Alcohol laws in Western Australia. (2007, February 18). Welcome to Western Australia. Retrieved October 27, 2008, from http://www.westernaustralia.com/en/Travel_Info/Important_Travel_Tips/Pages/Alcohol_Laws_in_Western_Australia.aspx
The Australian standard drink. (2006, March 14). Australian Government: Department of Health and Aging. Retrieved October 27, 2008, from http://www.alcohol.gov.au/internet/alcohol/publishing.nsf/Content/standard
Depression. (2008, October 8). Beyond Blue. Retrieved October 27, 2008, from http://www.beyondblue.org.au/index.aspx?link_id=89
The faster the speed, the bigger the mess. (2008, June 30). YouTube. Retrieved October 25, 2008, from http://au.youtube.com/watch?v=EmMNcOWhjWM
The food pyramid. (2007, September). DietMotion. Retrieved October 25, 2008, from http://images.google.com.au/imgres?imgurl=http://dietmotion.com/images/food-pyramid.jpg&imgrefurl=http://dietmotion.com/how-much-is-a-serving.
Michael, P. (2008, October 10.) Melanie Boyd wanted to call for help and Townsville drug party. The Courier Mail, p. 12.
Perry, K. (2008, August 8). YouTube. Retrieved October 26, 2008, from http://au.youtube.com/watch?v=XuKN3s2kofY
Sunday, November 2, 2008
Thursday, October 30, 2008
Alcohol Abuse
Measuring Standard Drinks
Rationale
Although underage drinking is illegal in Australia, it does not stop many adolescent’s engaging in alcohol use. However it is not the odd drink here and there that is the concern; binge drinking has become far more socially accepted among teenagers. This is especially noticeable among young females and can have serious effects on the body. Binge drinking occurs when someone consumes five or more standard drinks at one period of time. Many teenagers do not know exactly how much they are drinking and what it could potentially be doing to them.
Stimulus Material
Standard Drinks Guide
(Alcohol Laws in Western Australia, 2007)
and...
"Men should drink no more than 4 standard drinks a day, on average And never more than 6 standard drinks in one day. Women should drink no more than 2 standard drinks a day, on average And never more than 4 standard drinks in one day. " (The Australian Standard Drink, 2006)
Syllabus Outcomes
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
Drug Use
- Influences on alcohol use and binge drinking.
Skills
Problem Solving
Planning
Description
- Students are split into groups of 4-5.
- Each group is given five 2lt bottles or water, each with a different coloured food dye.
- Red is for pre mixed spirits (Cruisers, Illusions, UDL’s)
- Blue is for spirits (Vodka)
- Green is for full strength beer
- Yellow is for wine
- Clear is for port
- Students are also given five measuring jugs
- Students are then given a set of questions and scenarios. They are to use the measuring cups and alcoholic substitutes to help them answer the questions by filling the jugs with the appropriate amount of liquor.
Scenarios
If a 15 year old boy had two shots of vodka and three 375ml bottles of full strength beer at a party, how many standard drinks has he consumed?
If a 17 year old girl has two glasses of wine at a restaurant with her family, how many standard drinks has she consumed?
If a 16 year old girl a glass of port before she goes out, then seven pre mixed spirits at a friend’s birthday, how many standard drinks has she consumed?
If a 14 year old girl and her friends find a bottle of vodka and decide to take 4 swigs each out of the bottle, approx how many standard drinks has the girl consumed?
A 17 year old boy has two 375 ml bottles or full strength, three middies of mid strength beer and five cans of light beer at the pub, how many standard drinks has he consumed?
Questions
- Rate each scenario as low risk, medium risk, and high risk.
- Write down next to each, how far above/below each person was in relation to the “on average” amount for men and women, and the “never more” amount for men and women.
- What does this mean for girls and boys who are constantly going out every weekend and binge drinking?
