Wednesday, February 27, 2008

Coping Strategies For New Teachers

Useful Tips & Coping Strategies to Relieve Classroom and Student-Induced Stress For New Teachers
Follow these suggestions to ease the stress of daily transescent overload!!!




  1. Practice peer and colleague communication as a resource tool.

  2. Have open and honest communication with your department head.

  3. Start calm, stay calm.

  4. Utilize free periods for student conferences and/or to grade homework assignments.

  5. Journal as an outlet for pent up anxiety and frustration.

  6. Stay as organized as possible.

  7. Perform stretch and deep breathing exercises throughout the day.

  8. Keep a stock of various relaxation tapes ready or download relaxing music to your IPod.

  9. Try to talk with your significant other throughout the course of the day.

  10. Try to remember the reasons why you became a teacher and STAY POSITIVE!

  11. Look for a mentor.

  12. Do not be disappointed if your students do not seem to like you, and do not take it personal. They are adolescents, and adolescents tend to be skeptical of adults. Be aware that you have changed sides, even if you still feel young at heart!

  13. Show interest for (or be knowledgeable in) current trends, fashion, computer games, technological gadgets, etc. This will make it easier for you to connect with teenagers.

  14. Realize that you are part of a great mission, even if you do not feel like it every single moment!

  15. Do not forget that your life does not consist of your job alone. Keep other fields of interests other than school – a hobby, family time, community cause, etc.

  16. Look for friendly colleagues who may be able to help you out or share their materials with you.

  17. Spend time with colleagues who make you feel good about what you do, not those who make you feel inferior. You’ll probably feel insecure at first, which is quite normal.

  18. Test new ideas and techniques with small groups first before trying them with an entire class.

  19. Act professional at all times – this will make you feel more secure and credible.

  20. Admit that you do not know everything and that you sometimes need help.

  21. Memorize the names of your students as fast as possible!

  22. Be clear and consistent.

  23. Praise yourself and your students.

  24. Regard your students as interesting, challenging human beings who want to grow and develop.

  25. Love your students!

  26. Humor helps.

  27. Look for new friends who are not teachers.

  28. Find one day per week that you will neither think about your job, nor work on something school-related. Instead, do something entirely different, such as hiking or taking a cooking lesson.

  29. Clear your mind and relax completely for a few minutes at least 10 minutes per day.
  30. Remember, Rome was not built in a day...the same applies to building a rewarding, meaningful career as a teacher!

Advice on Transitioning Into Adulthood

“Students don’t act out because they are bad people. They are simply looking for ways to establish and maintain a sense of self while navigating through the sometimes extreme experiences they have.”

Influence of Peers

Another important thing to remember is the social development of adolescence. This takes place in all of their relationships. One of the greatest social changes for adolescents is the importance of their peers. This change allows them to gain independence from their families, and explore how they differ from their parents. The relationship between adolescents and their parents is changed by the adolescents’ social development. The shift in the social world from family to peers does not lessen the importance of the family in the adolescent’s life.


Young adolescents are very concerned with being accepted by a peer group. This can strongly influence some to engage in activities they normally would not consider.

An adolescent’s new desire for independence leads to increasing conflicts with their parents. We as teachers have a unique opportunity to observe adolescents and their involvement with their peers. We can see the changes and should act as facilitators between the students and parents when needed. Starting with an open and honest classroom is a good place is encouraging. Hopefully these values will be carried on with the students in all of their relationships.

Influence of community

The characteristics of a community, such as socioeconomic status, schools, religious organizations, the media and people who live in the community can also have a great impact on an adolescent’s social development. We need to take these into consideration when dealing with adolescence and needs.

Our students learn about themselves by measuring their experiences against those of the people in their community. Being open takes the edge off the challenges of being human. But being a teacher means being open to more than asking for help; it also means being a role model. One of our jobs is simply to be seen as an adult in the world.

Mentoring

We are role models and can be mentors for our students. Research shows that mentoring is important to teens. Parents play the most influential role in the lives of their children; however studies show that other significant adults can have an important positive influence, helping teens make a successful transition into adulthood. A mentor can inspire a teen’s educational achievement and shape careers. Successful mentors can also influence social and emotional well-being, health and safety. As a teacher we can either be an appropriate mentor or help our students by finding community member that are willing to be mentors.

