New Health & Wellbeing

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An Up-to-date and Enhanced Package for the NEW Junior Cycle SPHE Specification

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Health and Wellbeing: SPHE 1, 2 and 3 follow best practice in addressing the health and wellbeing needs of young people.

Check out Health and Wellbeing SPHE 1, 2 & 3 – Scan this QR code for further info: W

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Digital Resources

ANNE POTTS • NODLAIG O’GRADY

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Teachers can access the Health and Wellbeing: SPHE 1, 2 and 3 interactive e-books at www.edcolearning.ie, as well as a bank of free digital resources, including: › A series of PowerPoints covering a range of key topics, including stress management, emotional health, addiction and relationships › Lively, scenario-based animations and informational videos for students to discuss in the classroom › Interactive quizzes to consolidate learning › Worksheets to accompany animations › A comprehensive list of weblinks for each unit

NEW

W E N

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•

COMPLETE PACKAGE NOW AVAILABLE

The Educational Company of Ireland Please contact your Local Edco Representative to book a presentation and request a sample copy, Ph: 01-4500611, Email: info@edco.ie, Website: www.edcopublications.ie 2024 Sphe Flyer.indd 1-2

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The Educational Company of Ireland

2024

Please contact your Local Edco Representative to book a presentation and request a sample copy, Ph: 01-4500611, Email: info@edco.ie, Website: www.edcopublications.ie 06/02/2024 15:56

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UNIT 8 – Respe

STRAND 1 ND ING MY

RES PEC TFU

ntions

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THE CHANGING NATURE OF RELATIONSHIPS

Learning Intentions This unit helps you to:

Saying you’re sorry

Being able to disagree y respectfull

All through your life, you will experience different kinds of change and loss. seem a small loss to one What might person could be very upsetting to someone else. It totally depends on the person and what’s happening in their life at the time. For example, some people get very upset about their pet dying, while another person might just another one and move on. get

REMEMBER 81

!

Be aware of your SPHE class ground rules while doing this exercise.

Only share what you are happy for other people to know about you.

2.

Ask your partner whether they have similar milestones on their road map and whether they coped in the same way as you.

On your own, rank the changes in your life so far, from the most important to the least important, with number one being the most important.

246

Re

silient Re

247

 Throughout Health and Wellbeing: SPHE 2 and 3, CBA icons highlight information that could be the basis for the student’s Classroom-Based Assessment. At the end of each unit, a ‘CBA ideas from this unit’ section lets them note areas of interest as they go through the course  In Health and Wellbeing: SPHE 2 and 3, a dedicated introductory section gives students in-depth guidelines on approaching the CBA  Assessment is fully integrated into the books, with student activities, reflections and specific assessment actions threaded throughout each unit  Key words are listed at the beginning of each unit and explained throughout the text  Wellbeing indicators are included for each activity Choices

R

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ne on cte

p o nsi b es

Are Addicted to Somet

hing?

EMOTI

T MY FACTOR S THAT AFFEC EING EMOTI ONAL WELLB

Physical activity is a recommend

4.

What is the link between

r •

ns spo ib

5.

What do you know about

6.

What are the advantages

7.

Name one app or website

(Tick off as you complete them.)

Learning Intentions

Key Words

>Food Food

e use >Substan Substancce >Sleep Sleep

>Physica Physicall health >Loss Loss of loved ones >Problem Problemss at home ties es at school >Difficul Difficulti

Flourish

Self-care

Circle of control

physical health.

>Physica Physicall activity

This unit helps you to: wellbeing can be affected 1 Explore how emotional your control by factors within and outside ‘circles of control’ model 2 Learn how to use the and anxiety to help you to manage stress for coping with stress 3 Refresh your strategies health and wellbeing.

4 Do an audit of your overall

>Financia Financiall worries >Change Changess in relationships

affect lot about the factors that SPHE, you have learned a such Over your three years studying over some of these factors, health. You have control your emotional and mental over others, such as family use. You may not have control as diet, sleep and substance mean that you cannot determine environment. That does not circumstances, health and how to manage the stressful In this unit, you will explore wellbeing. your affect they how cannot control. parts of your life that you and between physical health an animation about the link We will begin by looking at mental health.

ent >Where Where you live/your environm >Moving Moving house/area/school >Bullying Bullying esss and isolation >Lonelin Lonelines

239

238

f and Others

Time!

