Parzych 1

High School Health

Class:
A Critical Time to
Discuss Depression
And Anxiety

Lindsay Parzych
B Block
Ms. Kirkpatrick
March 1, 2018
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Table of Contents

Scope of the Problem 4

Mission Statement 5

Goals and Objectives 6

Evaluating Resources 7

9th Grade Curriculum 7

10th Grade Curriculum 7

Time 8

Finances 8

Certification 9

Coventry’s Expectations 9

Implementing the Plan 10

1.) 10

2.) 12

Gaining Support 14

Federal State 14

Students 15

Parents 15

Administration 16

Other Schools 17

Final Call to Action 17

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Works Cited 18

Annotated Bibliography 20

Appendix A - Stress Level Worksheet 26

Appendix B - 9th Grade Health Curriculum 27

Appendix C - 10th Grade Health Curriculum 28

Appendix D - Survey Results 29

Appendix E - Interview Transcript 31

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Scope of the Problem

You are drowning. A drowning inescapable. Drowning in front of the entire world, all

eyes are witnessing, yet for some reason no one is willing to jump in to rescue. Drowning with

your head slightly above water, but arms are growing weaker and no longer willing to attempt

staying a float. The drowning is swallowing until you are completely engulfed underwater. This

is the point of no survival. Once death has occurred, everyone stands around you in shock;

everyone wonders why. The drowning was witnessed, no one went to help, and yet all still

question how this possibly occurred. This pain becomes the horrific reality for many who suffer

from mental illnesses, specifically, depression and anxiety. With, “One in every 12 high school

students [having] attempted suicide”(Hess), administration needs to critically evaluate how

mental health is addressed currently within the high school. The silence around the topic of

mental health has created a high school environment of stigma and shame, leaving those who

suffer to be clueless of where to turn and fearful to seek help.

Health is separated into three categories: social, physical, and mental. Seeing how high

school students are required to take two years of health classes, this program presents itself with

the strongest prospects of enhancing the deficient, but necessary, current mental health

discussions. As of now, the only units mandatory to be taught in high school health class are

sexual education, drug and alcohol abuse, nutrition, and the benefits of exercise (Connors).

Although the state and administration at Coventry High School currently do not mandate a

mental health unit, incorporating one would have lasting impacts and prove beneficial

considering, “1 out of every 5 students struggles from depression or anxiety”(“Child”).

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Depression is not a mere sadness, nor is anxiety a basic feeling of anxiousness; both are

complex mental health disorders which have social, psychological, and biological origins

(“Depression”). As high schoolers, young adults prepared to enter the world on their own, it is

imperative that the difference between reality and stereotypes are not only established through

teaching, but fundamentally understood. High school is the most critical time for addressing

mental health, as these students have ​grown up in an era of over-testing, full busy schedules,

high expectations to get into a top college, and managing dual lives — one in the real world and

one online. These intense burdens endured by high schoolers illustrate the importance of

implementing a unit in health class dedicated to mental health, where ​divisible solutions along

with an awareness of severity are created. ​Acknowledging how, “​half of all chronic mental

health conditions begin by age 14”(Hess), numerous students entering high school already

unknowingly struggle with depression and/or anxiety and begin to suppress their emotions out of

shame. A high school has an ethical responsibility to provide informational help and guidance

for each student, for ​silence does not garner a solution and ignorance is seen as intolerant. When

a students’ overall well being is at risk, there is no excuse for why mental health is not

incorporated in the current health curriculum.

Mission Statement

Blinded by a feeling of enteral hopelessness, the inescapable emotions of isolation

become the mental rationale behind suicide and self harm for many students who suffer from

mental illnesses. While conversations about anxiety and depression are not effervescent,

incorporating a mandatory mental health unit in high school health classes is imperative to

eliminate the stigma and shame associated with silence. Students need to understand that seeking
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help when struggling is not shameful nor a weakness of character, but rather beneficial and

perhaps even life saving. A unit​ in health class, no more than a month long, presents itself with

the best place to facilitate educating and debunking common myths about the daily struggle for

those who suffer from anxiety and depression.

Goals and Objectives

I. Implement a unit on stress management by the 2021 school year in freshman health

classes to educate students on appropriate coping strategies in relation to anxiety.

A. Complete the form shown in Appendix A, at the start of the mental illness unit.

B. Gather in small groups first to devise 10 probable coping strategies, then as a

class determine the most applicable for students daily lives.

C. Require students to create a mental health journal in the beginning of the unit,

with weekly entries

D. Record three to five personal goals in relation to lowering stress levels.

II. Require reading of the book, “Boy meets depression” by the school year 2022 for 10th

grade health.

A. Facilitate one group discussion each week about the reading.

B. Create personalized “Note to Self” after the completion of each chapter.

C. View Kevin Breel’s TEDTalk after completing the novel.

D. Write a one page brief essay about emotions provoked and the ethical

responsibility exposed during the TEDTalk.