Cognitive Issues of Adolescents

What is Cognitive Development?
Cognitive development refers to the development of the ability to think and reason. Children (6 to 12 years old) develop the ability to think in concrete ways (concrete operations) such as how to combine (addition), separate (subtract or divide), order (alphabetize and sort), and transform (change things such as 5 pennies = 1 nickel) objects and actions. They are called concrete because they are performed in the presence of the objects and events being thought about.



Adolescence marks the beginning development of more complex thinking processes (also called formal logical operations) including abstract thinking (thinking about possibilities), the ability to reason from known principles (form own new ideas or questions), the ability to consider many points of view according to varying criteria (compare or debate ideas or opinions), and the ability to think about the process of thinking.



What cognitive developmental changes occur during adolescence?

During adolescence (between 12 and 18 years of age), the developing teenager acquires the ability to think systematically about all logical relationships within a problem. The transition from concrete thinking to formal logical operations occurs over time. Each adolescent progresses at varying rates in developing his/her ability to think in more complex ways. Each adolescent develops his/her own view of the world. Some adolescents may be able to apply logical operations to school work long before they are able to apply them to personal dilemmas. When emotional issues arise, they often interfere with an adolescent's ability to think in more complex ways. The ability to consider possibilities, as well as facts, may influence decision making, in either positive or negative ways.

Some common indicators indicating a progression from more simple to more complex cognitive development include the following:


Early Adolescence

During early adolescence, the use of more complex thinking is focused on personal decision making in school and home environments, including the following:

  • The early adolescent begins to demonstrate use of formal logical operations in schoolwork.

  • The early adolescent begins to question authority and society standards.

  • The early adolescent begins to form and verbalize his/her own thoughts and views on a variety of topics, usually more related to his/her own life, such as:

  • which sports are better to play.

  • which groups are better to be included in.

  • what personal appearances are desirable or attractive.

  • what parental rules should be changed.

Assist adolescents in re-evaluating poorly made decisions for themselves.


Middle Adolescence

With some experience in using more complex thinking processes, the focus of middle adolescence often expands to include more philosophical and futuristic concerns, including the following:

  • The middle adolescent often questions more extensively.

  • The middle adolescent often analyzes more extensively.
  • The middle adolescent thinks about and begins to form his/her own code of ethics (i.e., What do I think is right?).

  • The middle adolescent thinks about different possibilities and begins to develop own identity (i.e., Who am I?).

  • The middle adolescent thinks about and begins to systematically consider possible future goals (i.e., What do I want?).
  • The middle adolescent thinks about and begins to make his/her own plans.

  • The middle adolescent begins to think long term.

  • The middle adolescent's use of systematic thinking begins to influence relationships with others.

Late Adolescence



During late adolescence, complex thinking processes are used to focus on less self-centered concepts as well as personal decision making, including the following:

  • The late adolescent has increased thoughts about more global concepts such as justice, history, politics, and patriotism.

  • The late adolescent often develops idealistic views on specific topics or concerns.

  • The late adolescent may debate and develop intolerance of opposing views.
  • The late adolescent begins to focus thinking on making career decisions.

  • The late adolescent begins to focus thinking on emerging role in adult society.

What encourages healthy cognitive development during adolescence?

The following suggestions will help to encourage positive and healthy cognitive development in the adolescent:
  • Include adolescents in discussions about a variety of topics, issues, and current events.
  • Encourage adolescents to share ideas and thoughts with you.

  • Encourage adolescents to think independently and develop their own ideas.

  • Assist adolescents in setting their own goals.
  • Stimulate adolescents to think about possibilities of the future.
  • Compliment and praise adolescents for well thought out decisions.

Psychosocial Issues of Adolescents

The development of an individual from childhood to adulthood depends upon the developmental stages we pass through in life. We are faced with new challenges in each stage and we build upon those as we develop as humans. An important factor to look at in each stage of human development is the psychosocial aspect. Defined in Webster’s dictionary as involving both psychological and social aspects; relating to social conditions and mental health.

