Overzicht van Activiteiten
Wanordelijk eten is iets dat meestal geheim wordt gehouden. Sommige van deze waarschuwingssignalen kunnen om hulp schreeuwen en mogen niet worden genegeerd. In deze activiteit maken studenten visuals van de belangrijkste waarschuwingssignalen , waarmee ze ze in het echt kunnen identificeren. Er zijn een paar kleine waarschuwingssignalen die u misschien kunt oppikken wanneer iemand lijdt als het gaat om gewichtsbeheersing. Sommigen van hen kunnen zijn:
- Preoccupatie met gewicht, calorieën, vetgehalte
- Ontkenning van honger
- Isolatie tijdens het eten
- Dramatisch gewichtsverlies
- Baggy kleding om gewichtsverlies te verbergen
- Opmerkingen over gewicht
- Overmatig bewegen
- Voedselrituelen
- Vermijd volledig eten
- Gebruik van de badkamer direct na het eten
- Moeite met concentreren
- Broze nagels en dunner wordend haar
- Frequente ziekte en slechte wondgenezing
Eetstoornissen discrimineren niet op basis van geslacht, dus het is belangrijk dat studenten geen atypische storyboards maken. De studenten kunnen hun waarschuwingssignalen uit de bovenstaande lijst selecteren, of de docent kan vooraf selecteren welke studenten ze willen gebruiken. Het is belangrijk om uw studenten te benadrukken dat het maken van storende scènes een trigger voor zichzelf of anderen kan zijn.
Template en Class Instructions
(Deze instructies kunnen volledig worden aangepast. Nadat u op "Activiteit kopiëren" hebt geklikt, werkt u de instructies bij op het tabblad Bewerken van de opdracht.)
Instructies voor studenten
Geef verschillende waarschuwingssignalen weer van iemand die lijdt aan een eetstoornis.
- Klik op "Start opdracht".
- Zoek in de linkerkolom naar uw eigen definitie van de waarschuwingssignalen in twee of meer zinnen.
- Maak in de rechterkolom afbeeldingen van deze tekens met inhoud die geschikt is voor de school.
- Sla de opdracht op en verzend deze.
Lesplan Reference
Rubriek
(U kunt ook uw eigen maken op Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Overzicht van Activiteiten
Wanordelijk eten is iets dat meestal geheim wordt gehouden. Sommige van deze waarschuwingssignalen kunnen om hulp schreeuwen en mogen niet worden genegeerd. In deze activiteit maken studenten visuals van de belangrijkste waarschuwingssignalen , waarmee ze ze in het echt kunnen identificeren. Er zijn een paar kleine waarschuwingssignalen die u misschien kunt oppikken wanneer iemand lijdt als het gaat om gewichtsbeheersing. Sommigen van hen kunnen zijn:
- Preoccupatie met gewicht, calorieën, vetgehalte
- Ontkenning van honger
- Isolatie tijdens het eten
- Dramatisch gewichtsverlies
- Baggy kleding om gewichtsverlies te verbergen
- Opmerkingen over gewicht
- Overmatig bewegen
- Voedselrituelen
- Vermijd volledig eten
- Gebruik van de badkamer direct na het eten
- Moeite met concentreren
- Broze nagels en dunner wordend haar
- Frequente ziekte en slechte wondgenezing
Eetstoornissen discrimineren niet op basis van geslacht, dus het is belangrijk dat studenten geen atypische storyboards maken. De studenten kunnen hun waarschuwingssignalen uit de bovenstaande lijst selecteren, of de docent kan vooraf selecteren welke studenten ze willen gebruiken. Het is belangrijk om uw studenten te benadrukken dat het maken van storende scènes een trigger voor zichzelf of anderen kan zijn.
Template en Class Instructions
(Deze instructies kunnen volledig worden aangepast. Nadat u op "Activiteit kopiëren" hebt geklikt, werkt u de instructies bij op het tabblad Bewerken van de opdracht.)
Instructies voor studenten
Geef verschillende waarschuwingssignalen weer van iemand die lijdt aan een eetstoornis.
- Klik op "Start opdracht".
- Zoek in de linkerkolom naar uw eigen definitie van de waarschuwingssignalen in twee of meer zinnen.
- Maak in de rechterkolom afbeeldingen van deze tekens met inhoud die geschikt is voor de school.
- Sla de opdracht op en verzend deze.
Lesplan Reference
Rubriek
(U kunt ook uw eigen maken op Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Tips voor waarschuwingssignalen van eetstoornissen
Spot early warning signs during classroom interactions
Pay close attention to students’ eating habits, comments about food or weight, and any sudden changes in behavior or appearance. Noticing these subtle shifts helps you identify students who may be struggling and offer support early.
Create a supportive and nonjudgmental classroom environment
Foster an open and accepting atmosphere by modeling respect and empathy. Avoid making comments about appearance or food choices to help students feel safe and valued regardless of their bodies.
Encourage open conversations about healthy body image
Integrate positive messages about self-worth and health into lessons. Invite students to share thoughts and questions in a safe space, reinforcing that everyone’s experience is valid.
Know how to approach students with concerns
Approach students privately and with compassion if you notice warning signs. Express concern using specific observations rather than accusations, and let them know you care and are available to help.
Connect with school counselors and support networks
Inform the school counselor or support team if you have concerns about a student. Collaborate to ensure the student receives professional guidance and resources without breaching confidentiality.
Veelgestelde vragen over waarschuwingssignalen van eetstoornissen
What are the warning signs of eating disorders in students?
Warning signs of eating disorders in students can include preoccupation with weight or calories, sudden weight loss, wearing baggy clothes to hide changes, avoiding meals, food rituals, excessive exercise, frequent trips to the bathroom after eating, isolation during meals, and physical symptoms like brittle nails or frequent sickness.
How can teachers identify students who might have an eating disorder?
Teachers can identify students who might have an eating disorder by observing behaviors such as dramatic changes in eating habits, excessive concern about weight, avoiding food in social settings, frequent complaints about body image, or noticeable physical changes like thinning hair or poor wound healing.
What classroom activity can help students recognize eating disorder warning signs?
A helpful classroom activity is to have students create visuals and write definitions for eating disorder warning signs, encouraging them to recognize and discuss these behaviors in a safe and supportive environment.
Why is it important not to ignore small warning signs of eating disorders?
Small warning signs of eating disorders can be early cries for help. Addressing them quickly allows for earlier intervention and support, reducing the risk of serious health complications for affected students.
How can educators create a safe space when discussing eating disorders with students?
Educators can create a safe space by using sensitive language, avoiding triggering images, stressing inclusivity, and encouraging open, respectful dialogue about eating disorders without judgment.
Meer Storyboard That Activities
Het Behandelen van Vaardigheden en Wanorde
Getuigenissen
“Door het product te gebruiken, waren ze zo enthousiast en leerden ze zoveel...”– Bibliothecaris K-5 en docent onderwijstechnologie
“Ik maak een Napoleon-tijdlijn en ik laat [studenten] bepalen of Napoleon een goede of een slechte kerel was, of ergens ertussenin.”– Leraar geschiedenis en speciaal onderwijs
“Studenten kunnen creatief zijn met Storyboard That en er zijn zoveel visuele hulpmiddelen waaruit ze kunnen kiezen... Dat maakt het echt toegankelijk voor alle studenten in de klas.”– Leraar derde klas
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