Stress is literally the spice of life. It has been said If you don’t experience stress you’re not alive. Stressors are everywhere. They come at you from the environment you live, work and play in, from other people and mostly, from inside your own mind. Stress is defined as our reactions to change. Like everything else, you can learn how to master your stress to live a more peaceful, productive and happy life. Mismatched: Your Brain Under Stress will tell you how.

health

Good health and well-being

Describing Hans Selye’s general adaptation syndrome (GAS)

SOC.9-12.5.2

Explain Hans Seyle’s General Adaptation Syndrome (GAS).

SOC.9-12.P.5.5

Recognize direct positive and negative reactions to emotions/stress (for example, fight or flight response, voice volume, tonal quality, shallow/rapid breathing, rapid heart rate, crossed arms, facial distortions, sweating).

SEL.9-12.PD.I.A.3

Identify and describe the basic structure and functions of the endocrine system including growth (pituitary), reproduction (ovaries, testes), fight or flight responses (adrenal), energy, metabolism (thyroid)

HE.4.FS.1.J.1

Relate a function of each endocrine gland (e.g., thyroid-metabolism; pituitary-master hormonal gland and height; adrenal-fight or flight; pancreas-insulin; ovaries-eggs; testes-sperm) and how it is impacted by lifestyle choices

HE.8.FS.1.J.1

Set a personal goal to avoid driving when under the influence of alcohol or other drugs or riding in a vehicle when the driver is under the influence of alcohol or other drugs.

HE.9-12.8.9.GS

discuss accurate information about mental and emotional health issues, including suicide prevention and express opinions about them, types of violence warning signs of dating violence/cycle of abuse; safety planning.

HE.9-10.2.2.7.1

design methods for accurately expressing information and ideas about mental health promotion and suicide prevention.

HE.9-10.2.2.7.2

utilize strategies to overcome barriers when communicating information, ideas, feelings and opinions about mental health issues.

HE.9-10.2.2.7.3

influence and support others in making positive health choices, e.g., helping friends who are victims of dating violence, bullying, harassment, domestic violence community resources.

HE.9-10.2.2.7.4

work cooperatively when advocating for healthy communities.

HE.9-10.2.2.7.5

Humans have a variety of mechanisms— sensory, motor, emotional, social and technological—that can reduce and modify health hazards (e.g. blinking, fight or flight, coping mechanisms, medicine).

SCI.9-12.S9-12:42.d

Describe the interrelationship of physical, mental, emotional and social health (e.g., fight or flight response to stress).

HE.9-12.MEH.HE2.a

Identifies stress-management strategies to reduce stress.

PHYS.9-12.S3.H14.L1

Applies stress-management strategies to reduce stress.

PHYS.9-12.S3.H14.L2

investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight; and

SCI.7.13.A

Stress and Health

Describing situational cues that cause emotions, including anger, curiosity, and anxiety

SOC.9-12.12.2

Differentiating types of mental illness, including mood, anxiety, somatoform, schizophrenic, dissociative, and personality disorders

SOC.9-12.15.3

Identify methods to manage or overcome communication anxiety and apprehension (e.g., topic outlines, repetitive practice).

LA.4-5.4.B.2c

Develop strategies to manage or overcome communication anxiety and apprehension (e.g., sentence outlining, note cards).

LA.6-8.4.B.3c

Use strategies to manage or overcome communication anxiety and apprehension (e.g., developed outlines, notecards, practice).

LA.9-10.4.B.4c

Implement learned strategies to self-monitor communication anxiety and apprehension (e.g., relaxation and transference techniques, scripting, extemporaneous outlining, repetitive practice).

LA.11-12.4.B.5c

Rehearse presentations to overcome communication anxiety and apprehension.

LA.7-9.4B.11

LA.8-10.4B.7

Explain why sustained moderate to vigorous physical activities can reduce symptoms of depression and anxiety.

HE.8-12.23D.1

List physical and emotional reactions to stress and identify positive and negative ways of dealing with stress and anxiety.

HEAL.5.5.1.3

Explain the causes, symptoms and effects of depression, anxiety and common eating disorders.

