lesson 11 dealing with depression - warren county public ...€¦ · 1. discuss emotional responses...

What Youll Learn1. Discuss emotional responses

used to cope with life crises.(p. 109)

2. Differentiate between kinds ofdepression, possible causes,symptoms, and treatments fordepression. (p. 110)

3. Explain why being depressedputs teens at risk. (p. 112)

4. Identify strategies for copingwith depression. (p. 113)

5. Identify warning signs forsuicide and discuss suicideprevention strategies. (p. 114)

6. Discuss eight steps teens mighttake to be resilient. (p. 118)

Why Its ImportantTeens who are depressed oftenfail to seek help. If theirdepression goes untreated, theyare at risk for developingaddictions, being ill, and makingsuicide attempts.

Key Words life crisis minor depression major depression cognitive behavior therapy antidepressant suicide parasuicide cluster suicides suicide prevention strategies resiliency

Brent C. Petersen/CORBIS

Dealing withDepression

I will be resilient during difficult times. I will seek help if I feel depressed. I will use suicide prevention strategies

when appropriate.

The National Institutes of Mental Health (NIMH) estimates that 3 to 5 percent of teens experience clinical depres-sion each year. This lesson discusses life crises, depression, and suicide prevention.

Writing About Depression Suppose that lately one of your friendshas seemed distracted. She has stopped hanging out with your group offriends and always looks sad when you see her. She says she is fine, andthat she just does not want to socialize with anyone right now. What doyou do? After you read the information about depression on page 110,write what you would say to your friend in your health journal.

11

108 UNIT 2 Mental and Emotional Health

Sometimes life is difficult. Events happen over which you have no controla loved one

dies; a parent loses a job; an earthquake, fire, or tornado destroys your property. You

might be in a car accident or turn on the television and view tragic world events. You

might experience disappointmentsyou dont make an athletic team, your parents argue,

your boyfriend or girlfriend breaks up with you. A is an experience that causes

a high level of stress.

How to Cope with a Life Crisis

life crisis

Most people respond to life crises byworking through a series of five emo-tional responses. The five responsesare listed below. A person has workedthrough a life crisis when he or sheaccepts what is happening, adjusts,and bounces back. This does notmean that he or she likes what hashappened.

Emotional responses The followingexample illustrates how a teen mightwork though a life crisis. Suppose ateens parents tell her they are get-ting a divorce. She denies that herparents will go through with thedivorce. Then, her father moves out ofthe family home. She responds bybeing angry about what is happen-ing. She might even act out her angerby breaking family rules.

Next, she responds by bargaining,or making promises, hoping it willchange the outcome. Her promisesmight be motivated by guilt. Shemight feel she is partially at fault forher parents failed marriage.

She then responds by beingdepressed when she recognizes noth-ing she can say or do will change theoutcome. This period of sadness isnecessary. Sadness helps her feel thepain and experience the loss of family

life as she knew it. After a period oftime, she begins accepting the factthat her parents are no longertogether. She makes adjustments andbounces back.

This is only one example of a lifecrisis. But, the five emotional re-sponses are the same responses thatapply to other life crises. People of allages experience these emotionalresponses. If you experience a lifecrisis, remember these emotionalresponses. Learning to work throughfeelings during difficult times helpsyou become emotionally mature.

Five Emotional Responses Used to Cope with Life CrisesPeople respond to life crises by working through the followingemotional responses:

Denying or refusing tobelieve what is happening

Being angry about what ishappening

Bargaining, or makingpromises, hoping to changewhat is happening

Being depressed whenrecognizing the outcome isunlikely to change

Accepting what is happen-ing, adjusting, and bouncingback

Source: These five stages have been adapted from Dr. Elisabeth Kbler-Rosss workon death and dying.

LESSON 11 Dealing with Depression 109

Some symptoms for depression arelisted below. is amood disorder accompanied by feel-ings of hopelessness, sadness, orhelplessness. It is diagnosed with twoto four of the symptoms listed belowthat last for at least two weeks.Minor depression might go away, or itmight become chronic. This means ateen continues to have mild depres-sion. Dysthymic disorder is a long-lasting form of depression. With thisdisorder, an adult displays two ormore of the symptoms listed belowfor the majority of days for two ormore years; for children and teens,the time frame is one or more years.

is a mood disor-der accompanied by long-lasting feel-ings of hopelessness, sadness, orhelplessness. A teen is diagnosed ashaving major depression if he or shehas at least five of nine generalsymptoms that last for at least twoweeks. Some teens experience some-thing called double depression. Theyhave dysthymic disorder with peri-odic bouts of major depression.

What Causes DepressionInability to cope with a life crisisSome teens are unable to get throughlife crises that most teens can copewith, such as the loss of a boyfriend orgirlfriend, or moving to a new neigh-borhood. Some teens experience se-vere life crises, such as being a victimof crime, or being in a natural disaster,such as an earthquake, flood, or tor-nado. When teens cannot cope with alife crisis, they may develop a form ofdepression. Some teens develop post-traumatic stress disorder (PTSD)after experiencing a life crisis. Teenswho have PTSD often are depressed.

