal or private lives. It is acceptable to discuss
general situations without using names.
No interruptions. It is better to raise hands so that the resource
person can invite the individual’s comment.
Ask questions one at a time and also give others a chance to talk.
Questions can also be asked by writing them down and putting them
in the Question Box in the room.
Non-judgemental approach. Do not laugh at any person.
Respect each other’s feelings, opinions and experience
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Session II
Understanding Life Skills
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WHAT ARE LIFE SKILLS?
•
Life Skills are the abilities for adaptive and
positive behaviour that enable individuals to deal
effectively with the demands and challenges of
everyday life (WHO).
•
Life skills promote
competence.
mental
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well
being
and
Coping with emotions
Coping with stress
Self Awareness
Empathy
Problem Solving
Life Skills
Effective
Communication
Decision making
Creative thinking
Interpersonal relationship skills
Critical thinking
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Self-awareness
includes our recognition of ‘self’, of our
character, of our strengths and weaknesses, desires and
dislikes.
Critical thinking
is an ability to analyze information and
experiences in an objective manner.
Problem solving
enables us to deal constructively with
problems in our lives. Significant problems that are left
unresolved can cause mental stress and give rise to
accompanying physical strain.
Empathy
is the ability to imagine what life is like for another
person, even in a situation that we may not be familiar with.
Empathy can help us to understand and accept others, who may
be very different from ourselves, which can improve social
interactions, for example, in situations of ethnic or cultural
diversity.
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Creative thinking helps us to look beyond our direct
experience and helps us to respond adaptively and with
flexibility to the situations of our daily lives.
Decision making helps us to deal constructively with
decisions about our lives. This can have positive consequences
for the health of young people when they actively make
decisions about their own health practices by assessing
different options and the effects of different decisions.
Interpersonal relationship skills help us to relate in
positive ways with the people we interact with. This may
mean being able to make and keep friendly relationships,
which can be of great importance to our mental and social
well being.
Effective communication means that we are able to
express ourselves, both verbally and non-verbally, in ways
that are appropriate to ourwww.schoolofeducators.com
cultures and situations.
Life Skills can be utilized in many content
areas, such as
• Prevention of drug abuse
• Sexual violence,
• Teenage pregnancy,
• HIV/AIDS/STD prevention
• Suicide prevention etc. 1
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Cultural and social factors will
determine the exact nature of life skills.
Life skills are being taught in a wide
variety of countries, and they appear to
have relevance across cultures.
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Workshop lessons are both active &
experiential
• Methods used are brainstorming, group
discussion, games, role-plays and debates.
• Structure is provided through the use of
processing questions. They help in student
involvement and reflection.
• Practice of skills in a supportive learning
environment.
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Session III
Self Awareness
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 Self-esteem is how a person feels about himself or
herself. Knowing oneself and feeling good about oneself
is an important aspect of the process of growing up.
 By knowing our positive qualities we are more sure of
ourselves and more able to accomplish things.
 Low self-esteem especially among young girls, often
results in a variety of problems and difficulties.
Therefore, it is important that young people should be
helped in improving their self-esteem.
 By liking ourselves we feel good around other people
and better at anything we are doing.
 Focusing on “positive self-esteem,” is essential, it affects
how we view others, and ourselves and the way we
approach almost every aspect of our life. People with low
self-esteem often engage in self-destructive behaviour.
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Session IV
Problem Solving
&
Decision Making
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 Decision Making is when one has choices and
must choose the best one, or when one is trying to
make up his/her mind on what one wants and what
is best.
 There are many ways to solve a problem.
 Think about the options/ choices and good things
and bad things (the consequences) that happens
because of each choice.
 It is important to be able to think of as many
options as possible – even if they may not be very
practical.
 Making
the “right choice” is important! Some
“consequences” kill! www.schoolofeducators.com
Session V
Effective Communication
&
Peer Pressure
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Communication Styles
Passive means to communicate in a “weak”
way. You are unclear, you are afraid to
address the issue or problem. You are not
strong with your opinion and you do not
want to upset or disappoint the other
person. You have confused body language,
which shows you are weak, timid, undecided
and have a low self-esteem.
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Aggressive
Aggressive means to communicate in a
way that threatens to punish the other
person if your feelings, opinions or desires
are not accepted. You try to discourage the
other person, and insist on your rights while
denying their rights. Only your ideas, words,
opinions, thoughts are correct. You have
threatening and forceful body language.
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Assertive
Assertive means to communicate in a way
that does not seem rude or threatening to
others. You are standing up for your opinion,
ideas, feelings, for your rights without
endangering
the
rights
of
others.
It means telling someone exactly what you
want in a way which makes it clear that
these are your ideas, words, opinion and
thoughts and you believe them to be correct
for you. You have strong and steady but
non-threatening body language.
