Lesson 7

Lesson 7 – ESCAPING DEPRESSION

Teacher Preparation

Key Concepts

By the end of this lesson, students will be able to:
• Understand the definitions of depression.
• Recognize the characteristics of depression.
• Identify some of the causes of depression.
• Understand there are effective treatments for depression.

Objectives

By the end of this lesson, students should be able to:

1. To identify the characteristics and causes of personal depression.
2. To become comfortable talking about personal depression including one’s own experiences with depression.
3. To experience five behavior methods (paths) of dealing with depression .

Key Terms

Depression: Depression is a mood disorder that can affect how you feel, think, or behave. It usually involves persistent feelings of sadness and can lead to a loss of interest, changes in appetite, feeling worthless or guilty, poor concentration, too little or too much sleep, restlessness, lack of energy, or recurring thoughts of suicide. If you have more than three of these symptoms, you are probably depressed.

Depression can also be a mental disorder associated with changes in the neurotransmitters in your brain, such as low levels of the hormones:
• dopamine (“the pleasure and reward hormone”);
• serotonin (“the feel-good hormone”);
• norepinephrine (“the alertness and energy hormone”); and/or higher levels of:
• cortisol (“the stress hormone”); or
• the biological symptom of a thyroid imbalance (which can affect appetite, heartrate, breathing, growth rate, and more).

All of these play a role in your mood, your ability to concentrate, and how well you respond to stress, which can be a major cause of depression.

Depression is primarily caused by adverse circumstances (stress), but depression is also linked to some genetic predispositions and chemical/hormone responses to certain medicines as well as diet. These last two causes are very real but much less likely to be the root cause of depression in most people. As a result, depression can be treated in two general ways. First, there are things we can do such as behavioral strategies that affect our physical and mental well-being. Second, there are things we can take in the form of various prescription drugs (medicines ordered by a doctor) and diet that may
lessen the symptoms of depression.

Everyone feels depressed from time to time, but real depression is a persistent state distinguished by several of the characteristics mentioned in the first paragraph that last two weeks or longer.

Note for further study: The Food and Drug Administration (FDA) in America has recently approved (2021) a new nasal spray called esketamine (see also Ketamine and Calypsol) which is potentially a significant help in the treatment of depression. Ketamine triggers reactions in the cortex of the brain that enable brain connections to regrow. It is the reaction to ketamine, not the presence of ketamine in the body, that constitutes its effects, which is not true of any of the other medications currently used to treat depression like valium. In other words, this may actually cure, or greatly reduce, depression as a mental disorder. [For further information, please see: https://www.yalemedicine.org/news/ketamine-depression.]

Materials and Preparation

Before the class session, read through the lesson and decide if you will do all or some of the activities.

Materials needed:
• A chalkboard or large piece of paper and something to write with.
• An uplifting song the students are likely to know with the words written out and some way of playing it (radio, CD player, smartphone with music app and speakers).
• The International School Project (ISP) video “Cartoon Dance.mp3” or another similar one from YouTube or a lively piece of music and your own dance moves. (This could be assigned to several students ahead of time and reviewed before class for appropriateness.)
• Bring in at least three to five different smells (perfume, food, fresh-air spray, soap) to use in the lesson.
• If you decide to have your class build a fort in your classroom, you may need to supply a few items like a blanket, a flag, and some string.

Beginning the Lesson

Introduction

About 5 minutes

Today’s lesson is on depression. As you might suspect, depression and anxiety are closely related and often occur together. So, reviewing the 4 Steps to Reduce Anxiety from our last lesson is a good starting place for addressing depression. Who remembers any of the 4 Steps? [Take answers from the students and give hints if necessary to help them remember: 1. Take two deep breaths; 2. Focused breathing; 3. Sincere gratitude; 4. Helpful questions.

After recalling the four steps from the lesson on anxiety, ask the students if they remember why each of these steps can help reduce anxiety.
1. Two deep breaths give you the time you need to interrupt your automatic reaction, and time to begin thinking about a better response. Two deep breaths also begin to slow down your heart rate, so you feel less pressure to automatically react.
2. Eight deep breaths give you more time to think of a good response than two breaths! And after eight deep breaths you will find that you are much less angry or depressed or anxious than before Step 1, and the threat is much less dangerous. This is an important part of what is called self-control.
3. Thinking about someone you love, something you enjoy, or the memory of a special experience slows your heart rate from the rapid rate of a reaction to threat, to a slower, steadier beat. The more you focus on gratitude, the less cortisol (the stress hormone) is pumped into your bloodstream, and the more relaxed you become.
4. Helpful questions can help you sort out your feelings.]

Now, let us explore some other strategies for dealing with depression by stepping back into our story with Sam, Derrick, and Natalie. Today’s story is called “The Glass Box.”

[Read the story or have one of the better readers in the class read the story.]

Clock

= 5 minutes

Story

About 10 minutes

Volqert: Do you know anyone who is depressed?