Follow Up Activity
- In pairs, students are to brainstorm ways in which an individual and monitor their standard drink intake so they don't consume more than they are wanting to.
Monday, October 27, 2008
Sexual Health (Sexuality)
Diary Entries
Rationale
Adolescence is often a time of conflicting and confusing feeling involving sexuality. Homosexuality is still not fully socially accepted and adolescent's especially fear ridicule and isolation from their peers if they were to divulge their feelings. The stress this confusion can cause can be very damaging and can lead to mental health issues and other serious problems.
Stimulus Material
“I kissed a girl” Katy Perry (song only not clip)
(Perry, 2008)
Syllabus Outcomes
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
Appropriately expressing and exploring sexual feelings.
SLT
Analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions.
Skills
Decision Making
Planning
Description
- Students listen to the song “I Kissed a Girl” by Katy Perry
- Students are then to write 3 diary entries for an imaginary high school student.
- They are to imagine that this girl or boy is in year 10 and confused about their sexuality.
- The first diary entry should be describing the individual’s emotions surrounding how they feel, what they have been thinking, what they are worried about and why they are so confused.
- The second diary entry should be describing the individual’s emotions after a weekend at which he/she engaged in some form of sexual activity with someone of the same sex. What happened? Why did they do it? How are they feeling now? Are the more confused?
- The final diary entry should be describing the individual’s emotions a week after the weekend. Has anything become clearer? Have things become harder at school or socially? How have people reacted and why do you think this is?
Follow Up Activity
- Students need to imagine that they have a friend who they believe is homosexual or has come out and confided in you. What kind of things could you say or do to make it easier for them and make them feel normal and comfortable with their sexualty?
Rationale
Adolescence is often a time of conflicting and confusing feeling involving sexuality. Homosexuality is still not fully socially accepted and adolescent's especially fear ridicule and isolation from their peers if they were to divulge their feelings. The stress this confusion can cause can be very damaging and can lead to mental health issues and other serious problems.
Stimulus Material
“I kissed a girl” Katy Perry (song only not clip)
(Perry, 2008)
Syllabus Outcomes
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
Appropriately expressing and exploring sexual feelings.
SLT
Analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions.
Skills
Decision Making
Planning
Description
- Students listen to the song “I Kissed a Girl” by Katy Perry
- Students are then to write 3 diary entries for an imaginary high school student.
- They are to imagine that this girl or boy is in year 10 and confused about their sexuality.
- The first diary entry should be describing the individual’s emotions surrounding how they feel, what they have been thinking, what they are worried about and why they are so confused.
- The second diary entry should be describing the individual’s emotions after a weekend at which he/she engaged in some form of sexual activity with someone of the same sex. What happened? Why did they do it? How are they feeling now? Are the more confused?
- The final diary entry should be describing the individual’s emotions a week after the weekend. Has anything become clearer? Have things become harder at school or socially? How have people reacted and why do you think this is?
Follow Up Activity
- Students need to imagine that they have a friend who they believe is homosexual or has come out and confided in you. What kind of things could you say or do to make it easier for them and make them feel normal and comfortable with their sexualty?
Tuesday, October 21, 2008
Mental Health- Depression
Website Search
Rationale
Adolescence is a time of many stresses, challenges and changes for young people. These can be difficult and individuals will react to these situations in different ways. Many will deal with this stage of life successfully with the help of friends and family. However some find it all to overwhelming and can't deal with it at all. This is how depression can start and unlike physical debilitations, mental illness is far harder to diagnose. It is important that students know the facts about mental illness so they can not only get help for themselves, but for others they fear may be suffering.
Stimulus Material
"Beyond Blue" Website
(Depression, 2008)
http://www.beyondblue.org.au/index.aspx?link_id=&gclid=CN3RoauDuJYCFQ89awodjFFUMA
Syllabus Outcomes
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
Mental Health
- Understanding mental health
- Reaching out; helping yourself and helping others
SLT
Challenge negative community perceptions of mental health and identify reasons why these have developed.