HEAL.8.8.1.3

identify and describe common social and emotional problems (aggression, anxiety, depression)

HE.4.1.D.PL-4-PW-S-SMEH3

identify common social and emotional problems (aggression, anxiety, depression)

HE.5.1.D.PL-5-PW-S-SMEH3

identify common social and emotional problems (aggression, anxiety, depression, grief) and describe self-management and coping strategies (goal setting, refusal skills, decision making and time management) for addressing these problems

HE.6.1.D.PL-6-PW-S-SMEH3

HE.7.1.D.PL-7-PW-S-SMEH3

HE.8.1.D.PL-8-PW-S-SMEH3

HE.4.PL-4-PW-S-SMEH3

HE.5.PL-5-PW-S-SMEH3

HE.6.PL-6-PW-S-SMEH3

HE.7.PL-7-PW-S-SMEH3

HE.8.PL-8-PW-S-SMEH3

Students will describe symptoms of common social and emotional problems (aggression, anxiety, depression).

HE.4.PL-04-1.1.9

Students will explain the importance of social and emotional health and the symptoms of common social and emotional problems (aggression, anxiety, depression).

HE.5.PL-05-1.1.9

Students will explain causes, symptoms and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative), mental and emotional problems (e.g., depression, anxiety, eating disorders).

HE.6.PL-06-1.1.9

HE.7.PL-07-1.1.9

Students will explain causes, symptoms and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative) mental and emotional problems (e.g., depression, anxiety, eating disorders).

HE.8.PL-08-1.1.9

Students will compare causes, symptoms, consequences and treatments of mental and emotional problems (e.g., depression, anxiety, drug abuse, addictions, eating disorders, aggressive behaviors) for individuals and families.

HE.9-12.PL-HS-1.1.9

Students will explain how physical, emotional/mental and social benefits result from regular participation in leisure/recreational or competitive physical activities: mental/emotional benefits (e.g., reduces anxiety/stress, depression, provides better body image, improves self-discipline and self- respect)

HE.9-12.PL-HS-2.2.1.c

Opioid abuse is linked to mental health concerns such as: mood disorders, major depressive disorder, bipolar disorder, anxiety disorders, suicidal ideation, and consequences with the legal system.

HEAL.7-8.ORH.I.18

Explain key concepts of mental & emotional health including stress, anxiety, depression, resilience, suicide and therapeutic treatment options.

HE.1.12.46

Identify signs, symptoms, and sources of stress and anxiety at home, at school, and with peers.

HE.9.1.l

Identify appropriate coping and resiliency strategies to manage symptoms of stress, anxiety, loss, and depression.

HE.9.2.r

Determine how to help a friend exhibiting signs of depression, anxiety, disordered eating, or other self-harming behavior.

HE.9.3.l

Analyze and compare psychological benefits derived from various physical activities (e.g., decreased stress and anxiety, increased self-esteem, increased mental alertness, improved mood).

PE.9.4.h

Apply stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress.

PE.10.4.f

describe ways to manage anxiety and grief;

HEAL.6.PIS.12.E

identify and describe lifetime strategies for prevention and early identification of disorders such as depression and anxiety that may lead to long-term disability;

HEAL.7-8.HI.1.C

examine causes and effects of stress and develop strategies for managing stress and coping with anxiety and depression;

HEAL.9-10.HI.1.H

HE.6.10.E

identify and describe lifetime strategies for prevention and early identification of disorders such as depression and anxiety that may lead to long-term disability; and

HE.7-8.1.C

examine causes and effects of stress and develop strategies for managing stress and coping with anxiety and depression; and

HE.9-10.1.H

identify and evaluate the effects of exercise, nutritional dietary habits, and emotional factors such as stress, fatigue, or anxiety on job performance;

HOSP.9-10.10.C

identify and manage the effects of exercise, dietary habits, and emotional factors such as stress, fatigue, or anxiety on job performance.