Major depressionMinor depression

It is a normal reaction to feel angry or depressed while trying to adjust to a life crisis. For

example, suppose a classmate was killed in a motor vehicle accident. You might feel angry

about the accident. Later, you might feel sad and depressed because you will not see your

friend again. Or, suppose a boyfriend or girlfriend breaks up with you to date someone else.

You might feel angry, betrayed, and depressed. But what if you dont bounce back and continue

to be depressed? Or what if you are depressed for two or more weeks for no specific reason?

What to Know About Depression


Symptoms Used to Diagnose DepressionThe American Psychiatric Association uses these symptoms to diagnosedepression:

deep sadness apathy fatigue agitation sleep disturbances

weight or appetite changes lack of concentration feelings of worthlessness morbid thoughts

CORBIS

Changes in brain structure Changesin brain structure can increase riskfor depression. During the teenyears, the brain is still developing.Between the ages of 14 and 17, thereis a pruning or clearing of the graymatter. The gray matter consists ofclosely packed and interconnectednerve cells. It is found in the outerlayers of the cerebrum. The cerebrumis the largest part of the brain andcontrols the ability to memorize,think, and learn. Gray matter also isfound in some regions deeper withinthe brain. The pruning processinvolves clearing out unused brain-cell connections from the gray mat-ter. This clearing process preparesthe brain for even deeper brain-cellconnections. When this process iscomplete, teens can focus moreintently and learn things moredeeply. Scientists have learned thatthere is a significant increase in men-tal disorders, including depression,when this clearing-out process takesplace. Research is being conducted tofind out why.

Genetic predisposition The inheri-tance of genes that increase the likeli-hood of developing a condition iscalled Someteens may be genetically predisposedto having depression. The closer a teenis connected to a biological familymember who is depressed, the greaterthe likelihood that the teen maybecome depressed. For example, ateen whose mother suffers fromdepression is more at risk than if theteens aunt suffers from depression.

Low serotonin levels A chemical thatis involved in controlling states of con-sciousness and mood is serotonin.

Serotonin levels fluctuate and arenot the same in all people. Teens whohave lowered serotonin levels aremore at risk for depression.

Traumatic family events Teens whohave experienced traumatic familyevents are at increased risk for depres-sion. Examples of traumatic familyevents might include: parents divorce;serious illness of a family member; thedeath of a family member; a parentlosing a job; a family member going tojail; the murder, abduction, or suddenabsence of a family member; a familymember engaged in a war; or abuse bya family member (physical, emotional,or sexual).

Physical illness and disorders Teenswho have certain physical disordersand are ill may experience depres-sion. For example, heart disease, can-cer, diabetes and stroke are related todepression. Some nutritional defi-ciencies, such as Vitamin B, also mayincrease the risk of depression.

Alcohol and other drug use Teens whodrink alcohol and abuse other drugshave much higher rates of depression.Their brains are not yet fully devel-oped, and depressant drugs have aneven greater effect on their mood.Teens who suffer from depression anduse alcohol and other depressantdrugs become even more depressed.

genetic predisposition.

LESSON 11 Dealing with Depression 111Paul Thomas/Getty Images

Gender andDepressionResearchers haveidentified a genevariation that appearsto increase depressionrisk more amongwomen than men.

Teens who aredepressed may bedistracted fromeveryday activities.

Most teens feel down in the dumpsonce in a while. In many cases, theybounce back after speaking with aparent, guardian, mentor, or othertrusted adult and using copingstrategies for depression. But, someteens do not bounce back fromdepressed feelings.

School performance Teens who aredepressed may be tired and have diffi-culty concentrating. This affects theirability to memorize, think, and learn.They may be apathetic and have diffi-culty getting motivated to do schoolwork. School absence and poor gradesare warning signs of teen depression.Teens who do poorly in school limit theoptions they will have in the future.

Social isolation Teens who aredepressed often withdraw fromfriends. They stop participating inenjoyable teen activities, such as

athletic events, clubs, and get-togethers. This can make theirdepression worse. Teens who aresocially isolated miss the opportunityto gain social skills, which makes itdifficult for them to develop andmaintain healthful relationships.

Drug addiction Drug addiction is thecompelling desire to take a drug eventhough it harms the body, mind, andrelationships. Teens who are depres-sed might depend on alcohol and useother drugs to escape from problemsor change their mood.

Other addictions Teens might dependon certain behaviors to change theirmood. Some of these behaviors, such asexercising, are normally healthful andmay help with depression. However,when a specific behavior is taken toextremes, it can become an addiction.

Physical illnesses When teens aredepressed, their bodys immune sys-tem is suppressed. The immune sys-tem is less able to fight off pathogens.Teens who are depressed are moresusceptible to colds and flu.

Mental disorders Teens who are de-pressed are at increased risk for hav-ing major depression in adulthood.They are also at increased risk fordeveloping other mental disorders.