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 It is important for adolescents to communicate in
a assertive manner.
 This can help them to stand firm and resist
external attempts to mold one’s thoughts and
behaviours.
 Assertive communication leads to greater self
confidence, control and respect from other.
 Passive
behaviour
leads
to
feeling
of
helplessness, anxiety, disappointment and your
rights may be violated.
 Aggressive style can lead to feelings of anger,
frustration and you win at the expense of others.
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PEER PRESSURE
 Peer pressure is a part of life.
 Peer pressure can be negative or positive.
Acting due to negative peer pressure can often
have detrimental consequence for one’s life.
 Peer pressure may make us do certain actions
which are contradictory to our personal values.
 Therefore it is important to choose friends or
peers who share our values.
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Tips for young people to say “No” in different
situations
Peer pressure
situations
Strategies that
can be adopted
Possible answers
“Would you like to
come to the cinema?”
Polite refusal.
“No, thanks, I have
some things to do with
my family.”
“How about a drink?”
Give reason.
“I don’t like alcohol –
it tastes horrible.”
Broken record.
“No thanks.”...
“No thanks.”...
“No thanks”….
“Here, smoke this
cigarette with me.”
“Come on!...
We always do fun
things together.”
“Just try it.”
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Peer pressure
situations
Strategies that
can be adopted
Possible answers
“Hey, do you want to try
some alcohol – it will
give you a high – it
really makes you feel
good.”
Walk away.
Say “No” and walk
away while you are
saying it.
“Do you want to watch
some porn movies
tonight?”
“Will you come with me
for a night-show movie?
All girlfriends go with
their boyfriends for
outings.”
Cold shoulder.
(NB: Not
the best strategy
to use with close
friends).
Give an
alternative.
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Keep going as if you
did not hear the
person.
“I’d rather stay home
– why don’t you come
join my family with
me for dinner. We can
watch the movie on
T.V. – it is a really
nice movie”
“Come on, just
spend some time
alone with me.”
Reverse the
pressure
(change the
topic).
“There is nothing Owning your
harmful in this, do feeling.
it for my sake. I do
so much for you,
won’t you do this
one thing just for
me?”
Explicit high-risk
situations such as
smoking, drinking
etc.
Avoid the
situation.
Explicit high-risk
situations such as
smoking, drinking
etc.
Strength in
numbers.
“What did I just tell you? Weren’t
you listening?”
“I am not comfortable doing this, it
makes me unhappy. Would you like
me to do something that made me
unhappy?”
If you know of people or situations
where you’re likely to be
pressurized into doing things you
don’t want to, stay away from them,
such as parties where you know
these things will definitely happen.
Associate with people who support
your decision not to drink, not to
use drugs, or watch porn movies,
etc.
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 For every reason to say “No”, someone will find a reason to
push you to say “Yes”.
 Have the right information, and the assertiveness to make the
argument and make the right decision.
 Think ahead and do not put yourself in the wrong situation or
place.
 It is very important to say what you want to say assertively –
and to stand by your values.
 Be Assertive and stand-up for your decision.
 Get out of the situation where you are facing peer pressure.
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Session VII
Dealing with Emotions
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What is Anger
a) Webster’s
“Excessive emotion or passion aroused by a
sense of injury or wrong.”
b) Good Working Definition
“God-given emotion intended to help one solve his/her problems Religiously.”
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Anger is not always harmful
Aristotle's Five rights in Anger;
With the right person
To the right degree
At the right time
For the right purpose
In the right way
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When Anger Becomes Harmful
• When it is selfishly motivated.
• When anger is allowed to linger.
• When it attacks the person instead
of the problem.
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Wrong ways to handle Anger
1.
2.
3.
4.
Do not admit it; clam up.
Rage; get even.
Act foolishly.
Don’t understand; distort facts.
(become emotional)
5. Become difficult to live with.
6. Get angry habitually.
7. Devour others (like dogs).
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Angry thoughts
 Anger exists in mind and is a direct result of
your thoughts.
 Events do not make you angry, but your
interpretation of the event makes you angry.
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Tips to control Angry thoughts
 Admit you are angry
 Identify the source of anger
 Feeling Angry ….why?
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SESSION IX
Coping with Stress
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What is stress?
Rather than being a simple medical condition, stress is a
combination of physical, mental and emotional feelings
that result from pressure, worry and anxiety.
If your body is stressed for long periods, look out for these
typical signs and symptoms:
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Headache
Fatigue
Poor concentration
Irritability
Aggression

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
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Palpitations
Indigestion
Overeating or
underrating
Skin problems
Symptoms of stress
PHYSICAL
BEHAVIOURAL
EMOTIONAL
Fatigue
Disturbed Sleep
Tired
Chest pain
Not attending class
Worried
Headaches
Procrastination
Irritable
Upset stomach
Increased alcohol use
Frustrated
Muscle tension
Increased caffeine use
Confused
Rapid heart rate
Distractibility
Disoriented
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Stress
“Stress is a physiological and psychological
reaction that occurs when people perceive an
imbalance between level of demand placed upon
them and their capability of meeting those
demands”.