Did you know

Prefrontal cortex

Do I fit in?

Different parts of your brain grow at different rates.

Is what’s happen happening to othering to me people?

Do I look like everyone else?

What is special about me?

Am I wearing the right clothes ?

Have I got real friends?

Amygdala

C

onnecte

t

s i li Re en

es

ns a young per

son might hav e

There are four questions that this time in sum up what their lives. most

nor

Am I

1.

p o nsi b

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Four questio

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young peopl e are conce 1. Who am rned about I? Many teena at gers worry their uniqu about what eness. kind of perso 2. Am I norm n they are and about al? Being ‘norm interests, your al’ depends on who you likes and dislike are, your perso s, hopes for 3. Am I comp nality, your the future etent? Being and so on. competent to take respo means havin nsibility for g a ‘can do’ yourself.

4. Am I lovab attitude and being able le and lovin g? This mean yourself to be loved and s being able to love other appreciated appreciatin by s and allow g everything that goes with other people, as well These quest as understand that. ions are writte ing and of the quest n on the string ions, write s attached what you think to the balloo questions, ‘Am I norm this means ns on page al?’, is done in 35. the could mean For each assoc for you. Add iated balloo and add mean anything else n. One of the ings for the that you think other three 34 this question questions.

l?

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Aware

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Activity 2

ma

I? am Who

Am

The rational part of a teena around the ger’s brain, age of 25! This the prefrontal in life. For is the part cortex, is not teenagers, that helps fully develo the amygdala make wise ped until This part of decisions and is more involv the brain is good choice ed responsible and aggression. s for immediate in making decisions In teenage and choice emotional parts of the brains the s. reactions, includ connections brain are still between the ing fear developing. teenage years emotional We also know can delay or and rational that chang use of drugs e these develo All of this mean and alcoho pments. s that adole l during involved in scents are fights and more likely than engage in dange to think befor rous and risky adults to have accide e they act, nts to consider dangerous behav or get iour. They the consequenc or risky behav are less likely iour. es of their behaviour Growing up and to alter doesn’t just happen overn with yours elf! It is a time ight. It’s a journe of excitement, time of your y life you are but it can also and takes time, so be asking quest patient you to explo ions and lookin be a time of anxiety. re four of these During this g for answe questions. rs. The next activity asks Active

UNIT 3 – How I See

tent?

standing Mysel

om pe

STRAND 1 – Under

Growing Up Tak es

2.

ab le ng ?

Your teache r will ask for feedback – sharing. Then feel free to have a discus contribute what sion to causes the most you are comfo worry and anxiet decide which of the four rtable questions of y for people What would adolescence . help young people to work out the answe rs to the questi ons on their balloo

Ref lec ti

because

The question that

because

I can get suppor

ns?

on

After learning about the four questions of adoles about is cence,

concerns me most

t or help with

the question I

am happiest

is

this, if I need

Signs of gaming addictio

Constantly thinking

n

about gaming

Not wanting to go to school so that you can game Having trouble cutting down on gaming Feeling irritable and restless (fidgety) when not gaming Using video games as a way of coping with stress, anger, etc.

Tiredness, headaches or hand pain from too much screen time and use of controllers Losing interest in friends and other activities Lying about how much time you spend gaming Exhaustion from lack of sleep or poor-qualit y sleep

Gaming addiction

Gaming addiction is a uncontrollable need to play computer games, even though it leads to bad outcomes in a person’s life. Gaming addiction is also known as internet gaming disorder or pathologi gaming. cal

In 2020, gaming addiction was classified as a mental-he by the World Health alth disorder Organisation (WHO).

This means that it is serious issue that can a have negative conseque nces on your life if not treated properly.

Lots of people enjoy gaming and find that it helps them to destress, socialise and have fun.

Gaming only becomes a problem when it starts to interfere with your life in a negative way, as described in the diagram in Activity 3.