Skills
Problem Solving
Description
- Students visit the website for Beyond Blue.
- By searching through the website, they are to answer the questions provided on a seperate word document.
Q1. How many people will experience depression at some stage in their lives?
Q2. What are the different types of depression? Give a brief description of each.
Q3. List five common behaviours associated with depression
Q4. What factors put a person at risk of depression?
Q5. What are some things you can do to reduce the risk of depression?
Q6. What are some things you can do to help a friend who you think may be depressed?
Q7. Do you think there are many people living with a mental health issue who have not been diagnosed?
Q8. Why do you think so many young people are living with a mental health issue and do not get diagnosed or treated?
Q9. Why do you think mental health is thought of so negatively and not socially accepted?
Q10. What can you and the community do to promote awareness of mental heath?
Follow Up Activity
-Students are to create a mindmap of all the diferent words that they associate with mental health (weird, loners etc)
- The class then has a discussion about whether these words are appropriate and why we associate them with mental illness.
Rationale
Adolescence is a time of many stresses, challenges and changes for young people. These can be difficult and individuals will react to these situations in different ways. Many will deal with this stage of life successfully with the help of friends and family. However some find it all to overwhelming and can't deal with it at all. This is how depression can start and unlike physical debilitations, mental illness is far harder to diagnose. It is important that students know the facts about mental illness so they can not only get help for themselves, but for others they fear may be suffering.
Stimulus Material
"Beyond Blue" Website
(Depression, 2008)
http://www.beyondblue.org.au/index.aspx?link_id=&gclid=CN3RoauDuJYCFQ89awodjFFUMA
Syllabus Outcomes
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
Mental Health
- Understanding mental health
- Reaching out; helping yourself and helping others
SLT
Challenge negative community perceptions of mental health and identify reasons why these have developed.
Skills
Problem Solving
Description
- Students visit the website for Beyond Blue.
- By searching through the website, they are to answer the questions provided on a seperate word document.
Q1. How many people will experience depression at some stage in their lives?
Q2. What are the different types of depression? Give a brief description of each.
Q3. List five common behaviours associated with depression
Q4. What factors put a person at risk of depression?
Q5. What are some things you can do to reduce the risk of depression?
Q6. What are some things you can do to help a friend who you think may be depressed?
Q7. Do you think there are many people living with a mental health issue who have not been diagnosed?
Q8. Why do you think so many young people are living with a mental health issue and do not get diagnosed or treated?
Q9. Why do you think mental health is thought of so negatively and not socially accepted?
Q10. What can you and the community do to promote awareness of mental heath?
Follow Up Activity
-Students are to create a mindmap of all the diferent words that they associate with mental health (weird, loners etc)
- The class then has a discussion about whether these words are appropriate and why we associate them with mental illness.
Drug Use
Melanie Boyd Timeline
Rational
Todays adolescence are more likely to experiment with drugs and alcohol than any other generation. Drugs of any type can be very dangerous and fatal, especially for those who have little knowledge surounding them. PDHPE has adopted a new approach for teaching about drug education called harm minimisation. It is hoped that with the appropriate knowledge students can make safe and informed decisions regarding their own health regarding drug and alcohol use.