 Stress is a consequence of interaction.
 Stress is adaptive behavioral process.
 It is a natural part of human functioning.
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About Stress
 Too much change too quickly can be a cause of
stress
 Stress can be caused by pleasant and unpleasant
events.
 The cause of stress may not always be apparent.
 Usually stress is a result of build-up of related and
unrelated events.
 Often your stress is more apparent to others than
to yourself.
 Reactions to stress can be emotional, physical and
behavioural.
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Stressed or Challenged?
Different people react to events in
different ways. A situation that one
person regards as an exciting and
challenging opportunity – like a tight
deadline at work – may be seen by
another as unbearably stressful.
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Specific Events

College demands and
frustrations


Negative thoughts & feelings 
about self.

Relationship issues
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Changes in the body.

Problems with friends.
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Unsafe living environment.
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Separation or divorce of
parents.
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Chronic illness or severe
problems in the family.
Death of a loved one.
Moving or changing college.
Taking on too many
activities.
Having too high
expectations.
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STRESS
STRESSOR
PERCEIVED
THREAT
(situation
characterized
by some degree of
physical/
psychological
danger)
(anticipation of
harm, thought,
memory,
judgement
and interpretation
of situation)
Intensity of
reaction
ANXIETY
tension,
apprehension,
worry,
palpitation
dizziness
Perceived danger
or threat
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Stress and Coping
•
•
•
•
A certain level of stress is good for us.
One person’s stress may be someone else’s
enjoyment.
Too much stress affects our health and wellbeing.
There is every reason to be optimistic that you
will be able to overcome stress in your life.
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Stress – the Types
Developmental
Situational
Acute (short intense)
Chronic (prolonged)
We would all become extremely bored if nothing different or
challenging ever happened in our lives. However, any major
change needs to be balanced with our ability to cope with
that particular change at the time in question.
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Adapting to Stress
Stress
I
Hypothalamus
Pituitary
Autonomic
Nervous
System
Adrenalin
Flight/ Fight response
(Breathing , Heartrate ,
Blood supply to muscles .)
II
STAGE OF RESISTANCE
III
STAGE OF EXHAUSTION
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ALARM
REACTION
STRESS OF EXAMINATIONS
 Optimal anxiety motivates &
stimulates action
 Over anxiety disables a person
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Features of Examination Stress
 ‘Performance Anxiety’ is a common factor
 ‘Ego Anxiety’ may or may not play a role
 Test anxiety takes the form of anticipatory
dread
 Sequelae can be serious, particularly while
awaiting results
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Most Commonly
asked Questions about
Examinations
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How do I deal with exam related stress?
• Recognize your negative thoughts.
• Once you closely examine these thoughts you'll see
how unrealistic they are.
• Challenge the thoughts that say you are a failure
and that your can't succeed.
• Remind yourself that it was just another exam and
with effort, you will do better in your next attempt.
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What if I do badly?
• Replace self-criticism with self-correction.
• Judging your self harshly now won't help you do
better in the future.
• Take the position of an observer. What if a good
friend told you he had failed? Would you call him
a failure?
• Most probably you would emphasize his good
points and help him put the situation in perspective.
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How do I deal with my family's
disappointment if my results are not good?
• Be open and honest with them.
• Share what you feel about the result and what you
think went wrong.
• Reassure them of your concern and efforts.
• Do not have a negative bias against your parents
because sometimes they need more reassuring than
you do.
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What if I don't get the marks I'm
expecting?
• Concentrate on your achievements and be realistic
about your expectations as well.
• Usually we know when we have made a mistake,
so take these into account while drawing up
expected marks.
• The option of rechecking is always open.
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Everyone tells me to concentrate on my
studies.
• Don't stop enjoying life.
• One of the common mistakes an individual
makes is to totally change his lifestyle.
• This is under the assumption that if he isolates
himself from all leisure and fun times with
friends and family and only study, then he will
do better.
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Should I study in the morning or at night?
• First understand whether you are an owl or a lark.
• If you can get up early in the morning and feel
fresh then you must sleep early and get up early
and study.
• If on the other hand you can study late at night but
cannot feel fresh when you get up early to study
then you must sleep late after studying and get up
later in the morning.
• What a difference you can make if you always treat
you child, not as they might be at the moment, but
as you know they can be.
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HARNESS YOUR THOUGHTS
• Become aware of how your stress-building
beliefs affect your behavior.