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Evaluating Resources

9th Grade Curriculum

Transitioning from middle school to high school is arguably the most critical year in an

adolescent's life; such rapid, overwhelming changes often result in an increased level of stress

and an overbearing of new emotions. The current 9th grade health curriculum at Coventry High

School has no evidence of educating mental health, as it consists of only two units: HIV/AIDS

and Substance Abuse Prevention [Appendix B]. Limiting the learning to the consequences of

substance abuse will not result in the prevention; the only way to eliminate potential problems,

before they manifest into reality, is to attack the most common root of the issue: mental health.

Coventry High School’s 9th grade health instructor, Mrs. Maraka, recognizes the importance of

addressing depression and anxiety in her teaching as she contends, “I think that mental health can

be the root of the evil sometimes, leading to the drugs/alcohol use and unsafe relationships.

Starting from the base of the problem may help everyone in the end” (Makara). Teaching

substance abuse before mental health is virtually equivalent to teaching a child how to ride a

bicycle before a tricycle: both the child and student will learn, but the application of the

knowledge will rarely be visible.

10th Grade Curriculum

Although the current 10th grade health curriculum at Coventry High School attempts to address

mental health through an emotional health unit, an awareness and sense of support is not

effectively emulated [Appendix C]. Specifically outlined in the course description form, one goal

of the emotional health unit is to address stress management strategies; however, when surveying

40 students of all grade levels and genders at Coventry High School, an overwhelmingly
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majority (72%) disagreed with the statement in regards to their health class properly teaching

coping strategies (Parzych). While it is commendable to see courses similar to mental health

outlined in the curriculum, health educators need to reevaluate the emphasis on the materials, the

overall delivery of the unit, and the time spent teaching. Rather than emphasizing mental health,

the instructional time is consumed with reteaching the substance abuse and HIV/AIDS units

from 9th grade health [Appendix B]. The unnecessary repetition is evident in the 10th grade

health class, which additionally spends an entire unit reviewing human reproduction [Appendix

C]. This unit has been taught to students since middle school and certainly should not be a

priority unit in a high school level health class.

Time

Evaluating the current health curriculum’s extensive list of imperative materials to teach, time

constraints may pose as the largest obstacle for implementing a mental health unit with

meaningful discussion. When posing a question about the potential issue of time, physical

educator and health teacher at Coventry High School, Mrs. Makara confirmed, “A one month

mental health unit would not be too much time taken away from the semester. We meet twice a

week, so essentially it would be about 8 classes (which is not much at all)” (Maraka).

Finances

With a rising budget crisis and a decrease in school district funding, it appears preposterous to

demand the high school health curriculum include the teaching of a book not preowned. While

initial concerns are valid, when looking at a long term plan, the positive effects from this reading

will immensely outway the initial infliction to the original budget. The original book price for

“Boy Meets Depression” is $11.99, verses paying only $8.99 for a used version. Unveiling the
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2017-2018 budget provides $500 to the health department, the high school can afford to purchase

15 copies each school year and still achieve the projected launch of this mental health unit

(school year 2022), without unreasonably draining the entire budget (Petrone). Allowing students

in 10th grade health to have their own book for the unit, there will need to be a minimum of 60

copies. Although there is roughly 120 students per grade, only half of the grade will be enrolled

in health first semester, while the rest do not take health unit semester two; therefore, reducing

the number of books needed. Since these books are hard copies, they will prove durable enough

to teach for many years to come and replacement copies are not anticipated anytime soon.

Certification

Considering an extensive mental health unit is not currently incorporated into the health

curriculum, concerns about a health teacher’s ability to effectively provide support, attempt to

prevent, and address the serious issues of mental health may be in question. Attesting to why

health teachers have the proper training and certification to teach lessons on depression and

anxiety, the courses required to earn a masters degree in Health Education, in relation to mental

health, include, ​Introduction to Psychology, Psychology of Adolescent Development,

Educational Psychology, and Mental Health (“National”). Requiring the current Coventry High

School health educators to attend additional training seminars would unnecessarily distract from

their critical time, considering their certification guides their ability​ to create awareness, convey

relatable knowledgeable, and develop empathy for mental health.

Coventry’s Expectations

Although the state only requires the teaching of sexual education, drug and alcohol abuse, and

the benefits of exercise in health classes, Coventry High School personally emphasizes the
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importance of acknowledging students mental well being, as well as preparing students to

succeed in life (Connors). Outlined in the 21st Century Learning Goals, administrators aim to

“develop a curriculum which is meaningful and emphasizes active participation in real life

experiences”, as well as “​designing curriculum and instruction to promote continued high

achievement especially in the core areas of literacy, mathematics, and science” (“Coventry”).

Students cannot be expected to achieve excellence unless their mental health is first established;

the poor care of one’s mental health will potentially significantly hinder their ability to be high

achievers and remain focused. If the school is going to preach positivity, it is imperative they

actually follow through with their goals.

Implementing the Plan

1. Implement a unit on stress management by the 2021 school year in freshman health

classes to educate students on appropriate coping strategies in relation to anxiety.

Complete Form

Establishing each students personal mental health with a simple baseline assessment is essential

before advancing into serious intimate issues. On the first day of health class, students will

complete a form to evaluate their current stress levels, knowledge of stress factors, and determine

if their practiced coping strategies are appropriate [Appendix A]. The form will be completed

individually and given to teacher, Mrs. Makara, at the end of the class period. Although the

grading of the worksheet is simply on completion, it is important the teacher views each students

individual responses to understand the prevalence of stress and anxiety in the class. Mrs. Makara
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will not disclose students personal answers with the class; she will simply pass the papers back to

the student after the completion of grading.