HOSP.10-12.4.E

compare and contrast the effect of stress, fatigue, and anxiety on job performance;

HOSP.10-12.9.G

explain how the brain responds (i.e., the brain’s stress response – fight, flight, freeze) when it thinks there is a threat and how that response might affect thoughts, emotions, and actions

Grade 3.D1.6

demonstrate an understanding of various religious or spiritual beliefs (e.g., Taoism, Buddhism, Hinduism, Judaism, Christianity, Islam, Aboriginal or tribal spiritual beliefs) found within a specific culture and of how they relate to various aspects of that culture (e.g., dietary laws; social hierarchies; attitudes towards gender roles and social inequality; ethics and mores; rituals/practices around birth, marriage, sickness, death; educational practices; practices such as meditation, powwows, pilgrimages, shamanism, t’ai chi ch’uan, voodoo)

Grade 12 Art, Philosophy, and Religion  C1.3

assess the influence of the art, philosophy, and religious/spiritual beliefs or practices of one culture (e.g., Grebo or Haida masks, yoga and meditation, t’ai chi ch’uan, salsa, hip hop, reggae, capoeira, Maori haka, Bollywood films) on forms of cultural expression produced by individuals or groups from other cultures

Grade 12 Contributions and Influences C3.2

assess ethnocultural minority groups’ contributions to and influence on culture in Canada (e.g., heritage centres; cultural museums; ethnic neighbourhoods in large cities; meditation centres; fusion cuisine; ethnocultural film festivals; multicultural festivals; a variety of churches, temples, and mosques; influences on fashion, literature, music, visual art)

Grade 12 Contributions and Influences C3.3

explain the effects of individual differences (e.g., differences related to giftedness, developmental delays, attention deficit disorder, autism, school anxiety, aphasia, depression, schizophrenia, dementia, Alzheimer’s, birth order, gender) on cognitive development throughout the lifespan

Grade 12 Factors Affecting Cognitive
Development and Language Use D4.1

describe the development of emotion throughout the lifespan (e.g., early emotions, stranger anxiety, emotional fluctuations, socioemotional selectivity)

Grade 12 Social-Emotional Development E1.2

explain how the daily practices of adherents reflect the teachings of their particular religion or belief tradition (e.g., acts of discernment and/or daily prayer, acts of service, meditation, reflection)

Grade 11 Daily Living as Sacred Reality E1.2

identify daily rituals of various world religions and belief traditions (e.g., regular prayer, ritual bathing, meditation)

Grade 11 Daily Observances D3.1

identify and describe mental health disorders that may affect adolescents (e.g., depression, bipolar disorder, eating disorders, schizophrenia, anxiety disorders, attention deficit disorder [ADD], disorders that are common in certain cultures);

Grade 10 Personal Health A2.6

Mind/Body Connection 

Identify signs, symptoms, and risk factors for cancer, heart disease, obesity, and diabetes.

HEAL.5.1.5

HEAL.7.1.4a

demonstrate an understanding of diseases by: describing symptoms, causes, patterns of transmission, prevention and treatments of non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema)

HE.6.1.F.PL-6-PW-S-DP1.b

demonstrate an understanding of diseases by: describing symptoms, causes, patterns of transmission, prevention and treatments of non- communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema)

HE.7.1.F.PL-7-PW-S-DP1.b

HE.8.1.F.PL-8-PW-S-DP1.b

identify problems that occur from extreme eating behaviors (overeating, obesity, anorexia, bulimia)

HE.8.2.B.PL-8-N-S-2

HE.9-12.1.F.PL-H-PW-S-DP1.b

identify issues, problems and solutions related to extreme eating behaviors (overeating, obesity, anorexia, bulimia)

HE.9-12.2.B.PL-H-N-S-4

HE.6.PL-6-PW-S-DP1.b

HE.7.PL-7-PW-S-DP1.b

HE.8.PL-8-PW-S-DP1.b

HE.8.PL-8-N-S-2

HE.9-12.PL-H-PW-S-DP1.b

HE.9-12.PL-H-N-S-4

Students will explain how strategies (e.g., diet, exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat, lice) and non-communicable (heart disease, diabetes, obesity, cancer, asthma) diseases.