Stimulus Material
"Melanie Boyd wanted to call for help at Townsville pharm party"
By Peter Michael
October 10, 2008 08:54am
TEENAGER Melanie Boyd begged her friends to call for help after taking a lethal cocktail of booze and drugs, an inquest was told. But by the time an ambulance was called, three hours after she was found "blue" and "struggling to breathe", the popular Townsville private schoolgirl, 16, was dead. In a tearful apology yesterday, Matthew Aubrey, 20, told an inquest into her June 2006 death that the first-time drug taker wanted to call for help when two fellow drug users at the "pharm party" fell into fits of convulsions. "Mel had a phone, she said if it's happened to them I don't want this to happen to me," Mr Aubrey told the Townsville Coroner's Court. But the six partygoers talked each other out of calling for an ambulance - because they did not want to involve the police. "It was not my party, not my house, not my call," said the youth, who was 18 at the time and the oldest at the party. "Knowing what I know now, I wish I was smarter." Parents Laurie and Julie Boyd angrily refused to accept his emotional plea for forgiveness as well as that of the teenage girl who supplied the drugs and hosted the beachfront house party. "We thought we were invincible," said the girl, whose identity has been suppressed by the court. She said she had not touched drugs since that fateful party. "It scared me straight. "I'm sorry it took something this catastrophic to make me realise how precious life is." "I think we thought we were better and it would not happen to us." Coroner Brian Smith presiding over the inquest heard "pharm parties", mixing alcohol, marijuana and prescription pills, had become popular among the nation's youth. In a twist, it emerged that the girls who snorted lines of a white powder, popped up to eight anti-depressants and pain killers, and slammed shots of rum had not taken speed, or crystal meth, as believed by police. "I told them (the other girls) it was speed. I wanted to be cool, I wanted to be accepted," the girl said. She said she emptied the contents of an unknown capsule into a bag which they divided up into lines, before raiding her mother's drug cabinet for blue and orange pills. "There is not a day that goes by that I don't think of Mel and wish it had all never happened," she said. The inquest continues.
(Michael, 2008)
Syllabus Outcomes
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
Drug Use
- Consequences of illicit and unsanctioned drug use
SLT
Describe the short term and long term consequences of illicit drug use on the individual and community
Skills
Communication
Descision Making
Interacting
Problem Solving
Description
- Students read the article on Melanie Boyd
- In small groups, students are then to design a timeline documenting the events that occurred up until Melanie was dead.
- At each point, students are to think of and write down a harm minimisation strategy that could have been implemented to lower the risk and save Melanie’s life. Eg, when Melanie was conscious and noticing the others convulsing, she could have called an Ambulance or her parents or a trusted friend and not have let the others talk her out of it.
- In the three hour gap between being found and calling an ambulance, students need to write down all the different ways in which her friends could have helped save Melanie that didn’t involve directly calling the ambulance.
Follow Up Activity
- Individually, students are to think about and write down a situation that they have witnessed or heard about or been involved in (NO NAMES ARE TO BE USED!) that involved drug use.
- They are then to think about and write down all the negative things that could have happened if things went wrong.
- Have a class discussion about some dangerous situations that have involved drugs and what can happen in these situations. (AGAIN NO NAMES)
Rational
Todays adolescence are more likely to experiment with drugs and alcohol than any other generation. Drugs of any type can be very dangerous and fatal, especially for those who have little knowledge surounding them. PDHPE has adopted a new approach for teaching about drug education called harm minimisation. It is hoped that with the appropriate knowledge students can make safe and informed decisions regarding their own health regarding drug and alcohol use.