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125

Myself

specification in a student-centred and empathetic way  Additional background information, as necessary  An extensive section on teaching SPHE, including Planning, Assessment for Learning, Classroom-Based Assessment, SPHE and Interculturalism, SPHE policy, Record-keeping and Reporting to parents  A reference section, including website links, enabling both students and teachers to remain up-to-date on the full range of topics  Ways in which the activities may be adapted for varying classroom situations and a range of abilities, including suggestions for differentiation and classroom management  Alternative methodologies suitable for mixed-ability classes, pair and group-work  Solutions to quizzes and crosswords

it, by

35

www.edcopublications.ie

Types of Addiction

Exercise addiction

Most people have a healthy attitude to exercising and it’s not problem. However, a for some, what starts off as an attempt to fit can get out of hand. get Exercise releases dopamine just like drug use. Exercise in the brain, addiction is strengthe a person gets when ned by the ‘buzz’ exercising. When they stop exercising, these happy feelings often disappear and the person becomes anxious and irritable. Exercising more to trigger the chemical release is way someone with usually the an exercising disorder copes with stress.

 Practical guidelines for implementing the New 2023 SPHE

health?

that can be helpful in improving

Experiencing withdrawal symptoms after long periods without exercise

Experiencing uncontrolla ble desire to exercise Neglecting other areas of life to make time for exercise Getting anxious or stressed if you can’t exercise Changing plans to accommod ate your exercise schedule Being unhappy with how you look (negative body image) For girls, periods may stop (amenorrhoea)

Free Teacher’s Resource Books supporting this series provide:

th condition?

health?

of stopping smoking for mental

or your friends?

go for help?

addiction

TEACHER’S RESOURCE BOOKS

health?

the effect of alcohol on mental

that surprised you?

have noticed in yourself

Wellbeing

Animation

ed treatment for which mental-heal

what you eat and your mental

The Brain

addiction?

[Gaming] is like heroin. Once you are hooked, it’s hard to get unhooked.

get physically active.

Name three easy ways to

the symptoms for each

exercising

124

answer the questions Watch the animation and activity help mental wellbeing?

1. In what ways does physical

3.

2. What are the symptoms

3. Are there any that you

4. If so, where could you

Signs of exercise

Feeling ‘buzzed’ after

n:

good for your mind What’s good for your body is based on it.

2.

You feel you want to stop but you can’t It interferes with your normal life You feel guilty

You are anxious when unable to have or do what you are addicted to You lack motivation

UNIT 3 – How Addiction Changes

Ref lecti on

1. What do you notice about

Signs:

Activity 1

ONAL WELLB EING

Started post-primary school

Born

Name of addictio

UNIT 3 – Factors That Affect My Emotional

Active

Change

Discuss your road map and what you have included with the student beside you. Only share what you are comfortable sharing.

3.

You are irritable when not doing, using or taking what you are addicted to You have mood swings

le

edco.ie/m4g2

Asking for help

Standing up for yourself

Being le comfortab ence with differ

Signs and symptoms common to most addictions

(Tick off as you complete them.)

First, watch this short video, which illustrates some of these alarm bells or ‘red flags’:

134

Being able to say no

Felt

Coped 1.

Signs of addictive behaviour

It’s not always easy to see what’s going on in a relationship.

Sometimes you are happy with what’s going on and sometimes you are not. If you are unhappy, you hope things will change.

Sometimes they do and sometimes they don’t. In Activity 1, we will look at alarm bells that might let you know that your relationship could be in trouble.

Then complete the activity.

Making a complaint

Giving a t complimen

Loss in Your Life

Last year you looked at how your life changes as you get older. These changes, even ones you look forward to, the often involve a loss. For example, you may be delighted to have moved on to post-primary school, but you miss your friends from primary school and having less homework!

–

Look at the main symptom s of addiction in the circle on the left below symptoms of addiction and the specific to exercise and gaming on the right. Research one other addiction – such as food, gambling the symptoms for , shopping, phone use them into the last circle. or vaping – and write Share your research with your class.