Suicide attempts Teens who aredepressed have a sense of hopeless-ness and helplessness. When thesefeelings are coupled with other riskfactors, such as drug use, eating dis-orders, or social isolation, the risk ofmaking a suicide attempt increases.

112 UNIT 2 Mental and Emotional HealthPhotodisc/Getty Images

Why Being Depressed Puts Teens at Risk

Make theConnection

Addictions For moreinformation onaddictions, see page84 in Lesson 9.

A teen who is depressedmay not perform well inschool. One warning signof depression is adecrease in grades.

1. What are the fiveemotionalresponses peoplego through after aloss?

2. Name threesymptoms ofdepression.

3. How can beingdepressed affect schoolperformance?

Teens who are depressed usually suf-fer for years before they are diag-nosed. Few teens who need treatmentfor depression actually seek help. Thefollowing are types of treatment fordepression.

Physical examination A physicalexamination is needed to evaluatehealth status. Poor health status,such as illness, might precede depression. Depression also mightprecede poor health status because itis associated with symptoms such assleeplessness and loss of appetite.Depression also suppresses the im-mune system, which increases therisk of illness.

Therapy Teens who are depressedmay benefit from therapy.

is a form of psy-chotherapy that involves behaviortherapy and cognitive therapy. Otherforms of therapy, such as individualcounseling or a combination of ther-apy and medication, also can be bene-ficial. Therapy can help change ateens hopeless and negative think-ing. It can help a teen graduallyresume former responsibilities andpatterns of daily living.

Medication A physician will deter-mine if a teen will benefit from tak-ing prescription drugs for depression.An is a drug used torelieve depression. There are differ-ent kinds of antidepressant drugs.Some antidepressants regulate sero-tonin levels, which play a role in regu-lating a persons mood. Antidepressantdrugs can take several weeks tobecome effective, and require medical

supervision to check for side effects.Some of the antidepressant drugs

prescribed by physicians have not yetbeen approved by the Food and DrugAdministration for use by personsunder 18. However, physicians mightprescribe them in what is referred toas off-label use. This is a commonprocedure for prescription drugs thatare being studied. The NationalInstitutes of Health is still studyingthe long-term effects of several anti-depressants when used by teens.Questions have been raised about thepossible risks associated with the useof antidepressant drugs. Parents orguardians and teens should discussthe risks and benefits of antidepres-sant drug treatment with theirphysician.

antidepressant

behavior therapyCognitive

Treatment for Depression

Coping with DepressionThese are strategies for coping with depression:

Talk with a parent, guardian,mentor or other trustedadult.

Stay connected with friends. Practice healthful behaviors,

such as eating nutritiousmeals and getting exercise.

Use anger-managementskills. (Page 98)

Practice stress-managementskills. (Page 104)

Avoid the use of alcohol andother drugs.

Take steps to developresiliency. (Page 118)

Seek treatment if thesestrategies do not relievedepression.


Antidepressant drugs are oftenused to treat depression inadults. The effects of these drugson teens is still being researched.

Leonard Lessin/Photo Researchers

The essayist and poet Joseph Addison once said, The three grand essentials to

happiness in life are something to do, something to love, and something to hope for.

Having something to do, and doing it well, gives a person a feeling of accomplishment.

Having people to love gives a person the opportunity to share feelings, hopes, dreams, and

disappointments. Having something to hope for gives a person a reason to live. Teens who do

not have things to do, people to love, and something to hope for can be at risk for making a

suicide attempt.

What to Know About Suicide andSuicide AttemptsSuicide The intentional taking ofones own life is Some teensview suicide as a way to end depres-sion, or as a way to escape problems.Other teens view suicide as a way togain attention or a way to get evenwith those who have rejected them.But, suicide is the ultimate mistakeit can not be undone. Suicide is neverthe best choice.

Parasuicide A suicide attempt inwhich a person does not intend to dieis Parasuicide is a cryfor help. Teens who make a suicideattempt are depressed, discouraged,and lack hope. They want others toknow that they are in a lot of pain.Some teens who make a suicideattempt and do not intend to die arenot found in time. Their cries for helpend in tragic death. Without help,teens who have attempted suicideonce may attempt suicide again. Forthis reason, a suicide attempt or talkof a suicide attempt always must betaken seriously.

If you are depressed and havethoughts about suicide, seek help. Youcan call 1-800-SUICIDE toll free to

speak with a trained individual. Youalso can find a mental-health profes-sional in your area in your localphone book. Therapy and/or medica-tion can help. Never make a suicideattempt, even as a way to get atten-tion. Remember, you will not have asecond chance if your attempt goestoo far. Talk to a trusted adult if youhave suicidal thoughts.

Cluster suicides A series of suicidesoccurring within a short period oftime and involving people who areconnected in some way are

Some teens make pacts oragreements. Other teens commit sui-cide in response to the suicide of afriend. Teens also might consider sui-cide after they learn about anotherteens or a famous persons suicide.

If you know someone who has com-mitted suicide, talk to your parents, aguardian, school counselor or othertrusted adult. You might need helpworking through your feelings. If youlearn about a suicide of a famous per-son, realize that this person made theultimate mistake. Do not copy thismistake.

suicides.cluster

parasuicide.

suicide.


