Lesson Plan Template – ED 3501 (Version C)

Lesson
PIP: Support and Treatment Date November 25, 2020
Title/Focus
Subject/Grade Time
Grade 9 Foods 45mins
Level Duration

Unit Personal Inquiry Project Teacher Mrs. Zachery

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Students will make responsible and informed choices to maintain health and to promote safety for self
Learning
and others.
Outcomes:
Specific W–7.1​ compare personal health choices to standards for health; e.g., physical activity, nutrition,
Learning relaxation, sleep, reflection
Outcomes: W–7.5​ relate the factors that influence individual food choices to nutritional needs of adolescents; e.g.,
finances, media, peer pressure, hunger, body image, activity
W–7.10​ identify and examine potential sources of physical/emotional/ social support
LEARNING OBJECTIVES
Students will be able to…
1. Support loved ones who are experiencing and/or recovering from disordered eating
2. Identify ways to help prevent disordered eating from developing in themselves or others
3. Identify forms of support and treatment for eating disorders
ASSESSMENTS
Observations: ● Students engaging in discussion and paying attention
Key Questions​: ● How can I support someone experiencing and/or recovering from disordered
eating?
● What does treatment look like, and why does it differ from person to person?
● What have I learned throughout the course of this unit?
Performances/Products: ● Discussion
● Survey (second time)
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
● Survey (Gr 9, Second) ● Projector, computer
● Slides ● Chromebooks/phones
PROCEDURE
● Update the Classroom to have the Gr 9 (Second) survey active and ready to
accept responses, and remove the Gr 9 (First) survey and set it to no longer accept
Prior to lesson
responses
● Have the Slides up and ready to go on Slide 43
Introduction Time
Attention Grabber Yesterday, we learned about different forms of disordered eating, as well
as the signs and symptoms. Today, we are going to learn about the 1min
prevention, treatment, and recovery of disordered eating.
Assessment of Prior Ask three different people to define anorexia, bulimia, and binge-eating
Knowledge disorder.

What were some signs and symptoms that they remember? Or what are 3mins
some risk factors, which we learned about two classes ago?

Take a few answers.

Transition to Body Okay! I’m glad we learned some things, and hopefully today we will learn
even more :) 1min

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Adapted from a template created by Dr. K. Roscoe

Learning Activity #1
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C)
Be on slide 43. Let’s discuss prevention, treatment, and recovery. Dr.
Cassin already talked about many of these strategies, so we may move
quickly. However, please feel free to jump in if you have a comment or
question!
Body Time
Go through the Slides:
Slide 44 - Avoid labeling food as “good”, “bad”, “safe”, “unsafe”, etc. ALL
food is good in moderation. If you’re craving something, eat it! If you
don’t, you’ll just keep thinking about it and you might binge it later, or you
might create an unhealthy relationship with it.
Slide 45 - Discourage dieting to lose weight. If you overhear a friend or
family member talking about going on a diet to lose a few pounds, tell
them what you’ve learned! 95% of people regain that weight back (and
more) within a few years, and dieting increases the chances of binging.
Slide 46 - This is the binge/diet cycle. When people diet, they are
restricting food and this results in food cravings and/or an obsession with
food. When it’s all you can think about, you’re likely to break your diet and
eat what you were craving. You feel bad, and think “oh the heck with it, I
already went off my diet… might as well have a cheat day!” Then, you
binge and eat far more than you would have normally. This makes you feel
even worse. But what might make things better? A diet! And the cycle
continues. This is why it dieting to lose weight creates an unhealthy
relationship with food, and often leads to weight gain.
Slide 47 - Don’t comment on weight or food, even as a compliment. If we
compliment people for losing weight, we are essentially telling them that
they are “better” or “more attractive” for being skinnier. This is also a
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reward to them. Just like training a puppy by giving them treats, we are
training people to lose weight by giving them compliments. If we stop
complimenting them, they will stop associating weight loss with rewards.
Slide 48 - So, just make the decision to be healthy, not skinny. Can you be
skinny and healthy? Of course! You can also be an average size or even
overweight and still be healthy. Your weight and body size has very, very
little to do with your health. If you feel good and can do what you love,
then that’s what matters.
Slide 49 - And don’t be so hard on yourself! We are our own worst critics. If
we talked to our friends the way we talk to ourselves, we’d have no friends
left. I often overhear students saying they aren’t smart, pretty, thin, etc.
They say they can’t do it, they’re not as good as someone else, etc. That’s
not true! We are all unique, and we are perfect the way we are. No one else
can be you, and you should be proud of that.
Slide 50 - If you do ever have negative thoughts about yourself or others,
correct it! If you start thinking that you aren’t pretty enough or tall
enough, think about what you do like instead. And if you think something
negative about someone else, correct that thought. If you think someone
looks fat, think about WHY you had that thought and then think about
something positive about that person. If we correct these negative
thoughts, they’ll become less and less common.
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 Lesson Plan Template – ED 3501 (Version C)
Slide 51 - Critically analyze all forms of media. Ask yourself if it’s true, who
benefits from the message or advertisement, what message it’s sending to
the audiences, etc.