Small Groups

In the following week of class, students will gather in groups of 3 to 5 (assigned or self selected,

depending on teacher preference), to discuss different coping strategies. Students will share with

one another how they personally cope with stress in relation to academic pressures, family,

friends, social media, etc. After a 20 minute discussion, each group will share with the class the

top two healthy and unhealthy coping strategies mentioned in their group. Making a list on the

board, educator Mrs. Makara, will have a full class discussion establishing the difference

between the appropriate and inappropriate ways to manage stress levels.

Mental Health Journal

Proving the strong correlation between stress relief and writing in a personal journal, one study,

Lynton and Salovey, found that people who were experiencing negative moods felt as though

writing helped to clarify their moods, and overall felt better about finding solutions (Murnahan).

Again, when participants of a study (Sheffield, Duncan, Thomson, Johal) were asked to recall

personal events in a dairy, they reported less anxiety and insomnia in a follow up thirty weeks

after the writing study took place (Murnahan). Understanding the benefits of writing personal

emotions and thoughts, within the first week of the mental health unit, students will create their

own mental health journal. There is no need for the school to buy journals or extra notebooks;

each student will take lined or plan white paper and fold the sheets together to make their own

small booklets. In this journal students will be expected to record daily emotions, focusing

specifically on times they noticed stress levels rising and decreasing. Each student will record the
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stress trigger and explain how they coped with the situation, followed by a brief explanation

about if they would choose a new coping method in the future or if they would again react the

same and why. The students will be responsible for writing in their journal for homework two

times a week, and will be graded at the end of each week based on completion. The journal will

be an assignment over the course of the entire unit (roughly 4 to 5 weeks). Having students

mindfully track their stress levels will create a mental health awareness and provide quality self

reflection time.

Personal Goals

Goal setting focuses an acquisition of knowledge, helps organize time and resources, and

provides long and short term motivation. By setting sharp, clearly defined goals, students can

measure and take pride in the achievement of their goals. At the beginning of each week students

will briefly write one personal goal in relation to reducing stress levels. The goals will be simple

and achievable, such as, “I will go to bed early enough so I can sleep for 8 hours each night this

week” or “I will listen to music and take a walk for 10 minutes when my homework begins to

overwhelm me”. It is important to recognize the simple adjustments anyone can make to reduce

the daily stress levels. Students will record how effectively they were able to achieve each goal

at the end of the week.

2. Require reading of the book, “Boy meets depression” by the school year 2022 for

10th grade health.

A recipient of multiple awards for social activism around mental health, author Kevin

Breel, was listed as one of “Most Influential Millennials in the World” alongside Mark

Zuckerberg (Breel). A manageable read for students to finish over the course of a one month
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unit, “Boy meets depression” is less than 200 pages long and has a reading level easy enough a

middle schooler could understand. Knowing how depression is a more serious subject, waiting to

read this book until 10th grade is the wisest decision; these students are mature enough to have

an understanding of the situation, a higher level of empathy, and the ability recognize the

prevalence of mental health in their own lives.

Group Discussions

Since the book is written through the lense of a high school boy who struggles with the inner

battles of guilt, confusion, and shame from depression, this is a piece students can relate to and

perhaps feel a sense of comfort in knowing they too are not alone. Depression is not an

effervescent topic, nor is it easy to truly process the effects; therefore, weekly group and class

discussions about the readings are essential in order to grasp the severity. Groups will address the

most prevalent messages, any confusions, disagreements with the author's decisions, how they

would feel in Kevin Breel’s situation, and their overall sympathy for his struggles. Sharing

personal opinions and thoughts allows students to recognize and appreciate others viewpoints.

“Note to Self”

Concluding each chapter, Kevin Breel provides a positive “Note to Self” which emphasizes the

importance of appreciating the light in the midst of life’s darkest moments. After discussing his

daily life and mindset in a somber tone, he chooses to remind the reader that there are positives

in life; it is important to understand the inner evils, but remember to not let it define one’s

existence. Students will create their own “Note to Self” at the conclusion of each chapter. It is

important for students to reflect upon their own lives, recognize there is always an aspect to
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appreciate in hidden beauty, and the challenges in life are only temporary, not eternity. This

activity will be assigned for homework and collected all at once with the completion of the book.

TEDTalk

After completing the book, students will spend a class watching the TEDTalk by Kevin Breel.

While the book focuses on Kevin Breel’s personal story and experiences with depression, the

TEDTalk further provokes a sense of urgency and a need to begin the serious discussions about

mental health in the media. Once the TEDTalk has been watched, students will be allowed to

share their initial reactions to the video with the entire class.