Causes of DeathMore people die fromsuicide than fromhomicide each year inthe United States.Suicide is the thirdleading cause ofdeath for Americansage 1024.

Teens who attempt suicide may havehad a difficult life experience, such asa breakup of a relationship, anunplanned pregnancy, or failure atschool. Teens are more likely to at-tempt suicide if they encounter anyof the following experiences.

Abuse of alcohol and other drugsPeople who abuse alcohol and othersubstances often have other risk fac-tors for suicide, such as social prob-lems. Also, people who abusesubstances can tend to be impulsive,which also has been linked to teensuicide.

Death of a parent, parental separation,or parental divorce These events cancause extreme stress in teens.Although these events are out of theteens control, they may feel responsi-ble in some way. Teens also may feellike the mental pain they are feelingwill never go away.

Feelings of alienation and rejectionTeens who do not have a supportivesocial-emotional environment andteens who feel that they have no oneto talk to, are at greater risk forattempting suicide than teens whohave a supportive network of familyand friends.

Difficulty coping with body changesand sexuality Teens may be uncom-fortable or unhappy with the changesthat occur during puberty. They alsomay feel uncomfortable with theirsexuality, and feel unable to askquestions or talk to someone abouttheir feelings.

Depression Feelings of hopelessnessor worthlessness that accompanydepression also are risk factors forsuicide. Although not everyone thatsuffers from depression attempts sui-cide, having depression increases therisk of suicide.

Impulsive and/or aggressive behaviorTeens who are impulsive or aggres-sive do things without thinking themthrough first. They may make a sui-cide attempt without thoroughlythinking through the potential conse-quences of their actions.

Mental disorders A majority of peo-ple who have committed suicideeither had a mental disorder orabused substances before they com-mitted suicide.

What to Know AboutSuicidal Tendencies

How to Recognize Signs of SuicideTeens who are thinking about making a suicide attempt often providewarning signs. By trying to warn others, they are crying out for help andhoping someone will step in and help them. Signs that a teen may beconsidering a suicide attempt include:

making a direct statementabout suicide, such as I wishI was never born

making an indirect statementabout suicide, such as Iwonder where I can get agun.

having a change in personality

withdrawing from contactwith family and friends

losing interest in personalappearance

being preoccupied with deathand dying

using alcohol and other drugs losing interest in schoolwork giving away possessions talking about getting even

with others failing to recover from a dis-

appointment or a loss running away from home having a close friend or

relative who has committedsuicide


1. What are somecauses ofdepression?

2. Why might a teenwho is depressedbe at risk foraddictions?

3. What are somerisk factors forsuicide?

116 UNIT 2 Mental and Emotional HealthWDCN/Univ.College London/Photo Researchers

DEPRESSION

Depression is an illness that can affect b

oth men and

women at any age,or of any race, ethni

city, or economic

group. It involves not only the body, but

mood and

thoughts as well. It is not a weakness, n

or can it be

willed away. People suffering from depre

ssion cannot

just pull themselves together and reco

ver. Depression

needs to be treated with the help of hea

lth-care profes-

sionals that may include medical doctor

s, counselors, or

therapists, all of whom work together wi

th the patient

and parents or guardians in the recovery

process.

Causes While the exact cause of de

pression

remains unknown, evidence that som

e types of

depression, such as bipolar disorder,

run in families

indicates that genetics may play a ro

le in the

development of depressive disorders.

Having low

self-esteem or poor coping skills also

may put peo-

ple at a higher risk for developing a d

epressive dis-

order. Hormonal disorders may caus

e physical

changes in the body that can lead to

depression.

Certain environmental factors can tri

gger the onset

of depression. Depression may devel

op as a result

of traumatic events, such as being a

survivor of an

attack. Stress at home, work, or scho

ol also may be

involved in the development of depr

ession.

Depression is a serious illness that s

hould not

go untreated. Some symptoms of de

pression were

discussed on p. 110. Other signs and

symptoms of

depression include:

feelings of guilt or worthlessness

loss of interest or pleasure in acti

vities or hob-

bies that were once enjoyed, such as

sports or

going out with friends

thoughts of death or suicide

difficulty making decisions

feeling restless or irritable

sleeping longer and more often

experiencing other physical sympt

oms, such as

headaches, stomachaches, or chroni

c pain that

does not respond to treatment

Depression usually can be successful

ly treated

with a combination of medication an

d therapy.

The medication relieves the symptom

s of depres-

sion, while therapy helps the patien

t learn coping

mechanisms for dealing with lifes pr

oblems.

Therapy can help the patient move a

way from the

negative thinking and behavior that

often accom-

panies depression. Exercise has been

shown to

relieve symptoms of depression in so

me patients. A

mental-health professional may sug

gest a patient

include excercise along with other tre

atments.

This PET scan shows the brain of a dep

ressed patient.

Areas of low activity typically found in

the brains of

people suffering from depresssion are

shown in red and

yellow.