The question popped up with the familiar ping on each of their phones.

“I do not think I want to jump into this by myself,” texted Derrick.

“Hey! I am right here,” texted Sam.

“Yes, but being connected online is not the same as being together,” continued Derrick.

“Let us meet at my house,” suggested Natalie.

“When?”

“Now.”

Fifteen minutes later they were gathered around the kitchen table looking at Natalie’s phone.

“Well, what do you think?” asked Sam.

“Do I know anyone who is depressed?” mused Derrick. “Yeah, I sometimes feel depressed.”

“I guess just about everyone has felt depressed,” said Natalie.

“Yeah, but I do not think that is what Volqert has in mind,” added Sam. “I think feeling depressed and being depressed are different.”

“How so?” asked Derrick.

“Well, feeling depressed comes and goes. But being depressed hangs around and does not let go,” offered Sam.

Volqert: How do you know when someone is depressed?

“It is like they do not care about anything,” mused Sam.

“Sometimes they seem more . . . unkempt than usual,” added Natalie.

“What do you mean?” asked Sam.

“Well, maybe their hair isn’t washed, or they’ve worn the same clothes for too long.”

“You mean they smell?” asked Derrick.

“No, like Sam said, they just do not seem to care how they look,” said Natalie.

“I wear the same stuff all the time and I am not depressed,” stated Derrick.

“But you do smell!“ laughed Sam.

“Funny,” smirked Derrick. “Depressed kids seem isolated or maybe disconnected,” he continued.

“And lonely,” added Sam.

“But why? Why are they trapped and isolated?” asked Natalie.

Volqert: Good question. What is trapping or enslaving those caught in depression?

The three stared at each other.

“I guess it could be a lot of things,” said Sam. “Mostly they seem sad to me. So maybe they are trapped by their negative emotions.”

A girl trapped in a glass box appeared on their phones.

“Yeah, that is what depression looks like,” agreed Natalie.

Volqert: Use your imagination to get inside the box and tell me what it is like.

“Crowded,” smirked Sam.

“Trapped,” offered Derrick, ignoring Sam’s attempt at humor.

“I bet you just see a reflection of the inside of the box,” said Natalie.

“I do not understand,” said Sam.

“Well, you can look through the glass and see a bigger world around you, but when you are trapped in depression you cannot, or will not, so all you can see is the reflection of what is inside the box.”

Volqert: So, how can you help them see the bigger picture or story?

The three friends talked about how to free someone from the “glass box.” One idea led to another. “Amazing how many ideas we have come up with,” noted Derrick.

“True, but I think that is because we are not in the glass box,” said Natalie. “That is the problem: on the inside of the box, nothing looks possible.”

“Why is that?” asked Sam.

Volqert: Hope cannot breathe inside a glass box.

Clock

= 15 minutes

Depression Statement Activity

About 10 minutes

[Write the following statement on the chalkboard or a large piece of paper— The leading cause of depression is loneliness. Place the students in groups of 3 and ask them to come up with reasons for why this might be true. Celebrate all of the groups’ responses. Then be sure to emphasize these two points:]

You all have made very good points. Thank you. Let us also remember these two very important points:

First, humans are created to live in community; we are relational beings and primarily thrive when we are in relationship.

Second, we now live in a world that often tries to isolate us from each other by enticing us to spend most of our time on the Internet. We also live in a culture that feeds us a steady diet of fear by focusing on all the bad things going on in the world.

[Now, write this on the chalkboard: Depression is a signal telling you something is wrong.

Ask your groups of three about when this statement would be true. Celebrate their responses. Also, remind the students of these reasons:]

A person can become depressed when negative things are going on around him or her. For example, war, death, loss, sickness, isolation, unmet expectations, and feeling alone when, in fact, you are not alone. There are good reasons for feeling depressed when depressing things happen.

There is an ancient statement that goes like this, “Blessed are those who mourn for they will be comforted.” When might this be true?

The answer is: Mourning is the appropriate response—the acknowledgment of our emotions—giving us room to breathe and validating our emotions (as opposed to suppressing or denying our emotions).

Depression is different from mourning, but both are “low emotions” rather than “high emotions” like joy or excitement. But just as pain is a warning signal to let go of a hot kettle, initial depression can help us move through or go around something that is depressing.

[Now ask:] When might the statement be wrong? The answer is: When depression is the wrong emotional response. Depression can deflect good things going on around us. In other words, our emotions can lie to us, telling you to do or avoid something contrary to reality. Can you think of a time when your emotions were giving off wrong signals? Our society often teaches our emotions to embrace “junk values” that tell us happiness is found in shopping for the next must-have thing, popularity, or financial security. Just as junk food trains our tastes to long for things that do not nourish our bodies, junk values train our emotions to feel lousy when there is nothing to feel lousy about.

All this talk about depression is making me depressed! So, let us focus on some of the things that can break us out of the “glass box” of depression and start enjoying life! OK?