Sigmund Freud

When discussing psychoanalytical theories of human development, where better to start than with Sigmund Freud. Although more modern theories have replaced Freud it is important to be familiar with the basics of his work, because many modern views of human development still have their roots in Freudian theory. He made an enormous contribution to our understanding of human behavior.

Freud was not greatly involved with theories on adolescence; he believed that the early years of a child’s life were the formative ones. Freud believed that the mind of an infant consists only of primitive desires, such as the need for food and physical comfort, which he called the “id.” During the first few years of life the “ego” develops, whose function is to find safe and appropriate ways for the id to be expressed. A child is able to find ways to get what he or she needs within the boundaries of what is acceptable to the parents. The child then develops a conscience, which Freud called the “superego.” The child has internalized the parents’ values and feels guilty for misbehaving and will try to behave even when adults are not around.

Freud believed that the desire to satisfy biological needs and thereby discharge tension was the single motive for human behavior. His defined stages of development are based upon the organs he thought were used to discharge tension at that age. From birth to adulthood, a child develops through these stages in sequence: oral, anal, phallic, latency and genital. If a child fails to experience gratification for basic drives during a given state, he or she could become stuck forever in that particular psychological mode.







Freud believed that adolescence is filled with internal struggle. He viewed the preadolescent “latency” period as a time when the child develops a balance between the ego and id. When the child enters the “genital” phase of adolescence, the child is overwhelmed with instinctual impulses that disrupt this balance. There is conflict, turmoil and stress, as the ego is torn between the strong impulses of the id and the restrictions of the superego.

Erik Erikson



Erik Erikson modified Sigmund Freud’s theory. He retained many of Freud’s concepts including the id-ego-superego triangle. However, Erikson placed less emphasis on the id’s basic biological urges and instead believed the ego was the driving force of much behavior. Erikson’s theory takes a broader view of the factors that impact human development.

Erikson proposes a series of developmental tasks that all people face and resolve in some way. Again there are different stages. The previous developmental outcome sets the stage for upcoming issues. However, with Erikson’s model an individual does not become “stuck” in a phase as Freud believed. Instead, the old issue is reworked in the context of the current tasks.



Erickson viewed adolescence as a time of conflict, turmoil and stress like Freud. He believed the turmoil resulted from an identity crisis rather than a struggle between the id and ego. Erikson saw adolescence as a necessary and productive period. A time in which one works to for one’s own identity.

What does this mean for the classroom?

“Learning behavior is at least equally if not more important than learning content.”

Freud and Erickson discuss behavior. As a beginning teacher you may enter the classroom ready to teach science, music, or foreign language. In reality we soon discover that we are in the profession to teach people. People have many needs beyond the content area. Therefore, we teach content, procedures necessary to facilitate learning that content and appropriate behavior. Students need to learn what’s appropriate, what’s not appropriate, how to tell the difference, and how to discipline themselves to make nurturing choices. Life is about making choices, receiving consequences, and learning from our successes and mistakes. When we teach behavior, we are really teaching life skills.

When students test us by breaking behavior rules in the class, they want the teacher to pass the test. If we go with this assumption, regardless of whether or not it’s actually true, it allows us to enforce a whole range of consequences with out unduly ruffling students’ feathers, and without taking our rough days home with us. Students do not act our because they are trying to “get us.” They are not “bad kids.”








Student Dress in Public School

Clothing allows the students to express their individual and collective identity. Students can use clothing to gain recognition, generate common bonds, and share interests within peer groups. Can a school restrict this student expression because it conflicts with the values the school wants to instill? What if the dress is disruptive to the education process?

Through discussion with both teachers and administration I’ve realized that the dress of adolescents can be a challenge in the school. How does one in an authoritative role deal with inappropriate clothing being worn to school. This seems to be more of a problem with girls than boys. Though, at times, boys will wear items that are not acceptable at school. The majority of the time the issue deals with girls wearing clothes that are too revealing.

An assistant principal at a top Chicago Public School deals with the problem of a female student dressing inappropriately multiple times a week. And has told me she really doesn’t know what else to do? After months of attempts to change the problem, conversations with the student and parents, she really is at a loss. They will give the student t-shirts to wear at school. They will have her adjust her clothing so that it is not so revealing though, it is a continuous problem. It seems to just change her for the day. The mother of the student says she can’t do anything about it. So administration is at a loss.