• Add Stress Busters to your study life and move
on.
• Some Stress Busters given below could help
you.
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Some Stress – Building Beliefs…..
Perfectionism
•
•
Do you feel a constant pressure to achieve?
Do you criticize yourself when you’re not perfect?
Control
•
•
Do you have to be perfectly in control at all times?
Do you feel that any lack of control is a sign of
weakness or failure?
•
Does your self-esteem depend on everyone else’s
opinion of you?
Do you keep most negative feelings inside to avoid
displeasing others?
People
Pleasing
•
Competence
•
•
Do you feel you can never do as good a job as other
people?
Do you feel you lack common sense and judgment?
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The Builder and Buster Talk
Stress Builder
Stress Buster
“I’ll never get this
assignment in on time.”
“If I stay focused and take it one step
at a time. I’ll make steady progress.”
“My teacher did not
respond to my saying good
morning. He’s probably
displeased with my work,
and I’ll get a bad
evaluation.”
“I can’t get my mistake on
Q10 out of my mind. The
paper is ruined. I have
disappointed everyone.”
“I’m jumping to conclusions. My
teacher may have been in a bad mood.
So far all my evaluations have been
positive, so unless I get some negative
feedback, I’ll assume my teacher is
pleased with my work.”
“No one is perfect. I did my best. I’m
overreacting to one mistake when the
overall
paper is fine.”
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QUICK FIX STRATEGIES
• S-T-R-E-T-C-H - stand on your toes whenever you feel
under pressure and stretch your body. Pretend you are
reaching out to grasp something a few centimeters beyond
your immediate reach. Hold this pose for five seconds and
relax.
• Laugh hard, as much as you can, see a comic, cartoon film,
and share a joke with a friend. They make effective
emergency substitutes to relieve stress.
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• Be a breathing beauty - the right kind of breathing can dispel
stress. Take a deep breath and exhale slowly, concentrate on
the air leaving your lungs. Slow down your breathing. A twosecond inhalation and five-second exhalation is ideal one. Do
it five times in morning and five times in the evening.
• Listen to music - Music has always had a smoothing effect.
Put on the music of your choice-film songs, jazz, ghazals, pop
etc.
• See the sunlight - Feel the morning sunshine soak into every
pore of your body. Feel the incredible sense of well being it
brings along.
• Discover the yogi in you - Yoga has always been a panacea for
stress. Pick up a book on yoga exercises or go to a teacher
and get started with half-an hour sessions whenever you can
spare the time.
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• Practice shrugging-shrug - ‘you don’t know you don’t care’.
Whenever you feel stressed, roll your neck from right to left a
few times. Follow this by shrugging your shoulders. Loosen
your muscles. Believe from the bottom of your heart that you
don’t care.
• Talk less, listen more - an age-old remedy - Listening
banishes stress, makes you more popular, more
knowledgeable, more sensitive, altogether a nicer person. It
doesn’t take much effort.
• Count your blessings - There is no better way to banish
stress. No one has bad things happening to him or her all the
time. Make a mental note of good things. Then put it down
on paper, and refer to it every time you feel stressed.
• Compare with yourself and see the changes. If you want
genuine pleasure in life, compare yourself not with others but
yourself.
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• Do nothing sit out - This requires no effort form us, as
nothing stays bad forever! Acceptance of the situation helps
to reduce stress.
• Express your stress - let the emotions flow- Stress is a highly
emotional experience. When we bottle –up our stress we
become increasingly dysfunctional. Flowing out can take the
form of writing, talking, poetry, vigorous physical activity
etc. Mind and body become clearer and more energized.
Situations and opportunities are perceived more clearly. The
result is wiser choices and decisions.
• Take charge - Believe that “I am in charge of my life!” Parts
of our stress feelings come from how we react to what is (or is
not) happening and others reactions.
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Practical tips for students
•
•
•
•
•
•
•
•
•
•
•
Identify your learning style.
Know your concentration span/study with breaks.
Work out best time for concentration.
Use mnemonic devises for memorizing.
Group study for difficult subjects.
Relax and play some outdoor games while taking a
break.
Learn in point form.
Time management plan must be made for all subjects.
Do not get anxious about the result.
Do not let previous results discourage you.
Identify your weak areas from previous exams and
work on them.
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• Choose a study place with minimum distractions and
auto-suggest to your self about your resolution.
• Try to coincide study time with the time, you would be
giving an exam.
• In case of average achievers, master what you know
and are comfortable with.
• For low achievers, master the essential information
first.
• Learn in point form.
• Prioritize the workload. Give your best concentration
time to the toughest subject.
• Repeat your learnt work so the recall in exam is easy.
• Relax with what you know before entering the exam
hall.
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Family relationships
• Try to talk to your parents about how you feel. Don't
let them pass the buck to you about choosing which of
them you want to live with.