HE.4.PL-04-1.1.7

Students will explain how strategies (e.g., diet exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat) and non-communicable (heart disease, diabetes, obesity, cancer, asthma) diseases.

HE.5.PL-05-1.1.7

Students will describe symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non- communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).

HE.6.PL-06-1.1.7

HE.7.PL-07-1.1.7

Students will explain symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non- communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).

HE.8.PL-08-1.1.7

Students will describe symptoms, causes, patterns of transmission, prevention and treatments of communicable diseases (hepatitis, tuberculosis, STD/HIV/AIDS) and non-communicable diseases (cancer, diabetes, obesity, cardiovascular disease, arthritis, osteoporosis).

HE.9-12.PL-HS-1.1.7

Using evidence to predict and explain how the effect of various environmental or hereditary factors influence the continuation of the human species (reproductive success) (e.g., anorexia and/or steroid use, radiation/toxic wastes/drug use, mutagenic agents and/or improper diet/obesity).

SCI.9-12.S9-12:41.3

Analyze the social and economic effects of various health crises, including increasing obesity and the AIDS epidemic.

SOC.11.13.7

explain the unique importance of breastfeeding for the health of the baby, the birth mother, and the family (e.g., its role in meeting infant nutritional needs, preventing obesity, reducing the risk of breast cancer, promoting mother-infant bonding)

Grade 11 Infant and Child Nutrition B3.1

demonstrate an understanding of the nutritional needs of children and adolescents and describe the health effects of poor nutrition (e.g., obesity, diabetes, retarded growth, reduced physical and mental efficiency);

Grade 10 Personal Health A2.2

identify current child and adolescent health issues from recent media coverage (e.g., lack of exercise, poor diet, and child obesity; adult alcoholism and fetal alcohol syndrome; poverty and malnourishment);

Grade 10 Health Care and Society C2.1

Mind/Body Connection II 

Demonstrates basic movements used in other stress reducing activities such as yoga, tai chi, and deep breathing.

PE.8.S3.M18.8

Identifies stress‐management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress.

PE.9-12.S3.H14.L1

Applies stress‐management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress.

PE.9-12.S3.H14.L2

Compare and contrast at least two different conditioning and somatic practices (e.g. Yoga, Pilates, floor barre, Bartenieff Fundamentals, Alexander Technique, Laban Movement Analysis, Ideokinesis).

DA.K-12.1.1.PO 1.401

compare and contrast lifetime activities (e.g., golf, tennis, walking, dance, yoga, swimming) that improve or maintain the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance)

HE.9-12.PL-H-LPW-S-8

PE.9-12.4.B.PL-H-LPW-S-8

Naloxone (Narcan) can be administered by trained responders. Some entities who have been trained include but are not limited to: people who use Opioids, first responders, law enforcement, school staff, registered nurses, family and friends of drug users, and other interested civilians.

HEAL.9-12.ORH.C.16

Demonstrate movement patterns in dance, gymnastics or fitness (e.g., yoga, Zumba).

PHYS.6.1.A.1

Demonstrate a routine that includes variety of movement patterns in dance, gymnastics or fitness (e.g., yoga, Zumba) with a partner or small group.

PHYS.7.1.A.1

Demonstrate consistency in individual specialized skills in health-related fitness activities (e.g., resistance training, yoga, kickboxing, fitness walking).

PHYS.9-12.1.A.2

Demonstrate consistency in performing specialized skills in health-related fitness activities (e.g., resistance training, yoga, kickboxing, fitness walking).

PE.9.1.A.2

Participate in a variety of physical activities (e.g., yoga, orienteering, cycling, skating, hiking, kayaking) for maintaining or enhancing a healthy, active lifestyle.

PE.10.3.A.2

Demonstrate competent performance of specialized skills in health-related fitness activities (e.g., resistance training, yoga, kickboxing, fitness walking).

PE.11.1.A.1

Recognize the importance of warm-up and cross-discipline training to dance (e.g., sports, yoga, Pilates, swimming, running, walking and cycling).