Brief Write

Students can begin the assignment in class, and then finish for homework; there will be a choice

between creating a PowerPoint presentation or writing a brief one page minimum response to the

TEDTalk and book, “Boy meets depression”. Students are required to share insights gained

throughout the unit, explain how Kevin Breel’s words impacted their previous assumptions,

describe whether or not they feel a sense of urgency to eliminate the stigma and shame around

depression, and express what they admire most and least about Kevin Breel’s story. The concise

assignment will allow students to express any last opinions on the unit before it ends and their

work will be graded using the standard school wide rubric.

Gaining Support

Federal and State

Aware of the rising stigma and shame in this country, former President Obama identified school

mental health as critical discussion topic. In support of facilitating and expanding school mental
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health programs, Obama provided the United States with $15 million for mental health training

to teachers, $40 million for improving referral of students with mental health needs to receive

treatment, $50 million to train over 5,000 additional mental health professionals in schools, and

an additional $25 million to school mental health services for anxiety and prevention programs in

2013 (Connors). Although the state does not currently mandate the teaching of mental health in

health classes, the federal government remains persistent in showing their support for educating

students on the severity of mental health.

Students

Students are the first to recognize the serious impact mental health has on individuals in the

school environment; when asking 40 students from all grade levels and genders at Coventry High

School, 93% say they know of another student who suffers from anxiety and/or depression

(Parzych). High schoolers are not ignorant nor blind to the truth about how prevalent and

intensely mental health currently affects their peers. In an attempt to help classmates who are

suffering from depression and/or anxiety, 90% of students surveyed agreed health classes should

require the teaching of mental health (Parzych). Additionally, when 98% of the student body at

Coventry High School recognizes they have stress in relation to school work, students insist it is

imperative the curriculum addresses these stress factors and provides students with appropriate

coping strategies as well as information on prevention.

Parents

Although parenting styles and home life varies widely, every parent has one common goal:

taking care of their child and wanting them to succeed. It can be hard for a parent to know every

detail about their child's life, and many times the parent is completely unaware of their child’s
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suffering; of the 40 students surveyed at Coventry High School, only 42.5% talk to their parents

about their problems, whereas an overwhelming 65% disclose they keep their struggling to

themselves (Parzych). Resulting from a lack of communication from child to parent, 70% of high

school students with a diagnosable mental illness do not receive treatment (Connors). However,

a Rones and Hoagwood study found that 70-80% of the students who receive mental health

services in the school setting follow through with seeking help, such as therapy or attending

mental health centers (Connors). When noting these positive impacts on students, arguably all

parents would support implementing a mental health unit in school; parents only want the best

for their child.

Administration

In the interview with one of the health educators at Coventry High School, Melissa Makara,

acknowledges the attempts made to address mental health in the classroom, but ultimately

concludes there needs to be a larger focus. Seeing how Coventry High School’s current health

curriculum does address emotional health briefly, there clearly is a universal school

understanding that there is a need for addressing students mental well being [Appendix C]. When

asked which five topics are most critical to teach in health class, 9th grade health teacher,

Melissa Makara, stated mental health as the third most important issue (Makara). The health

educators responsible for a new unit on mental health agree on the need and urgency to address

this serious prevalent issue. In support of effectively implementing meaningful discussions, the

health teachers believe the goals set for the stress management in relation to anxiety and

depression unit are very realistic and achievable. In her own words, Melissa Makara insists, “I

think the idea of reading a book about depression, especially written by an author of a similar age
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to the reader would be a good idea”. The health instructors at Coventry High School have no

doubts about the importance of addressing mental health in their classroom.

Other Schools

A report from the University of Maryland, School of Medicine, supports how incorporating

mental health programs has only resulted in positive outcomes. Over the years, numerous of their

studies prove students who are required to learn and discuss mental health in school correlate to

improvements in behavioral and emotional symptoms, an increase in social competency, an

increase in standardized test scores, improvements in commitment to school along with an

increase in school attendance, and a noticeable increase in grade point average (Connors). In

support of promoting and providing a better school environment for students, high schools in

nearing states, such as Lynden School District, have taken the initiative to mandate health classes

are covering a unit on mental health (“Mental”). The worksheets and activities required in

Lynden High School’s health classes are effective and simple enough for Coventry High School

to use as a model for implementation.

Final Call to Action

The silence is deafening. Silence creates shame and perpetuates stigma. It is imperative

Coventry High School implentants units on anxiety and depression into the current health

curriculum to initiate the important conversations about mental health; students need to

understand they are not alone and seeking help is not a weakness of character. Coventry High

School has the time, finances, and teachers with proper certification to educate students on

symptoms of depression and healthy ways to cope with stress. Mental illness is a serious issue

and the facilitation of this importance discussion is long overdue.

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Works Cited

Breel, Kevin. “Confessions of a depressed comic.” ​TED: Ideas worth spreading​, 10 Sept. 2013,
www.ted.com/talks/kevin_breel_confessions_of_a_depressed_comic.

“Child & Adolescent Mental Health Services: Whose responsibility is it to ensure care?” ​Health
Policy Institute | Georgetown University​, 3 Oct. 2016,
hpi.georgetown.edu/agingsociety/pubhtml/mentalhealth/mentalhealth.html.

Connors, Elizabeth. ​The Impact of School Mental Health: Educational, Social, Emotional, and
Behavioral Outcomes​. University of Maryland School of Medicine,
csmh.umaryland.edu/media/SOM/Microsites/CSMH/docs/CSMH-SMH-Impact-Summar
y-July-2013-.pdf.