Stimulus Material
"Melanie Boyd wanted to call for help at Townsville pharm party"
By Peter Michael
October 10, 2008 08:54am
TEENAGER Melanie Boyd begged her friends to call for help after taking a lethal cocktail of booze and drugs, an inquest was told. But by the time an ambulance was called, three hours after she was found "blue" and "struggling to breathe", the popular Townsville private schoolgirl, 16, was dead. In a tearful apology yesterday, Matthew Aubrey, 20, told an inquest into her June 2006 death that the first-time drug taker wanted to call for help when two fellow drug users at the "pharm party" fell into fits of convulsions. "Mel had a phone, she said if it's happened to them I don't want this to happen to me," Mr Aubrey told the Townsville Coroner's Court. But the six partygoers talked each other out of calling for an ambulance - because they did not want to involve the police. "It was not my party, not my house, not my call," said the youth, who was 18 at the time and the oldest at the party. "Knowing what I know now, I wish I was smarter." Parents Laurie and Julie Boyd angrily refused to accept his emotional plea for forgiveness as well as that of the teenage girl who supplied the drugs and hosted the beachfront house party. "We thought we were invincible," said the girl, whose identity has been suppressed by the court. She said she had not touched drugs since that fateful party. "It scared me straight. "I'm sorry it took something this catastrophic to make me realise how precious life is." "I think we thought we were better and it would not happen to us." Coroner Brian Smith presiding over the inquest heard "pharm parties", mixing alcohol, marijuana and prescription pills, had become popular among the nation's youth. In a twist, it emerged that the girls who snorted lines of a white powder, popped up to eight anti-depressants and pain killers, and slammed shots of rum had not taken speed, or crystal meth, as believed by police. "I told them (the other girls) it was speed. I wanted to be cool, I wanted to be accepted," the girl said. She said she emptied the contents of an unknown capsule into a bag which they divided up into lines, before raiding her mother's drug cabinet for blue and orange pills. "There is not a day that goes by that I don't think of Mel and wish it had all never happened," she said. The inquest continues.
(Michael, 2008)
Syllabus Outcomes
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
Drug Use
- Consequences of illicit and unsanctioned drug use
SLT
Describe the short term and long term consequences of illicit drug use on the individual and community
Skills
Communication
Descision Making
Interacting
Problem Solving
Description
- Students read the article on Melanie Boyd
- In small groups, students are then to design a timeline documenting the events that occurred up until Melanie was dead.
- At each point, students are to think of and write down a harm minimisation strategy that could have been implemented to lower the risk and save Melanie’s life. Eg, when Melanie was conscious and noticing the others convulsing, she could have called an Ambulance or her parents or a trusted friend and not have let the others talk her out of it.
- In the three hour gap between being found and calling an ambulance, students need to write down all the different ways in which her friends could have helped save Melanie that didn’t involve directly calling the ambulance.
Follow Up Activity
- Individually, students are to think about and write down a situation that they have witnessed or heard about or been involved in (NO NAMES ARE TO BE USED!) that involved drug use.
- They are then to think about and write down all the negative things that could have happened if things went wrong.
- Have a class discussion about some dangerous situations that have involved drugs and what can happen in these situations. (AGAIN NO NAMES)
Monday, October 20, 2008
Road Safety
The Faster the Speed the Bigger the Mess
Rationale
As student near the later stages of adolescence, most will either get their liscence or be friends with someone who does. The inexperience of these drivers, mixed with their inpulsiveness and tendency to be engaged in risk taking behaviour, makes these drivers a risk to themselves and to those around them . Teaching students about road safety and the consequences of risk taking behaviour will hopefully help reduce the number of fatalities involving P plate drivers.
Stimulus Material
Youtube Video "The faster the Speed, the Bigger the Mess"
(The Faster the Speed, the Bigger the Mess, 2008)
Syllabus Outcomes
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
Road Safety
- Major casual factors in road and traffic related injuries, eg human (speeding, drug use, fatigue, occupant restraint), environmental, vehicular.
- Consequences of unsafe road use behaviour
Skills
Decision Making
Planning
Description
- Students watch the youtube clips
- Students are then to create two ripple charts (a small circle in the middle with larger circles increasing around it)
- In the centre of the first chart, they would place a hypothetical victim of a fatal car crash that involved speeding.
- In the circle around that, students than think about and write down who this would immediately effect and how. Eg mother and father losing their child and what this could potentially do to them.
- In the next circle, students think about and write down who this would affect next and how. Eg close friends and other family members and what this could potentially do to them.
- Students continue this adding as many circles as they can, branching into school, community, government etc.
- When this is done, they would then place themselves in the centre of the next circle, but this time they are the speeding driver who killed their friend.