Relationship date Abuse Respect in relationships Abusive relationship Physical abuse Emotional abuse Sexual abuse Digital abuse Advice

Relationship Difficulties

your Expressing feelings in way a suitable

Signs of addiction

 All four strands of the SPHE course are fully developed and cross-referenced throughout the three years, giving the learning in SPHE continuity, coherence and consistency  Easy-to-read, bright and attractive design, with full-colour illustrations and engaging photos  Use easily understandable and STRAND 4 age-appropriate language  Include new and updated, age-appropriate sections on UNIT 3 empathy, diversity, emotional health, addiction, cyber safety, media and young people, RSE, mindfulness, stress What affects emotional management and relaxation techniques wellbeing?  Comprehensively address all elements of the established SPHE programme  Not ‘one size fits all’ lesson-based textbooks – the books allow class groups the flexibility to progress through each unit at their own pace ?  Include a wide range of activities and assessment techniques which acknowledge the different learning styles and varying needs of students  Learning intentions given for each unit, with quizzes and activities to establish students’ level of knowledge  ‘Reflections’ allow students to reflect on their learning and to keep a record of it, facilitating the completion of classroom-based assessments (CBAs) and student portfolios

You have explored some of the characteristics and values that a healthy relationship, romantic or otherwise, should have. However, we are all human and very often it’s a challenge to live up to our ideals. Many relationships may fall short of these ideals, but you might value the relationship enough to try to make it work.

ortable Feeling comf liment a comp accepting

Grief

Activity 3

1 Analyse some of the relationship difficulties experienced by young people 2 Identify possible warning signs of an unhealthy or abusive relationship 3 Practise some skills for ending a relationship respectfully 4 Understand how to stay safe while you are dating or in a relationship.

Key Words

Coped

Change

Started post-primary school

Started primary school

and can get help.

Key Words

tion

communica

Started primary school

How Do You Know if You

RELATIONSHIPS AND SEXUALITY

UNIT 2

nition

is grieving can be helped

• falling out with a friend • giving up a sport or a pastime • making new friends.

Change

Felt

STRAND 2 – Making Healthy

NEW

STUDENT TEXTBOOKS STRAND 3

4 Explore how someone who

munication: Effective Com e of Assertiveness s, is the Importanc message acros learned you or getting your

tion, Last year Communica just words. e of body more than importanc what about much unicate, the asis affect people comm voice and emph skills, how to be about how how tone of listening – language and out about unication styles also found you say. You different comm three er and a good listen and assertive. ssive aggre ess. passive, at assertiven a closer look Let’s take

(Tick off as you complete them.)

1 Understand that change and loss are a normal part of life 2 Become aware of the five stages in the journey through grief 3 Learn about the physical, emotional, social and spiritual effects of loss and bereavement

le

we

Learning Intentions This unit helps you to:

Sample changes

• A pet dying

• moving to a new house • a grandparent passing away • getting a new baby brother or sister

If you are not happy for others to find out about a particular change in your life, you can just put an X on the map at the age you were when it happened.

Then answer the questions.

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CHALL ENGING TIMES

(Tick off as you complete them.)

Sensitive

UNIT 4 – Challenging Times

silient Re

Mark in the other changes that have happened in your life. Make a new circle beside each change, divide it into three parts like the other circles and fill in the sections.

Draw an arrow from the circle to the point on your road where it happened. For example, if the change is ‘Started primary school’, under ‘Felt’ you could write ‘Excited but frightened’ and under ‘Coped’ you could write ‘Got support from a brother in the school’.

UNIT 4

1

tion te communica Appropria ive criticism Construct

Aware

The image of the road below represents your life so far, beginning when you were born and ending at the age you are now. The changes that most Second-Year students have in common are marked in. Write in how you felt about these changes and how you coped with them in each circle.

you to: tion This unit helps ive communica about effect unication 1 Learn more assertive comm unication appropriate ctful comm 2 Practise tive and respe e criticism. aware of sensi – constructiv 3 Become – and take give to how d 4 Understan

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Activity 1

The road map of my life

what ents below examples of Read the statem you think are life skills that three extra

D OTH ERS

to you are able ess ting, where Assertiven of communica ctful and truthful way.