A high school teacher at an urban, low-income, minority high school and I discussed the same issue. His concern was how am I as a male teacher to make comments to these students? When he sees the issue in his classroom he will tell the student that they are breaking school rules and they need to “cover up”. He says this usually takes care of the problem, but he will approach administration if necessary.

What does the research say?

School officials see the need for regulations that prohibit inappropriate forms of attire. They enforce these dress codes for all students. The students look at it from the perspective of an unwanted restriction on their freedom. School officials have the legal authority to regulate student appearance; however that authority must be exercised within the bounds of the Constitution and state law.

What can teachers do about this problem?

First I would say, know and understand your school’s dress code rules. Enforce them upon your students in the classroom or any school setting. Seek help from administration when necessary.

For students who repeatedly challenge the rules, the issue may lie deeper than just dress and appearance. We will need to determine what the underlying factors are with each individual.

Physical Development of Adolescents

Source of all images in this section: http://office.microsoft.com/en-us/clipart/default/aspx




Adolescence is a time of significant physical development. Major physical changes take place while children mature until their bodies resemble those of adults. These changes are the result of biochemical processes based on an increased release of hormones by the endocrine glands. The stage during which adolescents become physically capable of reproduction is commonly referred to as puberty (Rice & Dolgin, 2007).


What happens?
Changes in height, weight, and body shape

During adolescence, youths grow in height and their body weight increases. As a result, the proportions of adolescent bodies change. For most youths, this process begins with a pronounced growth spurt, typically around age 12 for girls and age 14 for boys. During early adolescence, girls mature earlier and are generally taller and heavier than their male peers, though this is not always the case.



Did you know that …
body height is thought to be the result of a variety of genetic and environmental factors? Due to better health care and nutrition, adolescents at present become taller and reach their absolute body height faster than previous generations. They also mature faster sexually. This phenomenon, also labeled secular trend, is thought to be the effect of higher body weight (Rice & Dolgin, 2007).


Development of secondary sexual characteristics

Between approximately ages 10 to 16 (females) and 11 to 18 (males) adolescents develop different secondary sexual characteristics. Secondary sexual characteristics are features that distinguish members of either sex, but are not directly concerned with reproduction. They include:

  • Growth of pubic, axillary, facial, and body hair; receding hairline (in males)
  • Deepening of male voice due to growth of larynx and lengthening of vocal chords
  • Changing body shapes: Girls' hips round and widen, breasts develop. Boys' bones and muscles become more pronounced, and their chests and shoulders broaden.

Keep in mind, however, that secondary sexual characteristics can vary considerably between individuals!!!



Development of primary sexual organs



While the development of female sexual organs is more gradual, male sexual organs mature in more distinct states.





FEMALES


Gradual development of uterus, vagina, labia, clitoris, mons veneris, and ovaries between ages 10 to 18



Beginning production of ova (eggs) every 20-40 days



Onset of menstruation (= menarche), usually around age 12/13, though there can be considerable variation. Although initially menstruation may follow irregular patterns or may occur without ovulation, girls should be considered physically able to become pregnant after menarche.





MALES


Accelerated growth of testes and scrotum during early adolescence, slowing down around age 13



Development of mature sperm cells in testes



Growth of penis particularly between ages 14 to16



First ejaculation, also referred to as semenarche or spermarche around age 13



Nocturnal emissions (“wet dreams”)



What you should know

One consequence of the physical changes occurring during adolescence is an awakening interest in sex: “Attention becomes focused on sex, new sexual sensations, and on people of the opposite gender. Adolescent boys and girls spend a lot of time thinking about sex, looking at pictures of sexy individuals and talking about the opposite sex” (Rice & Dolgin, 2007). This period is an exploratory stage in which youths seek to come to terms with their emotions regarding sexuality.


What you can do to aid the transition


  • Emphasize that the physical changes taking place during adolescence are normal and healthy processes which do not follow uniform patterns.

  • Be sympathetic and sensitive if students approach you to talk about topics related to physical development.

  • Signal that you care and are ready and willing to listen.