Visit www.glencoe.com to resear

ch more infor-

mation about depression.

What should you do if you suspect

a friend or

family member may be suffering from

depression?

How do medications, such as sele

ctive serotonin

reuptake inhibitors (SSRIs), work to r

elieve the

symptoms of depression?

Research current statistics on depr

ession. How

often does depression occur in men,

women,

teens, children, and the elderly?

Use a software program to create a p

amphlet

about depression,including places to

get help.

www.glencoe.com

http://www.glencoe.comhttp://www.glencoe.com

Techniques that can be used to help prevent a person from

thinking about, attempting, and completing suicide are

. If you know someone

that is contemplating suicide, there are ways that you can help.

Contact a suicide hotline for more information about ways to

help a person who is thinking about suicide.

suicide prevention strategies

What to Know AboutGetting HelpListen. If friends share theirthoughts of suicide with you, listen tothem and encourage them to talk toyou. Use active listening skills.Remind them that suicide is not theanswer, and point out the futureevents that they will miss if theycommit suicide. Tell them how devas-tated their family and friends,including you, will be.

Encourage them to seek help. Tellyour friends that there are ways thatdepression can be treated. Remindthem that their depressed feelingsmay not go away on their own. Withtreatment, they may be able to startenjoying life again. Refer them to asuicide hotline, where they can talkto a trained professional.

Tell a trusted adult. Do not promiseyour friends that you will keep theirsuicidal thoughts a secret. Tell yourfriends that you care too much aboutthem to keep their secret. They maybe upset at first, but remind themthat you care and want them to con-tinue to be a part of your life.

Suicide Prevention StrategiesIf you are concerned about a teen:

look for warning signs whena teen is depressed

listen without giving advice take a suicide threat seriously ask if the teen has a specific

plan and means to followthrough

do not be sworn to secrecy call a parent, a guardian, or

other responsible adultimmediately

stay with the teen until pro-fessional help arrives


If a friend shares thoughts of suicide with you, listento him or her, tell a trusted adult, and urge yourfriend to call a suicide hot line.

(tt)Photodisc/Getty Images; (b)PhotoDisc/Getty Images

When the going gets tough, the tough get going. Tough times never last, but

tough people do. These sayings describe people who demonstrate resiliency.

is the ability to adjust, recover, bounce back, and learn from difficult

times. Some teens are more resilient than others. Being resilient is a powerful protective

factor. A is something that increases the likelihood of a positive outcome.

Being resilient helps you cope with life crises. It helps prevent depression and suicide. If you

have not been resilient in the past, you can work to increase your resiliency.

How to Be Resilient

protective factor

Resiliency

Work on your relationships with mem-bers of your family. You are workingon skills to gain independence fromyour parents or guardian. Yet, at thesame time, you need to remain close tothem. Feeling connected to familymembers gives you added strengthduring tough times. Family memberscan comfort you. They also can offersuggestions for coping with life crises.Do not wait for tough times to happen.Spend time talking to your parents orguardian and other family membersevery day. Share what is happening in

your lifeyour successes and your dif-ficulties. Be vulnerable and sharefears and insecurities.

Develop a close relationship with amentor. A responsible person whoguides another person is a mentor. Acoach, member of the clergy, teacher,counselor, principal, guardian, aunt,uncle, grandparent, or other respon-sible adult can be a mentor. Spendtime with the person you choose as amentor. Discuss difficult situationswith your mentor. Get suggestions onways to handle life crises. When youneed someone to talk to, or are look-ing for advice, a mentor can help youget through difficult times. You mightwant to keep a journal of your dailysuccesses and difficulties and discussyour journal with your mentor.

Choose friends who are supportive andwho have responsible behavior. Selectyour friends wisely. Friends whochoose responsible behavior willencourage you to make wise choicesduring difficult times. They will listento your feelings. They might think ofoptions you do not. Stay away fromteens who behave in harmful ways.

118 UNIT 2 Mental and Emotional HealthDavid Young-Wolff/PhotoEdit

Positive familyrelationships help teensdevelop resiliency.

When you experience life crises, theymight encourage you to participate inharmful behaviors.

Do not put off dealing with your feel-ings when a difficult situation arises.At first, you may respond to a difficultsituation by denying what is happen-ing. Do not get stuck in a state ofdenial. Get in touch with your feelings.Express any anger you feel in health-ful ways. If you feel sadness or depres-sion, share these feelings with yourparents, guardian, mentor, or othertrusted adult. Remember, tough timesdo not go away by pretending nothingis wrong. Face up to what is hap-pening. Work through your feelings togain acceptance and take responsibleactions.

Avoid choosing harmful behaviors as away of coping with tough times. Youcannot adjust and bounce back fromtough times by choosing harmfulbehaviors. Drinking alcohol or usingother harmful drugs will interferewith your ability to make responsibledecisions. Other addictive behaviors,such as gambling, smoking, and eat-ing disorders will interfere with yourability to cope. These behaviors alsoare harmful to health. Stealing, lying,or breaking rules and laws will getyou into trouble. Remember, harmfulbehaviors make the situation worse.

