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Health & Wellness: Grade 7

Grade 7

Family Life and Sexuality

Mental Health

S.O.S. Signs of Suicide Program

The adolescent years are marked by a roller coaster of emotions, difficult for students and their parents.  It is easy to misread  depression as normal adolescent turmoil.  However, depression (among the most common mental illnesses) does occur in some adolescents.  Depression, which is treatable, is a leading risk factor for suicide.  In addition, self-injury has become a growing problem among youth.

To proactively address these issues, Woodbury School's grade seven Health and Wellness classes are offering depression awareness and suicide prevention training as part of the SOS, Signs of Suicide Prevention Program.  The program aims to increase help-seeking by students concerned about themselves or a friend.  SOS is listed on the Substance Abuse and Mental Health Services Administration's national Registry of Evidence-based Programs.

Our goals in participating in this program are straightforward:

  • To help our students understand that depression is a treatable illness. 
  • To explain that suicide is a preventable tragedy that often occurs as a result of untreated depression.
  • To provide students training in how to identify serious depression and potential suicidal actions in themselves or a friend.  
  • To impress upon youth that they can help themselves or a friend by taking the simple step of talking to a responsible adult about their concerns.
  • To help students know whom in the school they can turn to for help, if they need it.

7th Grade Curriculum

Grade 7 Summary

Topic 1:  Relationships/ Communication

      Essential Question: How can I demonstrate the ability to use interpersonal communication skills to enhance my health and reduce health                                                risks?

      Learning Targets:

  • I can demonstrate ways to communicate respect for self and others. (4
  •  can demonstrate skills for effective speaking. (4) 
  • I can demonstrate effective listening skills.  (4)
  • I can identify characteristics of nonverbal communication  (4)
  • I can identify appropriate ways to end relationships. (4 )

Topic 2:  Puberty/STI Prevention

      Essential Question:   How can I protect myself from unwanted pregnancy and sexually transmitted infections?

      Learning Targets:

  • I can assess how to make a personal commitment to abstain from sexual intercourse. (5)

  • I can demonstrate how to refuse unwanted or unprotected sex.  (4)

  • I can identify the risks of unintended pregnancy and disease with unprotected sexual intercourse. (5 ) 

  • I can identify the common routes of transmission of HIV and other STD’s. (5)

  • I can identify effective prevention strategies-abstinence is the most effective.  (5)

Topic 3:  Mental Health

     Essential Question: How can I demonstrate the ability to set goals for personal, family, and community mental health?

     Learning Targets:

  • I can describe behaviors and symptoms of stress, depression, and signs of suicide. (6) 

  • I can analyze stressors and identify coping strategies to reduce stress. (6)

  • I can assess personal assets and strengths to develop and maintain a positive self image. (6)

  • I can express needs, wants, and feelings appropriately. (6)

  • I can demonstrate positive ways to express emotions. (6)

  • I can demonstrate ways to manage and reduce anger and conflict. (6)

Topic 4   Digital Citizenship

      Essential Question:  How can I demonstrate responsible, respectful, and safe media use.

      Learning Targets:

  • I can create personal guidelines to promote healthy media balance. (3)

  • I can analyze how certain types of data are used by companies and identify strategies to limit data collection.  (3)

  • I can analyze how different parts of their digital footprint can lead others to draw conclusions-both positive and negative-about who they are. (3)

  • I can demonstrate qualities of a positive digital footprint.  (3)

  • I can demonstrate knowledge of district and common sense rules when using technology.(3)

  • I can identify cyberbullying situations and demonstrate strategies to deal with situations that might arise. (3)

  • I can demonstrate qualities of an upstander (3)

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