“Depression Is on the Rise in the U.S., Especially Among Young Teens.” ​Search the website​,
www.mailman.columbia.edu/public-health-now/news/depression-rise-us-especially-amon
g-young-teens.

Giberson, Ryan. “Teen Health Issues.” Coventry High School, Coventry High School, 2017.

Hess, Jessica. “Anxiety Prevalence among High School Students.” ​The College at Brockport​,
0ADAD,
digitalcommons.brockport.edu/

Makara, Melissa. “Freshman Health.” Course Description, Coventry High School, 2017.

Maraka, Melissa. “Mental Health Standards in High School Health Class.” 12 Feb. 2018.

“Mental Health Unit Assignments - in class and homework.” Lynden School District,
hs.lynden.wednet.edu/cms/One.aspx?portalId=1414&pageId=24397.

Murnahan, Briana. “Stress and Anxiety Reduction Due to Writing.” ​Eastern Michigan
University​, 2010, pp. 1–23.
http://commons.emich.edu/cgi/viewcontent.cgi?article=1217&context=honors

“National Health Education Standards.” ​Centers for Disease Control and Prevention​, Centers for
Disease Control and Prevention, 18 Aug. 2016,
www.cdc.gov/healthyschools/sher/standards/index.htm.

Parzych, Lindsay G. “Your Mental Health.” ​Google Forms - create and analyze surveys, for
 Parzych 19

free.​, 13 Feb. 2018, goo.gl/forms/d5WVymRcUKAnwCwh1.

Petrone, David J. “Coventry Board of Education 2017-2018 Approved Budget.” 28 Nov. 2017.
http://www.coventrypublicschools.org/uploaded/boe/budget/17-18/Approved_Budget_F
Y_2017-18_11.28.17.pdf

“Vision Statement.” ​Coventry Public Schools​,

www.coventrypublicschools.org/district/teaching-learning/vision.
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Annotated Bibliography

Breel, Kevin. “Confessions of a depressed comic.” ​TED: Ideas worth spreading​, 10 Sept. 2013,
www.ted.com/talks/kevin_breel_confessions_of_a_depressed_comic.
Kevin Breel is a 23-year old writer, comedian, activist, the recipient of multiple awards,
and is recognized worldwide for his TED talk. Furthering attesting to his credibility, Kevin Breel
has been a guest speaker at Harvard University, Yale, and MIT. The passion he has to advocate
for people suffering from depression has lead him to help advise the political reform by being
one of the National Ambassadors for the prestigious Bell LET’S TALK Campaign. One of Kevin
Breel's largest projects is the novel he wrote. The novel, ​Boy Meets Depression​, is told through
the lens of his own near suicide, sharing his vulnerable story of being a young, male, depressed
in a culture that has no place for that. His book explores what it means to struggle with
depression and tells an honest, heartfelt story about finding a meaning in one's own life, even
though imperfect. Due to personal experiences and emotions, this source was primarily used for
qualitative data. Watching his TEDTalk is incorporated into the implementing the plan section of
the proposal. While Breel does mention a few statistics to help strengthen his claims, he focuses
on speaking his truth and thoughts to the audience, by projecting, “The only way we're going to
beat a problem that people are battling alone is standing strong together”. Since Kevin Breel’s
words and wisdom attest for what real depression is, he is able to help propel the argument that
in society there are myths people still believe true which need to be ended. His personal
experiences from suffering with depression served as a knowledgeable and trustworthy source
where facts and real feelings were established. His TED talk helps captivate the solutions and
steps imperative to take in order to solve the problems of stigma surrounding depression and
mental health in general.

“Child & Adolescent Mental Health Services: Whose responsibility is it to ensure care?” ​Health
Policy Institute | Georgetown University​,
hpi.georgetown.edu/agingsociety/pubhtml/mentalhealth/mentalhealth.html.
This site does not have one specific author, but rather is a page directly found on
Georgetown University’s informational website. The University is one of the world’s leading
academic and research institutions. Professors specializing in mental health have won multiple
awards on accounts of their research over the years. This specific page on the University’s site is
primarily filled with quantitative data. An example of the shocking qualitative data provided is,
“1 out of every 5 students struggles from depression or anxiety”. Using this quote in the scope of
the problem section of the proposal really provokes a sense of urgency and enforces the need to
make a change within the current teaching of mental health. The statistics emphasizes how many
students mental illnesses truly impact on a daily basis.

Connors, Elizabeth. ​The Impact of School Mental Health: Educational, Social, Emotional, and
 Parzych 21

Behavioral Outcomes​. University of Maryland School of Medicine,

csmh.umaryland.edu/media/SOM/Microsites/CSMH/docs/CSMH-SMH-Impact-Summar
y-July-2013-.pdf.
Dr. Elizabeth Connors is an Assistant Professor at the University of Maryland School of
Medicine, teaching adolescent psychiatry. She received her Ph.D. in Clinical Psychology from
the University of Maryland Baltimore County and is a licensed clinical psychologist in
Maryland. Dr. Connors has presented at national conferences and co-authored manuscripts on a
variety of topics including school mental health clinician perspectives on evidence-based
treatments and assessment. As her research focuses on implementing strategies to increase
school mental health programs, the data she records is primarily qualitative. Dr. Connors
provides excellent quantitative data, utilized in the scope of the problem section of the proposal
and gaining support. An example is, “...approach includes $15 million for MEntal Health First
Aid training to teachers, $40 million for...”. The information she provides best propels the ideas
that implementing a mental health unit would be extremely beneficial and the state is in full
support.

