USC4.6

Indicator:

USC4.6 a. Develop and use respectful language to talk about stress (e.g., grief, loss, fear, expectations) and to describe the intensity of feelings (e.g., rating scale/thermometer of 1-10).

First Nations, Métis & Inuit Education Integration Resources:

• Talking Circle - brief explanation of how a talking circle works - http://www.dodemkanonhsa.ca/Teachings/TALKING%20CIRCLES.PDF
• Talking Circle: Peace, Harmony and Reflection - brief explanation of talking circle and its purpose - http://www.danielnpaul.com/TalkingCircle-FirstNations.html
• Talking Circle - invite an Elder
• The Learning Circle - learn about an Elder - Unit 7, pg. 37 - http://dsp-psd.pwgsc.gc.ca/Collection/R72-278-2001E.pdf - from INAC website @ www.inac.gc.ca
• The Smudging Ceremony - explanation of the meaning of a Smudge - http://www.asunam.com/smudge_ceremony.html
• Smudge - GSCS teachers - invite an Elder to smudge at your school

Indicator:

USC4.6 b. Communicate an informed personal understanding of stress (e.g., reaction of worry and/or pre-occupation).

Indicator:

USC 4.6 c. Explore the responses one may experience as a result of stress (e.g., heart-rate increase, blushing, knots in stomach, butterflies in stomach, dry mouth, sleeplessness, loss of concentration).

Indicator:

USC4.6 d. Determine how and why people react differently to stress (e.g., cultural traditions, role models)

Indicator:

USC4.6 e. Recognize potentially stressful situations and examine possible reactions to the experience.

Indicator:

USC4.6 f. Analyze common coping strategies for managing stress.

Indicator:

USC4.6 g. Examine and discuss media portrayals of stressors such as divorce, death, and loss, and media portrayals of stress management strategies.

Indicator:

USC4.6 h. Describe strategies (e.g., writing in a journal, seeking guidance from a trusted adult/elder, talking with a friend, participating in cultural ceremonies, reading a book about grief ) for managing stress (including divorce, death, and loss).