Slide 52 - Unfollow anything that makes you feel bad about yourself. You
can also say “not interested” on Instagram, or just not open Snaps from
certain people. You can unfollow pages that emphasize certain body
types, dieting, etc., and this can help your self-esteem.

Slide 53 - Make a list of things you DO like about yourself! Not even just
your body, but also your personality. Instead of focusing on your weight or
body size, think about things like your eyes, hair, smile, laugh, sense of
humour, generosity, kindness, etc.

Slide 54 - And also think about all the great things your body can do for
you. Your body is amazing, and we shouldn’t take it for granted. Our
bodies can help us play video games, draw, play instruments, sing,
exercise, hang out with friends, travel the world, etc.!

Slide 55 - Now, here are some examples for helping others. While the
strategies I just went through are for improving your own body image,
these are some strategies you could use in helping a friend or loved one
who is struggling with disordered eating.

Slide 56 - First off, don’t make assumptions. Educate yourself. If all of you
went to talk to someone with an ED before any of these lessons, do you
think you would have had a very productive conversation?

By educating ourselves, we can talk about specific signs, symptoms, and

risk factors. We’ll also know what they’re talking about, and can actually
have a meaningful conversation with them.

Also, make sure to have this conversation in private. No one wants to have
a personal conversation in public, especially when it’s something as
sensitive as this. Don’t discuss it in front of anyone else, and don’t discuss
it if the person is busy with something else (exams, homework, recital,
etc.)

And don’t diagnose them or tell them they have a problem! It’s the
doctor’s job to diagnose, not yours. This person might have another
reason for why they aren’t eating or are eating too much, or why they
might be showing some other signs and symptoms (like being cold, losing
hair, withdrawing from social activities, etc.). Ask them about it and tell
them you’re worried.

If they are in denial or get defensive, just be gentle with them. They might
genuinely be in denial and not know they have an ED, or they might not
want help or know how to accept help. If this happens, let them know
you’ll drop the subject for now and that you’ll check-in with them again
later.

Slide 57 - Use “I” statements rather than “you” statements. Does anyone
know what I mean by “you” statements?

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Adapted from a template created by Dr. K. Roscoe
 Lesson Plan Template – ED 3501 (Version C)
These are statements that start with “you”, such as “you don’t eat
enough”, “you keep going to the bathroom after dinner”, etc. These
sentences are putting the blame on the other person, and they are more
likely to become defensive.

Instead, start your sentences with “I”. Say “I have noticed you aren’t eating
as much as normal” or “I have noticed that you have been going to the
bathroom immediately after dinner the last few nights”. By using “I”, we
are letting them know that we care.

And don’t make rules. This is more for parents, but some of you may be
parents one day. For example, don’t say “from now on, you have to eat
dinner with the whole family and you cannot leave the table until 30mins
after you are done eating”, or “you are no longer allowed to eat past 8pm”,
etc. By making rules, we are punishing them for their disorder and pushing
them further away.

Also, don’t make promises. More specifically, don’t promise that you won’t
tell anyone. If they have an ED, you NEED to tell someone. This is NOT
your burden, and you are not qualified to be their sole form of help. They
need the support of their family and/or doctor, as they will need
treatment. If they ask you to promise not to tell anyone, tell them you will
try to not tell, but you will have to if it gets too serious. While you want to
protect them, your focus is on their health and safety.

Don’t offer easy solutions, like saying “just eat!” to someone with anorexia
or “just stop eating!” to someone with binge-eating disorder. That’s like
telling someone who’s depressed to “just be happy” or a homeless person
to “just buy a house”.

And finally, don’t ignore it. While it’s not your responsibility, you care
about this person and you should support them as much as you are able to.
Take care of yourself first, but try to follow-up with them. Ask them how
they’re doing, remind them you’re there for you, and just treat them
normally. They’re still your friend or family, and the ED doesn’t change
that.