“Depression Is on the Rise in the U.S., Especially Among Young Teens.” ​Search the website​,
www.mailman.columbia.edu/public-health-now/news/depression-rise-us-especially-amon
g-young-teens.
This article is up to date, with relevant data from 2017. One of the most quoted people
present in this article is Dr. Renee Goodwin, who has her doctorate degree in the department of
Public Health. Her research primarily focuses on mental health related to physical health
problems later in life. Further attesting Dr. Goodwin’s credibility, she has authored or
co-authored over 175 scientific publications. While this article does present some compelling
quantitative data, the majority of the information is presented in a qualitative form. A prime
example of the qualitative insights given is, “Anxiety and depression are complex mental health
disorders which have social, psychological, and biological origins”. Adding some qualitative
elimites, rather than only using numbers and facts, provides new insights which can be used to
clarify the issues addressed in the scope of the problem section. This article essentially helps
clarify the exact definitions and symptoms of someone who struggles with anxiety and or
depression, allowing the audience to thoroughly understand the significance behind this silent
issue.

Edmondson, Bonnie. “Discussing Mental Health.” 15 Feb. 2018.

Dr. Bonnie Edmondson is an Associate Professor at the University of Southern
Connecticut, working in the School Health Education as the Graduate Program Coordinator.
Earning her doctorate degree in educational leadership, Dr. Edmondson’s shared insights about
mental health are knowledgeable and further express her passion to provoke a positive change in
the current school environment. ​The information she provided was entirely qualitative. While her
 Parzych 22

answers to my questions were insightful, there was no section in this proposal where her words
would further propel my argument. Unfortunately, she is not quoted in this proposal.

Giberson, Ryan. “Teen Health Issues.” Course Description, Coventry High School, 2017.
Ryan Giberson is the physical educator and health instructor at Coventry HIgh School.
This source is a full course description, created by Giberson and the written curriculum is in
compliance with the Connecticut Health Education Standards. Used primarily for short
qualitative insights, the course description is essential to include in the evaluating resources
section of the proposal. The qualitative data used showcases the repetition in the 9th and 10th
grade curriculum (HIV/AIDS and substance abuse prevention), as well as showing the
curriculum’s attempt to address mental health through an emotional health unit. In the evaluating
resources, this propels the argument that Coventry High School has the ability to teach a mental
health unit.

Hess, Jessica. “Anxiety Prevalence among High School Students.” ​The College at Brockport​,
0ADAD,
digitalcommons.brockport.edu/
Earning her Master’s of Science in Education, the department of Counselor Education,
Jessica Hess wrote a 62 page thesis on mental health. Hess is an expert in the field of mental
illnesses, but she focuses her work on depression and anxiety. The thesis she wrote is a
combination of quantitative and qualitative data, but to support the arguments made in this
proposal, primarily the quantitative data provides was used. An example of her compelling
quantitative data is, “One in every 12 high school students has attempted suicide”. This specific
quote provokes a sense of urgency, which was best used in the scope of the problem. The shock
value of Hess’s quantitative data propels the argument that mental health needs to become a
mandatory unit in high school health class.

Makara, Melissa. “Freshman Health.” Course Description, Coventry High School, 2017.
Melissa Makara is the physical educator and health teacher at Coventry High School.
This source is a full course description, created by Makara and the written curriculum is in
compliance with the Connecticut Health Education Standards. Used primarily for short
qualitative insights, the course description is essential to include in the evaluating resources
section of the proposal. The qualitative data used showcases the current 9th grade health
curriculum only addresses two units: HIV/AIDs and substance abuse prevention. Revealing these
are the only to units is critical to propel the argument that the health curriculum has enough time
to address mental health.

Makara, Melissa. “Mental Health Standards in High School Health Class.” 12 Feb. 2018.
 Parzych 23

Melissa Makara is the physical educator and health teacher at Coventry High School.
Considering the proposal about implementing a mental health unit into the current health
curriculum would directly affect her daily teachings, interviewing her to gain personal insights
and opinions was critical. Her interview responses provided quality qualitative data which could
be used to propel the arguments made in the evaluating resources section. One of her very
supportive answers was, “A one month mental health unit would not be too much time taken
away from the semester. We meet twice a week, so essentially it would be about 8 classes (which
is not much at all)”. Her words were very helpful and ultimately strengthen my argument,
because she too agreed that a mental health unit should be a health class requirement.