A positive way a respe yourself in speak up for

The complete Package for Edco’s NEW Health and Wellbeing: SPHE 1, 2 and 3 contains:  Student Textbooks  Teacher’s Resource Books  Digital Resources

EMOTI ONAL WELLB EING

s, write

empty cloud

the ive assertive. In be assertive. how to be Being assert it means to describing

UNIT 8 L COMMUNICATION

Key Word Defi

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STRAND 4

Activity 1

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Edco’s NEW Health and Wellbeing: SPHE 2 and 3, together with Health and Wellbeing: SPHE 1, fully meet the requirements of the 2023 Junior Cycle SPHE Course specification and all of the learning outcomes of the SPHE element of Wellbeing, as outlined in the SPHE specification.

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A Fresh, Informed and Comprehensive Package for the NEW Junior Cycle Specification

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2024

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UNIT 8 – Respe

STRAND 1 ND ING MY

RES PEC TFU

ntions

Learning Inte

Key Words

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80

THE CHANGING NATURE OF RELATIONSHIPS

Learning Intentions This unit helps you to:

Saying you’re sorry

Being able to disagree y respectfull

All through your life, you will experience different kinds of change and loss. seem a small loss to one What might person could be very upsetting to someone else. It totally depends on the person and what’s happening in their life at the time. For example, some people get very upset about their pet dying, while another person might just another one and move on. get

REMEMBER 81

!

Be aware of your SPHE class ground rules while doing this exercise.

Only share what you are happy for other people to know about you.

2.

Ask your partner whether they have similar milestones on their road map and whether they coped in the same way as you.

On your own, rank the changes in your life so far, from the most important to the least important, with number one being the most important.

246

Re

silient Re

247

 Throughout Health and Wellbeing: SPHE 2 and 3, CBA icons highlight information that could be the basis for the student’s Classroom-Based Assessment. At the end of each unit, a ‘CBA ideas from this unit’ section lets them note areas of interest as they go through the course  In Health and Wellbeing: SPHE 2 and 3, a dedicated introductory section gives students in-depth guidelines on approaching the CBA  Assessment is fully integrated into the books, with student activities, reflections and specific assessment actions threaded throughout each unit  Key words are listed at the beginning of each unit and explained throughout the text  Wellbeing indicators are included for each activity Choices

R

C

ne on cte

p o nsi b es

Are Addicted to Somet

hing?

EMOTI

T MY FACTOR S THAT AFFEC EING EMOTI ONAL WELLB

Physical activity is a recommend

4.

What is the link between

r •

ns spo ib

5.

What do you know about

6.

What are the advantages

7.

Name one app or website

(Tick off as you complete them.)

Learning Intentions

Key Words

>Food Food

e use >Substan Substancce >Sleep Sleep

>Physica Physicall health >Loss Loss of loved ones >Problem Problemss at home ties es at school >Difficul Difficulti

Flourish

Self-care

Circle of control

physical health.

>Physica Physicall activity

This unit helps you to: wellbeing can be affected 1 Explore how emotional your control by factors within and outside ‘circles of control’ model 2 Learn how to use the and anxiety to help you to manage stress for coping with stress 3 Refresh your strategies health and wellbeing.

4 Do an audit of your overall

>Financia Financiall worries >Change Changess in relationships

affect lot about the factors that SPHE, you have learned a such Over your three years studying over some of these factors, health. You have control your emotional and mental over others, such as family use. You may not have control as diet, sleep and substance mean that you cannot determine environment. That does not circumstances, health and how to manage the stressful In this unit, you will explore wellbeing. your affect they how cannot control. parts of your life that you and between physical health an animation about the link We will begin by looking at mental health.

ent >Where Where you live/your environm >Moving Moving house/area/school >Bullying Bullying esss and isolation >Lonelin Lonelines

239

238

f and Others

Time!

Did you know

Prefrontal cortex

Do I fit in?

Different parts of your brain grow at different rates.

Is what’s happen happening to othering to me people?

Do I look like everyone else?

What is special about me?

Am I wearing the right clothes ?

Have I got real friends?