• Talk to as many people as possible about what is going
on, especially your friends. Don't bottle it up.
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We have heard of irregularities in the
assessment system. What if my marks are
adversely affected?
Have faith in the system. There will always be rumours
about unfair checking, but one cannot ignore the fact that
results over all these years have more often than not, been
fair.
I think there is too much pressure and I can't
cope with it.
Take professional help. If you feel that there is pressure
and you are unable to handle it and your self-esteem is
coming down and you are unable to cope, then you must
consult a psychiatrist to help you tide over this phase.
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MIND GAMES TO PLAY
• Develop systematic problem-solving skills. How do you
do that?
• Identify the stressful situation.
• Define it as an objective, a problem that can be solved.
• Brainstorm solutions – think of all the possible options
but don’t evaluate them.
• Anticipate the possible outcomes of each solution.
• Choose a solution and act on it.
• Try rehearsing different ways of behaving - act it out
loud with a friend.
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• Evaluate the result. You might get it wrong when
you try it for real, but not everyone is right first
time. Try it again, next time.
• Don’t expect to be perfect.
• Improve your coping skills. Imagine how other
people might behave if you acted differently. If
you seem nervous, for example, they might get
nervous too; if you smile, they will probably
smile back.
• Find someone who successfully handles stress
and imitate him/her.
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“ACTIVE” STUDY STRATEGIES
When studying, you can RECITE. You could:
• Describe or explain aloud any topic, in my own
words,
• Teach or explain the information to someone
else (or record into a tape recorder) or,
• Engage in a simulation or role-play a part.
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When studying, you can WRITE. You could:
• Make a Chapter Study Review Card (use an
index card; include special vocabulary, main
ideas, examples, key events and people, causes,
results and so on),
• Make and use a set of flashcards (vocabulary
and definitions, math problems and solutions,
questions and answers and so on),
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• Make lists of related information by categories
(causes, results, important events or concepts,
main ideas, examples, key people and so on)
and recite them,
• Draw a diagram, map, a sketch, or a chart; do
this from memory and check your notes or
books for accuracy,
• Write questions I think will be on the test and
recite the answers,
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• Create a mnemonic to remember, information (such
as: Please Excuse My Dear Aunt Sally, used for
order of operation in solving an equation –
Parenthesis-Exponent-Multiply-Divide-Add-Subtract)
• Graphic Organizers: Graphic organizers are semantic
maps (word maps) which offer a visual representation
of ideas. When students organize and design these
maps, they apply important analytical skills as they
think about how ideas are interrelated. Abstract
information is put into concrete and visual form which
can be “pictured in one’s mind” and more readily
retrieved later.
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Examples of ways to organize information visually are shown below.
Venn Diagram
Sequence Chain
Web
Cycle Diagram
Matrix
Cause-and-Effect Map
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When studying, you can VISUALIZE. You
could:
• Your eyes and “picture in your mind” any
chart, diagram, word, map, event, time period,
scene, experiment or character (from a story)
that you are trying to remember.
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Session X
Healthy Lifestyle
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Health
 Health is a state of complete physical, mental, and
social well-being and not merely the absence of disease
and infirmity. (WHO)
 Physical well being refers to the normal functions of
body and body organs within the limitation of gender,
age and occupation.
 Mental well being refers not only to the absence of
mental illness but also to the awareness of one’s
talents, abilities, emotions, strengths and weaknesses.
 Social well being refers to one’s ability to interact with
and adjust to other members of the society. It also
means being responsible towards oneself, one’s family,
community and country.
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Promotion of Healthy Life-style ...
•
•
•
•
•
•
•
Exercise and eat regularly
Avoid excess caffeine
Avoid illegal drugs, alcohol, tobacco
Learn breathing exercises
Take a break from stressful situation
Build a network of friends
State feelings in a positive way not overly aggressive
or passive
• Decrease negative self talk
• Rehearse and practice situations that cause stress
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How much sleep is required?
• The human body requires an average of 8
hours of sleep per day.
• But there is no hard and fast rule.
• Each one of us has to understand our body
rhythm and know by trial and error how
many hours of sleep keeps us fit.
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What happens if we sleep less than what
our body requires?
• If you sleep less for a day or two your body copes
up by taking more sleep over next two days.
• If continued for long then the body gets into what
is known as sleep deprivation syndrome because it
accumulates so many hours of Sleep Debt.
• Then you get symptoms of feeling tired and sleepy,
headaches, body aches, poor digestion, inability to
concentrate, irritability, short tempered ness etc
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Good sleep
• Sleep problems have emotional basis.
• Insomnia (the inability to fall or stay asleep)
can be caused by stress & anxiety.
• Disturbances of sleep wake cycle during exams
are common.