“Mental Health Unit Assignments - in class and homework.” Lynden School District,
hs.lynden.wednet.edu/cms/One.aspx?portalId=1414&pageId=24397.
Similar to the Coventry Public School’s website, this is a page from Lynden School
District. This source is credible, as it updates critical information about the school each academic
year. Since the source is a direct school page, the information presented is all quantitative
information which applies to their specific curriculum and achievements. In the appendix of this
proposal, a worksheet from Lynden School District is exampled. Referencing the worksheet in
the first goal and objective, the activity is used to exemplify proper mental health classwork
teachers at Coventry High School can use for their students. This source propels my argument
about the importance of mental health discussions, makes the reality of the topic achievable, and
provides excellent examples for incorporating mental health into the health classroom.

Murnahan, Briana. “Stress and Anxiety Reduction Due to Writing.” ​Eastern Michigan
University​, 2010, pp. 1–23.
http://commons.emich.edu/cgi/viewcontent.cgi?article=1217&context=honors
In 2010 Briana Muranhan wrote her Senior Honors Thesis on the effects of daily
journaling in relation to relieving stress or symptoms of anxiety. Graduating from Eastern
Michigan University, Briana Muranhan earned her degree in psychology and focused the
majority of her studies in mental health education. The qualitative data shared in her thesis
provided the insights needed to prove the effectiveness of a goal and objective in my
implementing the plan section of the proposal. An example of her propeling qualitative data is
when she explains how one study, Lynton and Salovey, found that people who were
experiencing negative moods felt as though writing helped to clarify their moods, and overall felt
better about finding solutions. This information reinforced the importance of having students in
health class create their own mental health journal. Briana Muranhan’s thesis supports, aligns
with, and actualizes the implementing of my planned goals.

“National Health Education Standards.” ​Centers for Disease Control and Prevention​, Centers for
 Parzych 24

Disease Control and Prevention, 18 Aug. 2016,

www.cdc.gov/healthyschools/sher/standards/index.htm.
​This site is founded by the government, specifically the U.S. Department of Health and
Services. Recently updated in 2016, the source provides credible information and help for those
suffering from mental illness. Focusing on the health education requirements of the state, the
source provides primarily effective qualitative data. The information utilized in the proposal
explains how health teachers have taken the courses, “Introduction to Psychology, Psychology of
Adolescent Development, Educational Psychology, and Mental Health” in order to earn their
degree. ​The information provided on the site best propels the arguments established in the
evaluating resources section of the proposal. Explaining why the school does not need to spend
extra money on attending additional training seminars, this source was used to attest why health
teachers currently have the proper certification to properly teach a mental health unit in their
class.

Parzych, Lindsay G. “Your Mental Health.” ​Google Forms - create and analyze surveys, for
free.​, 13 Feb. 2018, goo.gl/forms/d5WVymRcUKAnwCwh1.
This is a survey that I personally conducted to evaluate the importance of addressing
mental health, as well as how effectively the topic is already discussed in the health classroom. I
asked 40 students to fill out my survey: 10 students from each grade, 5 male and 5 female.
Focusing on the students personal mental health, the questions asked in the survey provided
qualitative answers. However, when using the data collected for the proposal, I turned the results
in primarily quantitative data. One particular piece of quantitative data used in the evaluating
resources section was, 72% of students disagreed with the statement in regards to their high
school health classes teaching proper coping methods and strategies. This information was used
to compel the argued that although there is an emotional health unit in the current health
curriculum at Coventry High School, the unit is lacking and ultimately insufficient in achieving
the goals. Additionally recognizing how many students personally suffer from anxiety and/or
depression, the students feedback was also a critical component in the gaining support section of
the proposal. The results provided an enhanced sense of urgency.

Petrone, David J. “Coventry Board of Education 2017-2018 Approved Budget.” 28 Nov. 2017.
http://www.coventrypublicschools.org/uploaded/boe/budget/17-18/Approved_Budget_F
Y_2017-18_11.28.17.pdf
This site provides accurate information on the most recently approved budget for all
Coventry schools. Proving credibility, Dr. David Petrone is the Superintendent of Schools in the
Coventry District. Extracting only quantitative data, the information is used to explain how large
the current Coventry High School Health department budget is. In the evaluating resources
section, the statistic used claims, “the 2017-2018 budget provides $500 to the health
department”. Unveiling this quantitative data, there is a critical evaluation of financial resources,
 Parzych 25

which ultimately propels the argument that Coventry High School can afford to purchase copies
of a book essential to teaching a unit on depression.

“Vision Statement.” ​Coventry Public Schools​,

www.coventrypublicschools.org/district/teaching-learning/vision.
This is the Coventry Public Schools site. The information gathered specifically addresses
the school’s expectations and 21st century learning goals. Attesting credibility, Cathie Drury is
the person responsible for managing the district’s site, as well as the Director of Educational
Technology at Coventry Public Schools. The information used from this exact site is entirely
quantitative data. One of the 21st century learning goals used is, ​“develop a curriculum which is
meaningful and emphasizes active participation in real life experiences”. The purpose of this
quote is establish how Coventry High School specifically has mental health requirements,
regardless of what the state mandates. This information was essential to include in the evaluating
resources section of the proposal.
 Parzych 26

Appendix A

“Mental Health Unit Assignments - in class and homework.” Lynden School District,
hs.lynden.wednet.edu/cms/One.aspx?portalId=1414&pageId=24397.