  • Keep conversations confidential.

  • Give information if it is sought.

  • Be knowledgeable about physical changes during adolescence.

  • Refer student to other resources, if appropriate.

Sex education: Recommendations by an interviewed teacher

“If possible, teach male and female adolescents separately about topics regarding physical changes and sex education. Separating girls and boys to discuss topics such as menstruation or contraceptives makes it easier for them to open up and ask questions. There is less fear of embarrassment, less of a nervously giggling audience. Also, same-sex peers are more likely to be sympathetic”. She further suggested inviting outside “experts” to teach about sex education and other sensitive topics. “For adolescents, it can be less challenging to ask questions and discuss embarrassing topics with someone they do not need to face on a daily basis afterwards”.


Did you know that …
for many adolescent girls, the onset of menstruation represents an anticipated milestone, as it is associated with adulthood?
The following quote from a girl illustrates this: “When it happened, I thought FINALLY! It seemed like all of my friends had had their periods for years. I felt very left out when they’d sit around and talk about it (even though they didn’t make it sound very pleasant)” (Rice & Dolgin, 2007).

Nevertheless, for many adolescents, menstruation carries negative connotations, and is often linked to feelings of shame, embarrassment, and insecurity, which can result in lowered self-esteem. Usually such negative feelings are the result of negative conditioning through advertisements or negative messages from others (Rice & Dolgin, 2007). It is therefore important to emphasize that menstruation is normal and healthy.

One interviewed teacher recalled that her school had female hygiene items available to students if needed: “Everybody knew where we could get a tampon discreetly, should the need ever arise during a school day.” This information was handled like an open secret and passed on by the female students.






Body image and body dissatisfaction

The many physical changes taking place during adolescence can cause a great deal of embarrassment, insecurity, and discontent among youths. Recent research indicates that about 30 per cent of male and 60 per cent of female adolescents would like to change the shape or size or their bodies (Presnell, Bearman & Stice, 2004).

Causes of body dissatisfaction

Body dissatisfaction is often the result of cultural norms as well as of exposure to stereotypes through the media, which convey that being tall, thin, and slender is highly desirable, particularly for females (Rice & Dolgin, 2007). In addition, perceived peer pressure may play an important role as well (Presnell et al., 2004).

Unrealistic expectations and dissatisfaction in regard to body shape or size generally increase throughout adolescence. Body dissatisfaction is highest among Caucasian, Asian American, and Hispanic girls, and significantly lower among African American girls.



Did you know that …
overweight adolescents are generally most dissatisfied with their bodies?
In contrast, underweight females and average weight males are most satisfied with their bodies (Presnell et al., 2004).



Male adolescents are influenced by popular perceptions and stereotypes as well. In contrast to their female peers, they are not so much concerned with their weight, but rather with a body image of strength and athletic build, which carries positive social connotations. However, compared to girls, male adolescents are less likely to be dissatisfied with their appearance, and tend to feel better about their bodies over the course of their adolescence.




Did you know that …
during early and mid-adolescence, many youths experience a phenomenon called locker-room syndrome?
While changing clothes before and after gym class, adolescents involuntarily compare their physical development to that of their peers. This can lead to feelings of insecurity, embarrassment, or even inferiority (Rice & Dolgin, 2005).






Consequences of body dissatisfaction:

The relationship between self-perception and self-esteem

Particularly during adolescence, self-perceptions about physical attractiveness are closely linked to issues of self-esteem. Physical attractiveness yields greater popularity and peer acceptance, as attractive adolescents are perceived as friendly, successful, and intelligent. Girls who think of themselves as not sufficiently attractive are more likely to be dissatisfied with themselves, and as a result may become preoccupied with appearance, experience emotional distress, or develop eating disorders or depression (Presnell et al., 2004; Rice & Dolgin, 2007).

What you can do to aid the development of a healthy body image

1. Reality check: Increase awareness about unrealistic norms and ideals. Some ideas:

  • Discuss: What does an attractive person look like? Why do we think these persons are attractive? Where do we learn what is attractive?

  • Let students bring images of stars or advertisements from magazines to class. In small groups, let students answer the following questions: What do people depicted in these images have in common? Let the students compare these images to real people they know. How do they look different? What could be the reasons for this?