• If sleep struggles continue, talk them over with
your doctor.
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How do you get a good night’s sleep?
• Try to keep a fixed time every night for sleeping as
far as possible.
• Avoid afternoon prolonged sleeping, a short nap
may be helpful.
• One hour before bed-time avoid stimulating your
sensory system by too much noise like loud music,
too much TV, arguments or fights.
• Three hours before sleep time avoid taking any
food or liquids, which contain caffeine, like aerated
coal drinks, drinks containing chocolate.
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Why exercise?
• Most young people they have no time for
exercising regularly.
• They are already stressed out with lack of time,
how can they waste time in exercise?
• The fact is that exercise is all the more
necessary during stressful time because not
only is it a “stress buster “but also has many
other health benefits needed to keep fit during
stress.
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Physical activity
• Exercise: planned & structured subset of leisure time physical
activity undertaken for improving or maintaining physical
fitness.
• Physical fitness: includes cardio-respiratory fitness, muscle
strength, body composition and flexibility.
• Sport: involves competition. It may also embrace general
exercise and a specific occupation.
Barriers to physical activity
• Self-efficacy – ‘I don’t need it’.
• Preference for indoor activities: TV electronic games &
computers).
• Low energy level: ‘junk food’ slows down desire for physical
activity.
• Low level of Motivation.
• Time constraints.
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• Emphasis on academics - forced decrease in physical activity.
What does exercise do?
• God has given us our body which is a perfect
machine!
• But as with any a machine to keep in good running
condition, it requires maintenance or it will develop
problems in various parts or rust due to disuse.
• Similarly if all our body parts are not moved
effectively, as in exercise, the body parts will fail and
then you will get physical problems like lack of
stamina, excessive sleep, headache, muscle pains,
fatigue etc.
• You will also get mental problems like feeling low or
depressed, inability to concentrate, poor memory etc
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What are the various forms of exercise?
• Aerobic exercise, running, jogging, swimming, specific
aerobic exercises, strength training, lifting weights and
working on machines are some examples.
• Resistance or strength training increases lean body-mass
which includes muscles, these in turn burn more energy
daily as compared to fat mass.
• More muscles mean more strength and also more calories
burnt, so less fat on body.
• Strength training helps to tone muscles and improves
endurance.
• It reduces risk of osteoporosis so makes our bones very
strong.
• Exercise increases co-ordination and reduces risk of injuries
resulting from weak muscles.
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How does exercise help you to be better
mentally?
•
•
•
•
•
Regular aerobic exercise releases some good chemicals in
our body.
These are called endorphins. These make you feel happy.
They counter the effects of stress, depression and anxiety
that all students suffer from time to time.
So after exercising you get a “Natural kick” which is longer
lasting and safe unlike drugs or stimulants like caffeine.
It also helps you in weight loss and that will make you feel
good about your self.
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Nutrients in food
• Protein carbohydrates and fat in food provide energy
for the body to work, grow and perform all body
functions.
• Fat is needed in diet specially for the fat soluble
vitamins A D E K.
• Protein is needed by all teenagers to grow.
• Carbohydrates are the foods, which give us energy.
• Fibre is very essential if you do not want to suffer from
constipation and keep the cholesterol in your body low.
• Vitamins and minerals: Fresh fruits and vegetables are
good source of vitamin. We need B complex vitamins
in addition to A D E K.
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Eating Healthy
• Balancing food choices over time is what counts.
• Breakfast provides the energy needed through an active
morning.
• Children who skip breakfast may have trouble concentrating
at school.
• Fast food supply more fat, salt & calories than good nutrition.
• Fast foods in moderation won’t ruin a healthful diet,
especially when consumed with green salads.
• Replace finger chips with an apple.
• Add roughage to your diet – Dalia, Corn etc will help prevent
stomach discomfort and you will feel lighter.
• The golden rule for food safety is to keep hot foods hot & cold
foods cold.
• Parents should teach good habits by example.
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DO NOT MISS BREAKFAST - If you miss
breakfast then by the time you have lunch nearly
10 -12 hours have gone by after your last meal.
This means your blood sugar level has gone and
you have nothing to provide your body with
energy. This low blood sugar or hypoglycemia
causes short-term memory problems, difficulty in
concentration problem solving.
DO NOT HAVE A VERY HEAVY DINNER You will feel very heavy and sleepy and will not
be able to study well.
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Young people often drink lots of
coffee. Is there any harm in it?
Caffeine in small doses acts as a stimulant and
keeps you awake, so a cup once a day may be Ok.
Excessive coffee drinking gives side effects like
tremors, fast pulse rate, irritability, acidity and
stomach pain. Coffee also causes addiction.