This particular worksheet on evaluating students stress levels, propels my argument about
the importance of mental health discussions, makes the reality of the topic achievable, and
provides excellent examples for incorporating mental health into the health classroom.
 Parzych 27

Appendix B

Makara, Melissa. “Freshman Health.” Course Description, Coventry High School, 2017.

This is a full course description, created by Makara and the written curriculum is in
compliance with the Connecticut Health Education Standards. Revealing HIV/AIDS and
Substance Abuse Prevention are the only to units is critical to propel the argument that the health
curriculum has enough time to address mental health.
 Parzych 28

Appendix C

Giberson, Ryan. “Teen Health Issues.” Coventry High School, Coventry HIgh School, 2017

This is a full course description, created by Giberson and the written curriculum is in
compliance with the Connecticut Health Education Standards. Showcasing the repetition in the
9th and 10th grade curriculum, as well as showing the curriculum’s attempt to address mental
health through an emotional health unit, this propels the argument that Coventry High School has
the ability to teach a mental health unit.
 Parzych 29

Appendix D

Parzych, Lindsay G. “Your Mental Health.” ​Google Forms - create and analyze surveys, for
free.​, 13 Feb. 2018, goo.gl/forms/d5WVymRcUKAnwCwh1.

With an intention of measuring students current knowledge on anxiety and depression,

along with their personal experience with these mental illnesses, this survey will provide insight
into how effectively the school’s current health curriculum provides support, attempts to prevent,
and addresses the serious issues of mental health.

Answers to Questions:
1. I have stress in relation to school's academic pressures
2. When I am stressed I cope/calm myself in healthy ways
3. I confidently know the difference between anxiety and anxiousness
4. Completing worksheets which measure my stress levels would be beneficial to my
mindset
5. My health teachers have taught me how to properly cope with my stress
6. My health class has explained signs and symptoms for anxiety
7. My health class has explained signs and symptoms for depression
8. Health classes should require the teaching of physical, social, and mental health.
9. I know of a student who suffers from anxiety and/or depression
Parzych 30
 Parzych 31

Appendix E

Maraka, Melissa. “Mental Health Standards in High School Health Class.” 12 Feb. 2018.

Mrs. Makara is a physical educator and health teacher at Coventry High School.
Considering the proposal about implementing a mental health unit into the current health
curriculum would directly affect her daily teachings, interviewing her to gain personal insights
and opinions was critical.

Interview Transcript
Monday, 2/12/18

1. What do you see as the 5 most essential units/topics taught in health class?
Answer: I think that the most essential topics taught in health class are Underage Drinking,
Drug/Tobacco Use, Mental Health, Safe relationships, and Sexual Health.
2. Do you feel as though mental health is discussed efficiently within Coventry High
School? What areas are strengths and weakness which need attention and improvements?
Answer: I think that topics are covered regarding mental health, however more attention could
be focused on stress and anxiety relief. Stress and anxiety can cause serious mental/physical and
social health issues if not attended to. I do think that we try to bring in a variety of guest
speakers for students hear information from the community and those that work in the mental
health industry (i.e. United Services)
3. To what extent do you think the stigma and shame of mental illness is perpetrated by
peers versus the limited amount of time teachers or parents address it?
Answer: The stress and pressure from peers and social media most definitely plays a role in the
mental health of the youth in our society. Lack of teacher or parental support could also be due
to the fact that teachers/parents don't necessarily see the “bullying” that may be occurring on the
Internet/snap chat/Facebook on a daily basis. Living the “positive/happy” social lives on social
media can make the viewer think that everyone else's lives are all so happy, whereas theirs may
not be.
4. Which unit would be harder to adequately address, teach, and discuss in health class,
anxiety or depression? Why?
Answer: I think it would be very difficult to teach one or the other, and not both. Anxiety and
depression go hand in hand and a lot of individuals suffer both. I would find it difficult to have
to pick one to address and not speak about the other. Both would possibly be sensitive issues for
students in the class if they or a family/friend battles anxiety or depression on a daily basis.
5. One of my goals would be to implement the reading of the book, “Boy Meets
Depression”. Providing insight on the daily struggle and ability to persevere through the
darkness, the book is written by a 19 years old who personally suffers from depression.
 Parzych 32

How likely would you be to implement the reading of a book into your health class?
What are your oppositions to the idea?
Answer: I think the idea of reading a book about depression, especially written by an author of a
similar age to the reader would be a good idea. My only reservations would be bringing out the
anxiety/depression in a student who may already be suffering from some extent of the illness. If
they are battling it personally, it may be a difficult read for them. The only other issue would be
the amount of time we have to cover the book, with health class only being twice a week for a
semester and not knowing how long the book is, or the ability of the readers in the class.
6. Would requiring a one month mental health unit take away essential instructional time
from other topics? How long would you suggest teaching a mental health unit?
Answer: A one month mental health unit would not be too much time taken away from the
semester. We meet twice a week, so essentially it would be about 8 classes (which is not much
at all). I think that mental health can be the root of the evil sometimes, leading to the
drugs/alcohol use and unsafe relationships. Starting from the base of the problem may help
everyone in the end.