Slide 58 - Now, I’ll talk a bit about seeking help if you have an ED. These
are all free options, as they are either non-profit or covered by our
healthcare.

Slide 59 - Practice body positivity. So, all of those prevention techniques

we discussed! Correcting your thoughts, thinking about what you do like
about yourself, critically analyzing the media, etc.

Slide 60 - Call a helpline. Kids Help Phone is a helpline for people under
the age of 18 who are struggling with their mental health, especially
regarding suicide. There are also helplines for people struggling with
disordered eating. There are professionals on the other end of the line,
and they will talk to you about your concerns, help you consider treatment
options, etc.

Slide 61 - And if you don’t want to chat on the phone, there are help chats
online. Instead of verbally speaking, you would instead chat on your phone

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Adapted from a template created by Dr. K. Roscoe
 Lesson Plan Template – ED 3501 (Version C)
or computer, similar to how you would message someone on Facebook,
Snapchat, Instagram, etc.

Slide 62 - You could also join an online community or forum. These would
involve other people who are going through the same thing, whether it be
just a single person or their entire family. They can talk about their
strategies, what treatment is looking like, their struggles, etc.

Slide 63 - If you prefer to talk in person, you could join a support group.
Again, this would be people going through the same thing and talking
about it. It would be similar to Alcoholics Anonymous, you know? You
might sit around in a circle, introduce yourselves, and then tell your
stories. Then others can relate to you, share their own stories, offer advice,
etc.

Slide 64 - You can also just talk to your friends and family. Tell them
what’s going on, ask them for help, or just vent to them. They love you and
want to help you.

Slide 65 - Tell your doctor. Even if you don’t want treatment or help, they
NEED to know. They cannot properly treat you for anything if they don’t
know why you are exhibiting certain symptoms. They could misdiagnose
you, or just not know how to help. If you do want treatment, they can
write you a referral to a support group, therapy, etc.

Slide 66 - Speaking of therapy… Go to it! ALL people, whether they have a

“problem” or not, benefit from therapy. It is good for us to talk about our
feelings and experiences, and it can be useful to talk to someone who is
not biased by knowing us personally.

Slide 67 - My final advice for getting help is to make a list of reasons WHY
you want help. Why do you want to get better? If you don’t have a reason,
you’ll never recover. You have to want it. So, think about why you want it.
Maybe it’s because you want to be healthier, or maybe you want to have a
better social life. Maybe you don’t want your life to circle around food, or
you want to get control of your life again.

Slide 68 - Finally, I’m going to very briefly talk about the different types of
treatment. Many people think treatment would be scary, but I assure you
it’s not.

Slide 69 - Intensive outpatient is when you come and go from a clinic or

hospital. You do not stay overnight, and you just check in as often as they
ask you to (daily, weekly, etc.). While you are there, they might have to
attend therapy, participate in a support group, get blood work done, do a
physical exam, etc. They just want to make sure you are doing okay.

Slide 70 - Psychotherapy is just a fancier word for therapy. There are many
different types of therapy, and different people will be referred to different
types of psychotherapists. They might talk to you about the root cause of
your ED or your body image struggles, or they might help you set goals for
yourself and help you achieve those goals.

Slide 71 - Inpatient is only for those with serious cases, especially

life-threatening ones. If your ED might kill you, you might be checked into

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Adapted from a template created by Dr. K. Roscoe

Teacher Notes: Assessments/
Differentiation
Consolidation of Learning:
Reflections from the
lesson
Feedback from/to
students, what to do next
time, what went well, what
needs improvement, etc.
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C)
a clinic or hospital… Similar to if someone attempted suicide. Because you
cannot be trusted at that period of time to take care of yourself, you will
be supervised by trained professionals who will make sure you are staying
safe. You might be a patient for a few weeks or months, and during this
time you will attend therapy, eat the food given to you, and be monitored
for purging or any other maladaptive behaviors. Once your condition has
improved, you can check out.
An important note on this is that you cannot be FORCED to be a patient. If
you refuse treatment, they won’t admit you and you may be kicked out.
This treatment is only for if you want it and if you want to get better.
Slide 72 ​- So, that’s it for today! Tomorrow, we will do the survey again at
the very start of class. It’s the same survey as we did last time, and I just
want to see what you have learned over the course of the last few lessons.
Closure Time
So, what have we learned today?
Think about:
1) One prevention technique you think is useful
2) One way you can help someone who has an ED
5mins
3) One way you can reach out for help
Ask the class to discuss these with the people around them. As they do, go
around and listen to what the students are saying. If students are
struggling to come up with anything, offer some suggestions.
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