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Relaxation
Muscular tension is a state of raised muscle tone in various
muscle throughout the body. This cause aches and pains,
headaches, tiredness, fatigue, etc. These symptoms feel so
physical that they are often mistaken for symptoms of physical
illness rather than stress.
STRESS
PHYSICAL SYMPTOMS
AUTONOMIC AROUSAL
MUSCULAR TENSION
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Advantages of Regular Relaxation
•
•
•
•
•
Improves sleep
Increases mental and physical performance
Combats tiredness
Decreases anxiety and tension
Is not addictive
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Food Pyramid
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Advantages of Regular Relaxation
•
•
•
•
•
Improves sleep
Increases mental and physical performance
Combats tiredness
Decreases anxiety and tension
Is not addictive
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Drugs
 Drug is any substance which, when taken into the
body, alters its function physically and / or
psychologically, excluding food and water.
 It could be a pharmaceutical preparation or a
naturally occurring substance (such as opium) used
primarily to alter the physical or mental functioning
of an individual.
 Thus a drug is a chemical substance that changes
the way our body works.
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Cont…
 Drugs may be classified in a number of ways
including their:
 Use in society: medicinal (prescription and
over-the-counter) or non- medicinal drugs
 Legal status: illicit/illegal, or licit/legal.
 Effect
on the central nervous system:
depressants, stimulants and hallucinogens.
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Types of Substance Users
 Experimenters: Begin using drugs largely
because of peer pressure and curiosity and
they confine their use to recreational settings.
 Compulsive
Users: Devote considerable
time and energy into getting high, talk
incessantly about drug use, and become
connoisseurs of street drugs.
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Substance Abuse

Substance abuse refers to the overindulgence in and dependence on a
stimulant, depressant, chemical substance, herb (plant) leading to effects
that are detrimental to the individual's physical health or mental health, or
the welfare of others.

Addiction is a compulsion to repeat a behaviour regardless of its
consequences. A person who is addicted is sometimes called an addict.

With repeated use of substances, tolerance and dependence develops.

Tolerance occurs when person builds up a resistance to the effects of a
substance after repeated exposure. Tolerance leads to consumption of
progressively larger doses to attain the desired effect.

Dependence can be of two types which develops over a period of time:


Physical Dependence: With prolonged use the body is
able to function only if the drug is used.
Psychological Dependence: is the subjective feeling that
the user needs the drug to maintain a feeling of well-being.
It is a state of emotional and mental pre-occupation with
the effects of the drug and by persistent craving for it.
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 After the user becomes dependent on the drug, if the intake is
abruptly stooped or the dosage is decreased, withdrawal symptoms
occur.
 Withdrawal symptoms differ among individuals, but there are some
commonalities. They are often characterized by depression, anxiety
and craving.
 Withdrawal is a more serious medical issue for some substances
than for others.

While nicotine withdrawal, for instance, is usually managed without
medical intervention, attempting to give up a benzodiazepine or
alcohol dependency can result in seizures and worse if not carried
out properly.
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Signs and symptoms
Dependence on any substance may include these general
characteristics:
 Feeling that one needs the substance on a regular
have fun, relax or deal with one’s problems
basis to
 Giving up familiar activities such as sports, homework, or
hobbies
Sudden changes in work or school attendance and quality of
work or marks.
 Doing
things that a person normally wouldn’t do to
obtain the substance, such as frequently borrowing money or
stealing items from employer, home or school
 Taking uncharacteristic risks, such as driving under the
influence or sexually risky behavior
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 Anger
outbursts, acting irresponsibly and overall
attitude change
 No longer spending time with friends who don't use
substances and/or associating with known users
 Engaging in secretive or suspicious behaviors such as
frequent trips to toilet, keeping room and things locked,
always going out of the house at particular hours,
excessive resistance to give an account of his/her
movements etc.
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 Deterioration of physical appearance and
grooming.
 Needing to use more of the substance of choice
to achieve the same effects
 Talking
about substance all the time and
pressuring others to use
 Feeling exhausted, depressed, hopeless, or
suicidal
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SUBSTANCES OF ABUSE
 Cannabinoids (e.g., hashish and marijuana)
 Stimulants (e.g., amphetamines and cocaine, nicotine, tobacco)
 Depressants (e.g., alcohol, barbiturates etc.)
 Narcotics (opioids and morphine derivatives, e.g., heroin, opium,)
 Hallucinogens (e.g., LSD and mescaline)
 Other compounds (e.g., steroids and inhalants)
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Gateway Drugs
 Commonly
abused
substances
among adolescents are tobacco and
alcohol which are a gateway to use
of other drugs.