Make students aware that celebrities have a full-time job in looking the way they do. They have personal trainers, nutritionists, makeup artists, and other experts available to them. Point out that many celebrities and models are in fact anorexic and not healthy!

  • Demonstrate in class how digital image retouching works. Alternatively, compare images on websites before and after retouching.





Tip: For examples of before and after images, take the image manipulation quiz on http://www.campaignforrealbeauty.com/dsef07/t5.aspx?id=7380



  • Compare different ideals of attractiveness, historically and cross-culturally. Alternatively, let older students do research on concepts of ideal beauty in different cultures or during different times and compare the results in class. Do interview projects with parents or grandparents to find out what was fashionable and beautiful when they were young (e.g. hairstyles, dress, make-up).




Tip: You can find a step-by-step lesson plan to develop a healthy body image at http://www.ces.purdue.edu/new/CFS-736-W.pdf






2. Personality is not appearance: Focus on innate qualities and embrace difference

Make clear that

  • bodies come in various shapes and sizes, much of which is influenced by genetics.

  • it is normal to gain weight and experience physical changes during puberty.

  • it takes time to adjust to this "new body".

  • Emphasize that personality and appearance are not the same.

  • Show your concern for all students and treat them the same, regardless of their appearance.

  • Do not comment on a student’s size or weight.

  • Let students write down what they like about themselves, and which personality traits or talents make them unique.

  • Pair up students randomly and let them write down three personality traits they appreciate about the other person, then exchange these notes.

  • Establish respect as a ground rule in the classroom. This means that jokes or teasing about appearance are completely unacceptable.




Tip: If you notice that the same students tend not to be chosen for group activities, games, etc., it may be helpful to determine groups randomly (e.g. by drawing cards) rather than let students choose their teammates.






Did you know that …
research indicates that maturing much faster or slower than average can be problematic?
This is true for males and females. Late-maturing adolescents are commonly faced with lower social acceptance, which may contribute to the development of negative self-perceptions. In contrast, early maturing youths are often overwhelmed by high expectations regarding their behavior and responsibilities. Off-time maturing adolescents typically become self-conscious because they perceive differences between their peers and themselves, while it is really important to them to fit in. They are more likely to develop disorders such as anxiety or depression, to take drugs or alcohol, to engage in early sexual behavior, or to become delinquent (Rice and Dolgin, 2007).











Adolescent health

Despite their overall good health status, many adolescents are not making optimal choices regarding their own health. They may not get enough sleep, eat well, or exercise sufficiently. Such behavior is often influenced by poor examples in the media, or among friends and family. Furthermore, many youths share a perception of invulnerability and optimism. They believe that nothing bad could possibly happen to them, as their abilities to consider long-term effects of their behavior may not yet be fully developed (Rice & Dolgin, 2007) .


This is where you as a teacher come in ...

Recent research suggests that teachers can be an important influence on teenage health-related behavior. In a recent survey, seventy per cent of surveyed teachers mentioned being actively approached by students about health issues, irrespective of race or ethnicity. This means that many students view teachers as accessible, trustworthy, and knowledgeable in these topics (Cohall et al., 2007).


One area of concern is food and nutrition: “The school environment is an important venue for students to internalize healthy food practices through the types of food offered for consumption as specified by school policies, through delivery of knowledge related to making healthy food choices being included in the curriculum, and through observation and modeling of food choices made by teachers” (Rossiter, Glanmille, Taylor, & Blum, 2007, p. 698).






What you can do to aid in the development of healthy habits


  • Be a role model.

  • Establish healthy classroom food practices. For instance, do not reward your students with candy, and avoid selling unhealthy foods for fundraising purposes, if alternatives exist.

  • Speak up about unhealthy food choices offered in your school.

  • Prevent snacking during class.

  • Emphasize that food should be a nourishment, not a reward, or means to fight boredom or bad emotions.

  • Make clear that all foods can be part of healthy eating. No foods are off limits if they are eaten in moderate amounts.

  • Be knowledgeable about nutrition and healthy lifestyles. Provide information about these topics, e.g. about food groups, nutrition values, food additives, allergies, etc.