Ask for support when you need it.Reach out and ask for help duringtough times. Some people do not askfor help, for fear they will look weak.Others feel that asking for help willshow they are not in control. How-ever, people who ask for help or sup-port show that they are in control andare strong enough to know when toturn to another for support or assis-

tance. People that ask for help or sup-port can deal with problems andmove on. If they had not asked forhelp or support, they still may havebeen suffering from the problem.Willingness to ask for help is a keyingredient in developing resiliency.

Discuss available support groups witha parent, guardian, mentor, or otherresponsible adult. A group of peoplewho help one another recover froman addiction, a particular disease, ora difficult situation is a supportgroup. Sometimes it is helpful to bein a group with other teens who haveexperienced the same life crisis. Youwill not feel like you are the only onewho has ever felt the way you do.Other teens can share their experi-ences with you. They can reassureyou that they made it through a spe-cific life crisis and you will too. Mostsupport groups have guidelines con-cerning privacy. Those who attendagree not to share anything from themeeting outside the group.

Be involved in school activities. Dontwithdraw from friends or stop partic-ipating in school activities. Beinginvolved is an important way to feelconnected to others. Being a memberof a school team or participating inan activity gives you a sense ofbelonging.

LESSON 11 Dealing with Depression 119Photodisc/Getty Images

Teens who feel sad ordepressed can find helpby talking with theirparent or guardian,or with another trusted adult.

120 UNIT 2 Mental and Emotional HealthAaron Haupt

Accessing Valid Health Information, Products,and Services: Accessing Hotlines for HelpMost communities have suicide prevention or crisis intervention hotlines. A person calling the hotlinecan get immediate help in dealing with suicidal thoughts or an emotional crisis. Hotlines are anemergency health service. Here are some points that will help you use this service.

Make theConnection

Volunteering Formore information onbeing a volunteer, seepage 66 in Lesson 7.

1 Identify health information,products, and services.Most hotlines are staffed byexperienced volunteers, who are trained to listen to people in distress.3Hotlines give a person who isdepressed or suicidal a chanceto talk. Talking to someoneabout negative feelings that seemoverwhelming can make a difference.They can provide comfort andperspective.

Practice healthful behaviors. Remem-ber the powerful mind-body connec-tion. Your thoughts and emotions cantrigger certain body responses. Forexample, the bodys immune systemmight be suppressed during stressfultimes. Be proactive. Get plenty ofexercise. Limit sedentary activities.Eat healthful foods. Avoid eating to manage stress. Practice stress-management strategies. Get plenty ofsleep, and pay attention to groomingto keep a neat and clean appearance.Wear a favorite outfit and try to lookyour best.

Volunteer to help others. Acts of giv-ing stimulate the brain to releaseendorphins. Endorphins are sub-stances produced in the brain thatcreate feelings of well-being. Therelease of endorphins helps produce astate in which a person feelsincreased energy, relaxation, andimproved mood as a result of givingservice to others. During tough times,it is helpful to have increased energy,relaxation, and improved mood.Helping others who are less fortu-nate can help you put your own trou-bles in perspective.

2Many hotline

s focus on specific

problems, such as suicide o

r rape.

Any information shared w

ith

hotline staff will be kept p

rivate. Callers

do not need to give their

name or other

identification to a hotline

counselor.

5Evaluate hea

lth information, product

s, and

services, and take action

when health informatio

n

is misleading and/or heal

th products and services

are unsatisfactory. To lea

rn more about crisis hotline

s that

are available in your comm

unity, create a crisis resourc

e

handbook. List the name of

the hotline, its phone num

ber, and

a few details about the ser

vice. To gather information

for the

handbook, check your loca

l phone book. Make multip

le

copies of your crisis resour

ce handbook.Place them at

locations in your school an

d community where other

teens

will see them.

4Locate health information,products, and services you need.Some hotlines, such as 1-800-SUICIDE(1-800-784-2433), are national. You can callthese numbers toll-free. National hotlinescan direct you to treatment services in yourarea. Other hotlines are offered by localhospitals, mental-health centers, andcommunity organizations.

11STUD

Y

GUIDE

Key Terms ReviewComplete these fill-in-the-blank statements with the lesson Key Terms on the left. Do not write in this book.

Recalling the Facts

1. is therapy that helps teens identifyand deal with sources of depression.

2. is an experience that causes a highlevel of stress.

3. are a series of suicides occurringwithin a short period of time involvingpeople who are connected in some way.

4. is the ability to adjust, recover,bounce back, and learn from difficult times.

5. is a mood disorder accompanied bymild feelings of hopelessness, sadness, andhelplessness.

6. A(n) is a drug used to relievedepression.

7. is a suicide attempt in which a person does not intend to die.

8. are techniques that can be used tohelp prevent a person from thinking about,attempting, and completing suicide.

9. is a mood disorder accompanied by long-lasting feelings of hopelessness,sadness, and helplessness.