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Risks associated with smoking cigarettes
 Diminished or
extinguished sense of
smell and taste
 Smoker's cough
 Gastric ulcers
 Chronic bronchitis
 Increase in heart rate and
blood pressure
 Premature and more
abundant face wrinkles
 Heart disease
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 Stroke
 Cancer of the mouth, larynx, pharynx, esophagus, lungs,
pancreas, cervix, uterus, and bladder
 Smoking is particularly dangerous for teens because
their bodies are still developing and changing
 4,000 chemicals (including 200 known poisons) in
cigarette smoke can adversely affect this process.
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Effects of alcohol abuse
Short-term effects
 Distorted vision, hearing, &
coordination
 Altered perceptions and
emotions
 Impaired judgment
 Bad breath
Long-term effects
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




Loss of appetite
Vitamin deficiencies
Stomach ailments
Skin problems
Sexual impotence
Liver damage
Heart & central nervous
system damage
 Memory loss
 Hangovers
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Consequences of Substances
 Cannabinoids: Frequent respiratory infection,
impaired memory and learning, increased heart
rate etc.
 Stimulants: Rapid or irregular heart beat, reduce
appetite,
weight
loss,
panic,
paranoia,
aggressiveness, respiratory areas etc.
 Depressants: Fatigue, confusion, impaired,
coordination, respiratory depression, and arrest,
death etc.
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 Narcotics: Nausea, unconsciousness, coma,
death etc.
 Hallucinogens: Persisting perception disorder,
sleeplessness, etc.
 Inhalants: Unconsciousness, cramps, weight
loss, memory impairment, damage to
cardiovascular and nervous system etc.
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Psychosocial Complications
 Financial: Spending money on substance instead of
essential needs; exhausting savings; borrowing money
etc.
 Occupational:
Inefficiency
due
to
decreased
performance; unpunctuality; fights, quarrels, thefts;
absenteeism; accidents at work place; suspension etc.
 Familial: Arguments over substance use; neglect of
family obligations; quarrels and
physical
divorce; ostracization by family etc.
violence;
 Social: Peer alienation; arguments, fights; decreased
social reputation etc.
 Legal: Violation of rules; thefts and petty crimes;
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Protective factors
Individual
High self-esteem; high intelligence; optimistic about
future; coping skills; belief in self, expectations,
norms & values
Family
Strong parent & youth attachment; consistent
discipline & supervision; no family history of
substance abuse
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Peer group
Non-substance abusers; have conventional values
& shared interests
Schools
Connectedness; quality school with opportunity to
succeed
Community and Society
Health, support & recreational facilities; safe
neighbourhood; connectedness to culture, religion
etc
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Treatment and Rehabilitation
 Interventions are multimodal and planned.
 Treatment goals



Achieve and maintain abstinence from the drug
Relieve him/her of adverse health and psychosocial
consequences of substance use
Prevent relapse into the habit again.
 Adequate support and participation of family members
is a must to help recovery and maintain a drug free
lifestyle.
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Common myths about Drug intake
Fact
Myth
 There is no harm in  Almost all drug addicts start by
trying
drugs
just
once. If one has a
strong will power
one
can
stop
whenever one wants
trying just once. Drugs alter the
metabolism of our brain and
body. Once the drug is taken,
the user is always at a risk to
increase the drug intake, which
becomes a part of his/her habit.
 Shakespeare’s quote that alcohol
 Alcohol enhances
sexual performance
and desire.
“provokes the desire but inhibits
the performance” is well-known.
Alcohol interferes with achieving
erections. In research studies,
alcohol has been shown even to
reduce sexual desire
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Myths
Facts
 Alcohol promotes good
People
dependent
on
alcohol cannot sleep well
without alcohol. Those
who do not use alcohol
regularly
may
have
disturbed
sleep
after
alcohol consumption.
sleep.
 Will power alone can help a
drug addict stop taking
drugs.
A person dependent on
substances is suffering
from a disease and not just
a failure of will power. He
or she requires medical
and psychiatric treatment
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Myths
Facts
 Alcohol helps people to
 This has become a ‘truth’
forget their problems.
because regular and
heavy alcohol users often
use this excuse for their
alcohol drinking.
Very often the opposite is
found to be true – people
bring
up
forgotten
problems only when they
are intoxicated. Alcohol
only adds on other
problems.
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Cont…
 Most of the addicts
 Most of the addicts
get their drugs from a
peddler or a pusher.
get their first dose of
drugs from a friend or
a close associate.
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Cont…
 Beer is not “hard liquor”
and can be consumed
safely.
 Beer
is
an
alcoholic
beverage,
although
it
contains lesser amount of
alcohol than “hard liquor” like
whisky or rum. Beer does
contain 4 to 8% alcohol. One
12-ounce (285 ml) bottle of
beer is equal to one peg of
whisky. Thus, if somebody
drinks six bottles of beer in
an evening, he/she has
consumed the equivalent of
six pegs of whisky.
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