Amygdala

C

onnecte

t

s i li Re en

es

ns a young per

son might hav e

There are four questions that this time in sum up what their lives. most

nor

Am I

1.

p o nsi b

le

Four questio

R

d

specte Re

young peopl e are conce 1. Who am rned about I? Many teena at gers worry their uniqu about what eness. kind of perso 2. Am I norm n they are and about al? Being ‘norm interests, your al’ depends on who you likes and dislike are, your perso s, hopes for 3. Am I comp nality, your the future etent? Being and so on. competent to take respo means havin nsibility for g a ‘can do’ yourself.

4. Am I lovab attitude and being able le and lovin g? This mean yourself to be loved and s being able to love other appreciated appreciatin by s and allow g everything that goes with other people, as well These quest as understand that. ions are writte ing and of the quest n on the string ions, write s attached what you think to the balloo questions, ‘Am I norm this means ns on page al?’, is done in 35. the could mean For each assoc for you. Add iated balloo and add mean anything else n. One of the ings for the that you think other three 34 this question questions.

l?

Am I c

v I lo i lov and

Aware

d

Activity 2

ma

I? am Who

Am

The rational part of a teena around the ger’s brain, age of 25! This the prefrontal in life. For is the part cortex, is not teenagers, that helps fully develo the amygdala make wise ped until This part of decisions and is more involv the brain is good choice ed responsible and aggression. s for immediate in making decisions In teenage and choice emotional parts of the brains the s. reactions, includ connections brain are still between the ing fear developing. teenage years emotional We also know can delay or and rational that chang use of drugs e these develo All of this mean and alcoho pments. s that adole l during involved in scents are fights and more likely than engage in dange to think befor rous and risky adults to have accide e they act, nts to consider dangerous behav or get iour. They the consequenc or risky behav are less likely iour. es of their behaviour Growing up and to alter doesn’t just happen overn with yours elf! It is a time ight. It’s a journe of excitement, time of your y life you are but it can also and takes time, so be asking quest patient you to explo ions and lookin be a time of anxiety. re four of these During this g for answe questions. rs. The next activity asks Active

UNIT 3 – How I See

tent?

standing Mysel

om pe

STRAND 1 – Under

Growing Up Tak es

2.

ab le ng ?

Your teache r will ask for feedback – sharing. Then feel free to have a discus contribute what sion to causes the most you are comfo worry and anxiet decide which of the four rtable questions of y for people What would adolescence . help young people to work out the answe rs to the questi ons on their balloo

Ref lec ti

because

The question that

because

I can get suppor

ns?

on

After learning about the four questions of adoles about is cence,

concerns me most

t or help with

the question I

am happiest

is

this, if I need

Signs of gaming addictio

Constantly thinking

n

about gaming

Not wanting to go to school so that you can game Having trouble cutting down on gaming Feeling irritable and restless (fidgety) when not gaming Using video games as a way of coping with stress, anger, etc.

Tiredness, headaches or hand pain from too much screen time and use of controllers Losing interest in friends and other activities Lying about how much time you spend gaming Exhaustion from lack of sleep or poor-qualit y sleep

Gaming addiction

Gaming addiction is a uncontrollable need to play computer games, even though it leads to bad outcomes in a person’s life. Gaming addiction is also known as internet gaming disorder or pathologi gaming. cal

In 2020, gaming addiction was classified as a mental-he by the World Health alth disorder Organisation (WHO).

This means that it is serious issue that can a have negative conseque nces on your life if not treated properly.

Lots of people enjoy gaming and find that it helps them to destress, socialise and have fun.

Gaming only becomes a problem when it starts to interfere with your life in a negative way, as described in the diagram in Activity 3.