10. is the intentional taking of onesown life._____

_____

_____

_____

_____

_____

_____

_____

_____

_____

antidepressantcluster suicidescognitive behavior

therapygenetic

predispositionlife crisismajor depressionminor depressionparasuicideprotective factorresiliencysuicidesuicide prevention

strategies

11. What are the five stages of emotionalresponse to life crises?

12. In what ways does being depressed putteens at risk?

13. What are strategies for coping with depression?

14. List suicide prevention strategies.

15. How might you develop resiliency?

16. What are the differences between minordepression, major depression, and dys-thymic disorder?

17. What are the causes of depression?

18. Describe several methods of treatingdepression.

Critical Thinking 19. Discuss why a teen might consider

attempting suicide after learning of acelebritys suicide.

20. Why might a person with depression havechanges in appetite or weight?

21. Why might a teen think that he or she isgetting even with someone if he or sheattempts suicide?

22. How does having a support system promote resiliency?

Real-Life Applications23. Why might two people react differently to

the same traumatic event?

24. How do you think exercise helps relievesymptoms of depression?

25. Why might a person who is depressed stoptaking his or her medication a week or twoafter starting it?

26. Why do you think suicide rates are highestamong the elderly?

Activities

LESSON 11 Study Guide 121Digital Vision/Getty Images

Responsible Decision Making27. Write You are feeling down because you

did poorly on an exam. A classmate sug-gests that you drown your sorrows with asix-pack of beer. Write your response in yourjournal. Refer to the Responsible Decision-Making Model on page 61 for help.

Sharpen Your Life Skills28. Advocate for Health Contact a local

mental-health agency and find out how it is working to decrease the stigma associated with depression and suicide.Create an information packet on depressionand suicide.

Visit www.glencoe.com for more Health & Wellness quizzes.

http://healthmh.com/study_guide

Health & WellnessTable of ContentsUNIT 1 Health SkillsLesson 1 Taking Responsibility for HealthLesson 2 Accessing Valid Health Information, Products, and ServicesLesson 3 Practicing Healthful BehaviorsLesson 4 Analyzing Influences on HealthLesson 5 Using Communication SkillsLesson 6 Setting Health Goals and Making Responsible DecisionsLesson 7 Being a Health Advocate

UNIT 2 Mental and Emotional HealthLesson 8 Developing Good CharacterLesson 9 Developing a Healthy MindLesson 10 Expressing Emotions and Managing StressLesson 11 Dealing with DepressionLesson 12 Dealing with Loss and Grief

UNIT 3 Family and Social HealthLesson 13 Developing Healthful Family RelationshipsLesson 14 Adjusting to Family ChangesLesson 15 Examining Dating and FriendshipsLesson 16 Practicing Abstinence From SexLesson 17 Recognizing Harmful RelationshipsLesson 18 Preparing for Marriage and Parenthood

UNIT 4 Growth and DevelopmentLesson 19 Keeping Your Body HealthyLesson 20 Learning About the Reproductive SystemsLesson 21 Learning About Pregnancy and ChildbirthLesson 22 Caring for Infants and ChildrenLesson 23 Developing Learning and Planning StylesLesson 24 Aging Healthfully

UNIT 5 NutritionLesson 25 Choosing Healthful FoodsLesson 26 Following Dietary GuidelinesLesson 27 Using Diet to Guard Against DiseaseLesson 28 Developing Healthful Eating HabitsLesson 29 Maintaining a Healthful Weight

UNIT 6 Personal Health and Physical ActivityLesson 30 Having Regular Physical ExamsLesson 31 Being Well-GroomedLesson 32 Getting Adequate Rest and SleepLesson 33 Participating in Physical ActivityLesson 34 Practicing FitnessLesson 35 Exercising Safely

UNIT 7 Alcohol, Tobacco, and Other DrugsLesson 36 Using Prescription and OTC Drugs SafelyLesson 37 Choosing an Alcohol-Free LifestyleLesson 38 Choosing a Tobacco-Free LifestyleLesson 39 Avoiding Illegal Drug UseLesson 40 Avoiding Drug DependenceLesson 41 Resisting Pressure to Abuse DrugsLesson 42 Reducing Risk by Being Drug FreeLesson 43 Assessing Treatment Options

UNIT 8 Communicable and Chronic DiseasesLesson 44 Avoiding Communicable Diseases.Lesson 45 Dealing with Respiratory Diseases, Asthma, and AllergiesLesson 46 Reducing the Risk of STDs and HIVLesson 47 Reducing the Risk of Cardiovascular DiseasesLesson 48 Managing Chronic Health ConditionsLesson 49 Reducing the Risk of Cancer

UNIT 9 Consumer and Community HealthLesson 50 Acquiring Knowledge of Health LawsLesson 51 Managing Time and MoneyLesson 52 Analyzing Media MessagesLesson 53 Accessing Reliable Health CareLesson 54 Investigating Health CareersLesson 55 Learning About Public Health

UNIT 10 Environmental HealthLesson 56 Learning About Environmental IssuesLesson 57 Preventing Air and Water PollutionLesson 58 Preventing Noise and Visual PollutionLesson 59 Practicing Recycling and ConservationLesson 60 Protecting the Environment

