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ED and Coping

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Tim is experiencing anxiety in an uncontrollable situation.

Tim is attempting to cope with a stress in a negative way.

Tim decides to organize his schedule to relieve stress.

Mark is experiencing an uncontrollable stressful situation.

Even though weightloss may not solve the problem, Mark feels like he can control something through a negative coping mechanism.

Mark chooses a healthier coping skill by socializing with friends.

Lisa feels high anxiety in an uncontrollable situation from her coach.

Lisa imagines a negative coping skill will help her deal with the pressure.

Lisa focuses on her abilities rather than her mistakes and tries to perform again.

UNCONTROLLABLE STRESSOR

UNHEALTHY COPE

HEALTHY COPING

PARENTS

SPORTS

SCHOOL

TEST on FRIDAY

Study the review on Thursday

The book report is due on Tuesday. The quiz and review will be on Wednesday and Thursday, followed by the test on Friday.

I have so much work to do. Food always makes me feel better.

AGENDA

I have so much work to do. If I write down the list, I can prioritize my time.

No, no, no, no. That's all wrong! Start from the top. 

I'm going to skip breakfast and lunch so I can be in better shape.

Practice makes perfect. I can do this!

Why are they always fighting?

Maybe I should skip dinner today. Weightloss might make me feel better.



Yo you home? want to go for a walk?

Ya meet me outside

Cool, be out in a min

. . .
ED and Coping
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You can find this storyboard in the following articles and resources:
Healthy Eating

Coping Skills and Disordered Eating

Lesson Plans by Patrick Healey

The activities in this lesson plan are designed to help students recognize media’s influence on our body image and expectations, as well as critical warning signs and red flags of an eating disorder. By bringing awareness to this dangerous mental health issue, students will develop the vocabulary to discuss eating disorders and be able to take the necessary steps to get help or to help others.


Read More


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Coping Skills and Disordered Eating



Vocabulary
Eating Disorders - Disordered Eating Vocabulary
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Coping Strategies
Eating Disorders - Healthy Coping Strategies
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Warning Signs
Eating Disorders - Warning Signs of Eating Disorders
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Self Reflection Activity
Eating Disorders - Abilities Over Appearances
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Media Strategies
Eating Disorders - Media Strategies
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Infographic
Eating Disorder Infographic Activity
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Create a Storyboard

Storyboard Description

Eating Disorders and Coping Strategies are important to discuss together

Storyboard Text

  • Slide: 1
  • TEST on FRIDAYStudy the review on Thursday
  • Tim is experiencing anxiety in an uncontrollable situation.
  • Slide: 2
  • I have so much work to do. Food always makes me feel better.
  • AGENDA
  • I have so much work to do. If I write down the list, I can prioritize my time.
  • Tim is attempting to cope with a stress in a negative way.
  • Slide: 3
  • Tim decides to organize his schedule to relieve stress.
  • Slide: 4
  • Why are they always fighting?
  • Mark is experiencing an uncontrollable stressful situation.
  • Slide: 5
  • Maybe I should skip dinner today. Weightloss might make me feel better.
  • Even though weightloss may not solve the problem, Mark feels like he can control something through a negative coping mechanism.
  • Slide: 6
  • 
  • Mark chooses a healthier coping skill by socializing with friends.
  • Slide: 7
  • No, no, no, no. That's all wrong! Start from the top. 
  • Lisa feels high anxiety in an uncontrollable situation from her coach.
  • Slide: 8
  • I'm going to skip breakfast and lunch so I can be in better shape.
  • Lisa imagines a negative coping skill will help her deal with the pressure.
  • Slide: 9
  • Practice makes perfect. I can do this!
  • Lisa focuses on her abilities rather than her mistakes and tries to perform again.
  • Slide: 0
  • The book report is due on Tuesday. The quiz and review will be on Wednesday and Thursday, followed by the test on Friday.
  • Yo you home? want to go for a walk?
  • Ya meet me outside
  • Cool, be out in a min
  • . . .
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