/RUUDLQH 0DUHU EHKD

YLRXUDO VSHFLDOLVW

125

Myself

specification in a student-centred and empathetic way  Additional background information, as necessary  An extensive section on teaching SPHE, including Planning, Assessment for Learning, Classroom-Based Assessment, SPHE and Interculturalism, SPHE policy, Record-keeping and Reporting to parents  A reference section, including website links, enabling both students and teachers to remain up-to-date on the full range of topics  Ways in which the activities may be adapted for varying classroom situations and a range of abilities, including suggestions for differentiation and classroom management  Alternative methodologies suitable for mixed-ability classes, pair and group-work  Solutions to quizzes and crosswords

it, by

35

www.edcopublications.ie

Types of Addiction

Exercise addiction

Most people have a healthy attitude to exercising and it’s not problem. However, a for some, what starts off as an attempt to fit can get out of hand. get Exercise releases dopamine just like drug use. Exercise in the brain, addiction is strengthe a person gets when ned by the ‘buzz’ exercising. When they stop exercising, these happy feelings often disappear and the person becomes anxious and irritable. Exercising more to trigger the chemical release is way someone with usually the an exercising disorder copes with stress.

 Practical guidelines for implementing the New 2023 SPHE

health?

that can be helpful in improving

Experiencing withdrawal symptoms after long periods without exercise

Experiencing uncontrolla ble desire to exercise Neglecting other areas of life to make time for exercise Getting anxious or stressed if you can’t exercise Changing plans to accommod ate your exercise schedule Being unhappy with how you look (negative body image) For girls, periods may stop (amenorrhoea)

Free Teacher’s Resource Books supporting this series provide:

th condition?

health?

of stopping smoking for mental

or your friends?

go for help?

addiction

TEACHER’S RESOURCE BOOKS

health?

the effect of alcohol on mental

that surprised you?

have noticed in yourself

Wellbeing

Animation

ed treatment for which mental-heal

what you eat and your mental

The Brain

addiction?

[Gaming] is like heroin. Once you are hooked, it’s hard to get unhooked.

get physically active.

Name three easy ways to

the symptoms for each

exercising

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answer the questions Watch the animation and activity help mental wellbeing?

1. In what ways does physical

3.

2. What are the symptoms

3. Are there any that you

4. If so, where could you

Signs of exercise

Feeling ‘buzzed’ after

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good for your mind What’s good for your body is based on it.

2.

You feel you want to stop but you can’t It interferes with your normal life You feel guilty

You are anxious when unable to have or do what you are addicted to You lack motivation

UNIT 3 – How Addiction Changes

Ref lecti on

1. What do you notice about

Signs:

Activity 1

ONAL WELLB EING

Started post-primary school

Born

Name of addictio

UNIT 3 – Factors That Affect My Emotional

Active

Change

Discuss your road map and what you have included with the student beside you. Only share what you are comfortable sharing.

3.

You are irritable when not doing, using or taking what you are addicted to You have mood swings

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Asking for help

Standing up for yourself

Being le comfortab ence with differ

Signs and symptoms common to most addictions

(Tick off as you complete them.)

First, watch this short video, which illustrates some of these alarm bells or ‘red flags’:

134

Being able to say no

Felt

Coped 1.

Signs of addictive behaviour

It’s not always easy to see what’s going on in a relationship.

Sometimes you are happy with what’s going on and sometimes you are not. If you are unhappy, you hope things will change.

Sometimes they do and sometimes they don’t. In Activity 1, we will look at alarm bells that might let you know that your relationship could be in trouble.

Then complete the activity.

Making a complaint

Giving a t complimen

Loss in Your Life

Last year you looked at how your life changes as you get older. These changes, even ones you look forward to, the often involve a loss. For example, you may be delighted to have moved on to post-primary school, but you miss your friends from primary school and having less homework!

–

Look at the main symptom s of addiction in the circle on the left below symptoms of addiction and the specific to exercise and gaming on the right. Research one other addiction – such as food, gambling the symptoms for , shopping, phone use them into the last circle. or vaping – and write Share your research with your class.