  • Have students critically examine their food intake and compare it to recommended daily allowances.

  • Educate about the dangers of dieting and its negative effects on metabolism.

  • Shape awareness regarding eating disorders. Inform students about warning signs, dangers, and where to get help.

  • Create positive body images (see separate section) and emphasize that character/personality is not linked to appearance.
  • Promote exercise as a means to have fun, and stay fit and healthy, not as a tool to change the shape of one’s body.

  • Plan hands-on activities and research projects about food and nutrition.

Here are some ideas:


  • Bring different processed and raw foods to class. Classify them according to food groups. Compare nutrition values, ingredients, labels, serving sizes, etc.

  • Create healthy snacks or other finger foods in class and eat them together.

  • Calculate and compare which activities require how many calories.

  • Examine school food choices in regard to their nutritional value.

  • Research food production processes (e.g. bread, cheese, fruit, vegetables) to sharpen awareness of what is involved in such processes.

  • Research "world foods" (e.g., typical dishes, staples, etc.)

  • Research global issues regarding food, e.g. hunger, deforestation and meat production, genetically engineered foods, eating "local", etc.
  • Research ingredients listed on food labels.



    Obesity


    Increasing numbers of adolescents in the U.S. and other Western countries are severely overweight. This not only has a negative impact on adolescents’ self esteem and acceptance among peers, it is also associated with serious medical conditions such as Type 2 diabetes, high blood pressure, and high cholesterol levels. Obesity is thought to result from a combination of individual, genetic, and environmental influences (Rice & Dolgin, 2005). According to teachers working with adolescents, teasing and bullying are frequent problems encountered by overweight students.


    Some tips on how you can support overweight students


    • Treat all students equally and include them equally in class activities.

    • Do not comment on the physical appearance of your students.

    • Focus on the innate qualities and achievements of your students.

    • Make clear that there is no room for teasing or bullying in your classroom.

    • Promote healthy lifestyle choices. Emphasize the importance of healthy food choices and exercise.


    However, keep this recommendation by an interviewed teacher in mind:

    “Do not overemphasize the topics of food intake and exercise in class because it can unintentionally place overweight students at the center of attention. Often overweight students are unhappy and sensitive about their size and may perceive these topics as directed at them. They may think that discussing these topics in class is a means to address them. Furthermore, for overweight students it can be frustrating to hear the same well-intentioned advice over and over again because it reminds them of their apparent ‘faults’.”


    Eating Disorders


    Some adolescents become so obsessed with their appearance that they develop eating disorders. These include anorexia nervosa, bulimia, and binge eating, or shape control issues such as muscle dysmorphia, an obsession about not being muscular enough. While sufferers are predominately female, these issues become increasingly problematic for male adolescents as well, who are estimated to account for up to 15 percent of sufferers (National Institute of Mental Health, 2008). This handbook will focus on anorexia nervosa and bulimia, the most common and arguably the most dangerous of these disorders.


    Some common warning signs for eating disorders

    • Preoccupation with food, food intake, calories, dieting, etc.

    • Changes in body weight, e.g. rapid weight loss

    • Excessive exercising

    • Anxiety about being fat, regardless of weight, and distorted image of own body, e.g. lamenting about “being fat”

    • Preparing food for other people

    • Lying about food intake

    • Numerous trips to the bathroom, particularly directly after meals

    • Feeling cold irrespective of actual temperature

    • Inability to focus

    • Paleness, dizziness

    • In girls: loss of menstrual periods


    !!! Keep in mind that
    a sufferer does not necessarily appear underweight or even "average" to suffer any of these signs and symptoms!!!




    Some facts about anorexia nervosa

    • Individuals suffering from anorexia nervosa are preoccupied about food intake and body weight, while at the same time being severely underweight.

    • Anorexia nervosa is a life-threatening disorder which can cause numerous serious medical conditions. Over 10 percent of anorectics ultimately die from this disease. It is estimated that up to three percent of adolescent girls suffer from this disorder, and research indicates that the number of adolescents suffering from this disorder have been increasing over the last decades (Valois, R. F., Zullig, K. J., Huebner, E. S., & Dran, J. W., 2003).