UNIT 11 Injury Prevention and Personal SafetyLesson 61 Reducing Unintentional InjuriesLesson 62 Staying Safe During Severe Weather and Natural DisastersLesson 63 Reducing the Risk of ViolenceLesson 64 Respecting Authority and Obeying LawsLesson 65 Protecting Yourself From Physical ViolenceLesson 66 Protecting Yourself From Sexual ViolenceLesson 67 Staying Away From GangsLesson 68 Reducing Weapon InjuriesLesson 69 Performing Common First Aid ProceduresLesson 70 Performing Emergency First Aid Procedures

Health ResourcesEnglish/Spanish GlossaryIndexCredits

Feature ContentsActivity: Using Life SkillsSpeaking OutHealth NewsFacts AboutJust the Facts

Student WorkbooksReading EssentialsTo the StudentUnit 1: Health SkillsLesson 1: Taking Responsibility for HealthLesson 2: Accessing Valid Health Information, Products, and ServicesLesson 3: Practicing Healthful BehaviorsLesson 4: Analyzing Influences on HealthLesson 5: Using Communication SkillsLesson 6: Setting Health Goals and Making Responsible DecisionsLesson 7: Being a Health Advocate

Unit 2: Mental and Emotional HealthLesson 8: Developing Good CharacterLesson 9: Developing a Healthy MindLesson 10: Expressing Emotions and Managing StressLesson 11: Dealing with DepressionLesson 12: Dealing with Loss and Grief

Unit 3: Family and Social HealthLesson 13: Developing Healthful Family RelationshipsLesson 14: Adjusting to Family ChangesLesson 15: Examining Dating and FriendshipsLesson 16: Practicing Abstinence From SexLesson 17: Recognizing Harmful RelationshipsLesson 18: Preparing for Marriage and Parenthood

Unit 4: Growth and DevelopmentLesson 19: Keeping Your Body HealthyLesson 20: Learning About the Reproductive SystemsLesson 21: Learning About Pregnancy and ChildbirthLesson 22: Caring for Infants and ChildrenLesson 23: Developing Learning and Planning StylesLesson 24: Aging Healthfully

Unit 5: NutritionLesson 25: Choosing Healthful FoodsLesson 26: Following Dietary GuidelinesLesson 27: Using Diet to Guard Against DiseaseLesson 28: Developing Healthful Eating HabitsLesson 29: Maintaining a Healthful Weight

Unit 6: Personal Health and Physical ActivityLesson 30: Having Regular Physical ExamsLesson 31: Being Well-GroomedLesson 32: Getting Adequate Rest and SleepLesson 33: Participating in Physical ActivityLesson 34: Practicing FitnessLesson 35: Exercising Safely

Unit 7: Alcohol, Tobacco, and Other DrugsLesson 36: Using Prescription and OTC Drugs SafelyLesson 37: Choosing an Alcohol-Free LifestyleLesson 38: Choosing a Tobacco-Free LifestyleLesson 39: Avoiding Illegal Drug UseLesson 40: Avoiding Drug DependenceLesson 41: Resisting Pressure to Abuse DrugsLesson 42: Reducing Risk by Being Drug FreeLesson 43: Assessing Treatment Options

Unit 8: Communicable and Chronic DiseasesLesson 44: Avoiding Communicable DiseasesLesson 45: Dealing with Respiratory Diseases, Asthma, and AllergiesLesson 46: Reducing the Risk of STDs and HIVLesson 47: Reducing the Risk of Cardiovascular DiseasesLesson 48: Managing Chronic Health ConditionsLesson 49: Reducing the Risk of Cancer

Unit 9: Consumer and Community HealthLesson 50: Acquiring Knowledge of Health LawsLesson 51: Managing Time and MoneyLesson 52: Analyzing Media MessagesLesson 53: Accessing Reliable Health CareLesson 54: Investigating Health CareersLesson 55: Learning About Public Health

Unit 10: Environmental HealthLesson 56: Learning About Environmental IssuesLesson 57: Preventing Air and Water PollutionLesson 58: Preventing Noise and Visual PollutionLesson 59: Practicing Recycling and ConservationLesson 60: Protecting the Environment

Unit 11: Injury Prevention and Personal SafetyLesson 61: Reducing Unintentional InjuriesLesson 62: Staying Safe During Severe Weather and Natural DisastersLesson 63: Reducing the Risk of ViolenceLesson 64: Respecting Authority and Obeying LawsLesson 65: Protecting Yourself From Physical ViolenceLesson 66: Protecting Yourself From Sexual ViolenceLesson 67: Staying Away From GangsLesson 68: Reducing Weapon InjuriesLesson 69: Performing Common First Aid ProceduresLesson 70: Performing Emergency First Aid Procedures

HelpInternet LinkPrevious DocumentSearch - DocumentSearch - Full Page NavigatorExit

lesson 11 dealing with depression - warren county public ...€¦ · 1. discuss emotional responses...

Documents