Relationship date Abuse Respect in relationships Abusive relationship Physical abuse Emotional abuse Sexual abuse Digital abuse Advice

Relationship Difficulties

your Expressing feelings in way a suitable

Signs of addiction

 All four strands of the SPHE course are fully developed and cross-referenced throughout the three years, giving the learning in SPHE continuity, coherence and consistency  Easy-to-read, bright and attractive design, with full-colour illustrations and engaging photos  Use easily understandable and STRAND 4 age-appropriate language  Include new and updated, age-appropriate sections on UNIT 3 empathy, diversity, emotional health, addiction, cyber safety, media and young people, RSE, mindfulness, stress What affects emotional management and relaxation techniques wellbeing?  Comprehensively address all elements of the established SPHE programme  Not ‘one size fits all’ lesson-based textbooks – the books allow class groups the flexibility to progress through each unit at their own pace ?  Include a wide range of activities and assessment techniques which acknowledge the different learning styles and varying needs of students  Learning intentions given for each unit, with quizzes and activities to establish students’ level of knowledge  ‘Reflections’ allow students to reflect on their learning and to keep a record of it, facilitating the completion of classroom-based assessments (CBAs) and student portfolios

You have explored some of the characteristics and values that a healthy relationship, romantic or otherwise, should have. However, we are all human and very often it’s a challenge to live up to our ideals. Many relationships may fall short of these ideals, but you might value the relationship enough to try to make it work.

ortable Feeling comf liment a comp accepting

Grief

Activity 3

1 Analyse some of the relationship difficulties experienced by young people 2 Identify possible warning signs of an unhealthy or abusive relationship 3 Practise some skills for ending a relationship respectfully 4 Understand how to stay safe while you are dating or in a relationship.

Key Words

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Change

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Started primary school

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Key Words

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(Tick off as you complete them.)

1 Understand that change and loss are a normal part of life 2 Become aware of the five stages in the journey through grief 3 Learn about the physical, emotional, social and spiritual effects of loss and bereavement

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Learning Intentions This unit helps you to:

Sample changes

• A pet dying

• moving to a new house • a grandparent passing away • getting a new baby brother or sister

If you are not happy for others to find out about a particular change in your life, you can just put an X on the map at the age you were when it happened.

Then answer the questions.

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CHALL ENGING TIMES

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Mark in the other changes that have happened in your life. Make a new circle beside each change, divide it into three parts like the other circles and fill in the sections.

Draw an arrow from the circle to the point on your road where it happened. For example, if the change is ‘Started primary school’, under ‘Felt’ you could write ‘Excited but frightened’ and under ‘Coped’ you could write ‘Got support from a brother in the school’.

UNIT 4

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The image of the road below represents your life so far, beginning when you were born and ending at the age you are now. The changes that most Second-Year students have in common are marked in. Write in how you felt about these changes and how you coped with them in each circle.

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The complete Package for Edco’s NEW Health and Wellbeing: SPHE 1, 2 and 3 contains:  Student Textbooks  Teacher’s Resource Books  Digital Resources

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Edco’s NEW Health and Wellbeing: SPHE 2 and 3, together with Health and Wellbeing: SPHE 1, fully meet the requirements of the 2023 Junior Cycle SPHE Course specification and all of the learning outcomes of the SPHE element of Wellbeing, as outlined in the SPHE specification.

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An Up-to-date and Enhanced Package for the NEW Junior Cycle SPHE Specification

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Health and Wellbeing: SPHE 1, 2 and 3 follow best practice in addressing the health and wellbeing needs of young people.

Check out Health and Wellbeing SPHE 1, 2 & 3 – Scan this QR code for further info: W

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Digital Resources

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Teachers can access the Health and Wellbeing: SPHE 1, 2 and 3 interactive e-books at www.edcolearning.ie, as well as a bank of free digital resources, including: › A series of PowerPoints covering a range of key topics, including stress management, emotional health, addiction and relationships › Lively, scenario-based animations and informational videos for students to discuss in the classroom › Interactive quizzes to consolidate learning › Worksheets to accompany animations › A comprehensive list of weblinks for each unit

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COMPLETE PACKAGE NOW AVAILABLE

The Educational Company of Ireland Please contact your Local Edco Representative to book a presentation and request a sample copy, Ph: 01-4500611, Email: info@edco.ie, Website: www.edcopublications.ie 2024 Sphe Flyer.indd 1-2

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Please contact your Local Edco Representative to book a presentation and request a sample copy, Ph: 01-4500611, Email: info@edco.ie, Website: www.edcopublications.ie 06/02/2024 15:56