    Bulimia

    Bulimia is an eating disorder which consists of episodes of binge-eating and subsequent purging. Like anorectics, bulimic individuals are overly concerned about their weight. However, unlike anorexics, individuals suffering from bulimia are typically within normal weight ranges, or they are overweight. Up to three per cent of adolescent girls may suffer from bulimia (Valois, R. F., Zullig, K. J., Huebner, E. S., & Dran, J. W., 2003).



    What causes eating disorders?

    Individuals suffering from eating disorders often have negative images of themselves and low self-esteem, and cannot fulfill the perfectionist standards they have established for themselves (Rice & Dolgin, 2005).


    Current research links eating disorders to family structures. Anorexic individuals often have a controlling, overprotective family background, while bulimics are often from families where attractiveness, achievement, and success are highly valued (Rice & Dolgin, 2005). A recent study suggests that a perceived lack of communication within the family, particularly with fathers, as well as perfectionism and perceived lack of control may contribute to the development of eating disorders. According to Miller-Davis and Marks (2006) eating disorders express a desire to be “perfect, in control, and conforming to perceived ideals” (p. 161) in order to be recognized.




    In their own words: Victims of eating disorders talk about the reasons for their disorders



    "I was a very unattractive child and was reminded about it all the time. I found much pleasure in eating. It made me feel good. When I became an adolescent, I started gaining weight. I heard the comments and the giggles. I was the one girl who was left standing at dances. I was the one who was bypassed for teams."


    (Source: http://www.something-fishy.org/prevention/love)





    “I think that the single most important thing is the way society, and the media portray body image. We are given the message, over and over and over, that if you are not attractive, forget it, you are a loser. And attractive means thin. All of us are not blessed with genetics that support that size, so we suffer untold agonies to try to be what we are not intended to be. The message is reinforced by all around us. My parents never bugged me about my weight, except I liked it when they were concerned that I was too skinny. Maybe I was looking for attention from them. They had their own problems, my dad was an alcoholic, and my mum was trying to cope with that and four kids. Men certainly pay a lot more attention to you when you are skinny. I know, I've been from fat to skinny, and back and forth. Right now I am on the heavier side, not really fat, but I sure feel it. I know that people like me for more than how I look, but it's hard to be with people when I feel like this! I feel so gross, and ugly about myself.”


    (Source: http://www.something-fishy.org/prevention/love)





    "What could have been done to prevent my ed [eating disorder]? Everything. My parents shouldn't have forced me to sit at the table until I ate everything from the time I could consume solid food on.(I never would, I was to stubborn. This was the only battlefield at my house on which I could win). My athletic director shouldn't have taken our body fat every 3 months, and put us down for it. If I hadn't been such an overachiever and perfectionist. If people acted like shocked smartasses if I decided I didn't want to run for class officer, or join some other club. If my grandmother wouldn't have been so upset when I was on Homecoming court, but didn't win. If I hadn't passed out from drinking when I was 16, and found my boyfriend of 2 years doing things to me I refused to do when I was conscious. If my father hadn't told me in a fit of rage one night I was the cause of his problems with my mother. My boyfriend going around school and telling everyone I was a good f---. Maybe all of these are simplistic, and should just be brushed off. Maybe since I know the roots of my problems I should be able to heal myself, or get help. But I can't do that. So I stick my finger down my throat."


    (Source: http://www.something-fishy.org/prevention/love)






    What you can do when you suspect that a student suffers from an eating disorder

    • Talk privately to the student and explain why you are concerned. This requires a great amount of sensitivity and empathy.

    • Throughout the conversation, show your care, concern and interest. Do not promise confidentiality if you cannot keep it, e.g. due to school policies.

    • Let the student respond and listen. Avoid judgment.

    • If your concerns are confirmed, propose that further evaluation of the issue is in order. Convince the student that eating disorders are difficult to overcome on one’s own and to seek professional help.

    • Refer the student to appropriate services.

    • Follow up with the student.
    • Do not give advice on food, dieting, or exercise, or comment on appearance or weight.

    Keep in mind that “ Throughout the process of detection, referral, and recovery, the focus should be on the person feeling healthy and functioning effectively, not weight, shape, or morality” (Levine & Smolak 1994).