- The outer circles would all be ways in which the crash would have directly and indirectly affected their lives. Eg, from the physical injuries suffered in the crash to the mental health issues that could be encountered in five years time.
Follow Up Activity
- Keeping in mind the video, students are to divide their page into three columns.
- The first should have the heading "Human", the second "Environmental" and the third "Vehicular"
- Students need to write down as many causes of motor vehical accidents they can think of that fall under those headings.
Rationale
As student near the later stages of adolescence, most will either get their liscence or be friends with someone who does. The inexperience of these drivers, mixed with their inpulsiveness and tendency to be engaged in risk taking behaviour, makes these drivers a risk to themselves and to those around them . Teaching students about road safety and the consequences of risk taking behaviour will hopefully help reduce the number of fatalities involving P plate drivers.
Stimulus Material
Youtube Video "The faster the Speed, the Bigger the Mess"
(The Faster the Speed, the Bigger the Mess, 2008)
Syllabus Outcomes
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
Road Safety
- Major casual factors in road and traffic related injuries, eg human (speeding, drug use, fatigue, occupant restraint), environmental, vehicular.
- Consequences of unsafe road use behaviour
Skills
Decision Making
Planning
Description
- Students watch the youtube clips
- Students are then to create two ripple charts (a small circle in the middle with larger circles increasing around it)
- In the centre of the first chart, they would place a hypothetical victim of a fatal car crash that involved speeding.
- In the circle around that, students than think about and write down who this would immediately effect and how. Eg mother and father losing their child and what this could potentially do to them.
- In the next circle, students think about and write down who this would affect next and how. Eg close friends and other family members and what this could potentially do to them.
- Students continue this adding as many circles as they can, branching into school, community, government etc.
- When this is done, they would then place themselves in the centre of the next circle, but this time they are the speeding driver who killed their friend.
- The outer circles would all be ways in which the crash would have directly and indirectly affected their lives. Eg, from the physical injuries suffered in the crash to the mental health issues that could be encountered in five years time.
Follow Up Activity
- Keeping in mind the video, students are to divide their page into three columns.
- The first should have the heading "Human", the second "Environmental" and the third "Vehicular"
- Students need to write down as many causes of motor vehical accidents they can think of that fall under those headings.
Food Choices
Media Food Search
Rational
Australia's youth are some of the most overweight in the world. This is due to a lack of physical exercise as well as consuming foods which have poor nutritional contents. Learning healthy food habbits is essential at a young age to promote a healthy lifestyle through adolescents and through adulthood. The media plays a large roll in what we consume, especially for children.
Stimulus Material
Magazines
Rational
Australia's youth are some of the most overweight in the world. This is due to a lack of physical exercise as well as consuming foods which have poor nutritional contents. Learning healthy food habbits is essential at a young age to promote a healthy lifestyle through adolescents and through adulthood. The media plays a large roll in what we consume, especially for children.
Stimulus Material
Magazines
and...
(The Food Pyramid, 2007)
Syllabus Outcomes
5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
SLA
Socio Cultural influences on food choices
SLT
Investigate factors that influence food choices, eg culture and customs, gender and media.
Skills
Decision Making
Communicating
Planning
Description
- Students are to get into small groups of three
- Each group is given a selection of contemporary magazines
- In their groups, students are to search for and cut out 30 food and/or drink promotional ads.
- Ten should be aimed at kids, ten at adults, and ten at families.
- Students are then to cut out three separate pyramids and divide it into three sections. Eat rarely should be at the top, eat moderately in the middle, and eat always at the bottom.
- Each pyramid needs to be labeled as kids, adults, and families respectively.
- Students then take the ten items they have chosen for kids and place them each in the appropriate section of the pyramid labeled kids.
- Students then repeat this with the remaining two categories.
- Observe the results of every body’s food pyramids by sticking the pyramids around the room.
Follow Up Activity
- Students discuss in the class:
a) Were the results surprising?
b) What does this mean for consumers in all categories?
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