Clock

= 35 minutes

Five Paths Out Activity

About 15 minutes

In the story, the three friends talked about how to free someone from the “glass box” of depression. They may have come up with things like call a friend, go for a walk, watch a movie, or eat something that tastes good. Any and all of those answers might help someone with depression.

I will give you five paths that can lead you out of depression, anxiety, and fear. None of these paths is what you might call a short cut. You will have to travel them over and over until you have worn a deep enough impression in your life (or your neurological pathways) to actually make a difference. They are all about gaining control of your “core”—your true self. I call them Give Yourself Permission, Sing, Dance, Smell Wonderful Things,  and Act Silly with Your Friends!

Here is the first one.

1. Give Yourself Permission – The power of permissions. We often get stuck in a negative or low emotion because we have not given ourselves permission to get unstuck. Tell yourself, “Good news! I am now giving myself permission to escape from this negative emotion. Get going!” The simple act of verbalizing this new thought out loud can crack the glass box of depression. All you need to do now is push on the weakened glass to see it break.

Now let us look at four proven ways to “push” through depression.

2. Sing – The power of music. Sing a favorite song! Make music! Whistle or hum! Music is a great mood lifter. Music is stored in parts of the brain that our
ordinary memories are not given access to. People with Alzheimer’s or dementia often become present (alert) when listening to their favorite music
because they stop living in the diseased parts of their brain, and because hearing their favorite music awakens parts of their brains untouched by dementia. (If possible, see the YouTube video Alive Inside to see this phenomenon in action.) Soooo, let us sing a favorite song. [Have a popular song ready to play on your phone or a speaker. It is probably a good idea to have the words printed so everyone feels freer to sing along. Lead out the song with a loud, expressive voice (and it never hurts to smile).]

Hey! I think it is working! I feel better already! How about you?

3. Dance – The power of movement. Exercise is another great mood-lifter. You may have heard of a “runner’s high.” After exercising, running, or
participating in some physical activity it is common to experience a relaxing, all-is-well feeling. This is often referred to as a “runner’s high.” The experience is often attributed to a burst of endorphins that is released during exercise. But in reality, exercise increases levels of mood-improving
neuromodulators (endocannabinoids) in the bloodstream. Unlike endorphins which block pain, these mood-improving neuromodulators can move easily through the cellular barrier separating the bloodstream from the brain, where they promote short-term psychoactive effects such as reduced anxiety and feelings of calm. [For further information, please see: https://www.hopkinsmedicine.org/health/wellness-and-prevention/the-truth-
behind-runners-high-and-other-mental-benefits-of-running.]

Let us try it out! [If possible, play the video “Cartoon Dance” available through your ISP link and follow along. If this is not possible, put on a lively tune and do some simple funny movements. There are literally hundreds of “Cartoon Dance” videos, some are appropriate, others not so much. Choose wisely. It is also possible to assign this to several students ahead of time and have them work out the music and dance steps.]

I think I am starting to feel all those mood-improving neuromodulators kick in! How about you?”

The next path may sound funny, but good smells can be mood-lifters, too.

4. Smell Wonderful Things – The power of smells. The things we smell (consciously or subconsciously) trigger memories, change our emotions, alter
our moods, and can even wake us up. Let us try a little experiment!

I will need a couple of volunteers. [Choose two volunteers to come to the front of the class to participate.]

First, I want you to close your eyes. I am going to let you smell three different things, and with your eyes closed, I want you to notice how each smell affects you. Do not worry, none of the smells will be anything gross or unpleasant. [Let both volunteers smell three of the smells—for example, perfume, food, and deodorant or whatever you brought for today’s class.]

Keep your eyes closed and tell us how this smell is affecting you. [The answers may range from something as simple as, “I like it!” to “It reminds me of my mom.” If neither student mentions an emotion such as, “It makes me feel happy” or “safe” or “calm,” ask them how it makes them feel. Repeat the experiment with other smells like a slice of peach or apple, or something cooked like bacon or potatoes. You may want to involve the rest of the class by passing around some of the different smells at this point.]

In the western world, when people want to sell their homes, they sometimes bake fresh bread before showing their homes to potential buyers, because the smell of fresh bread awakens pleasant memories of home in the potential buyer. Did you know there is a whole field of study called ‘aromatherapy’ based on how smells can alter our moods? So when confronted with depression, light a scented candle!

[Note: If you Google aromatherapy, you will discover it is not considered a true science because of the subjective nature of its outcomes. In other words, not all smells evoke the same emotional response in people—but smells certainly do alter our emotions!]

5. Act Silly with Your Friends – The power of acting silly with your friends. Depression has a strict set of rules that keep us stuck in sadness, worry, and fatigue. You have to break those “rules” to get free. One of the best ways of doing that is to do something silly (and fun) with friends. In a sense, that is what we have been doing. But here I am thinking of fun stuff like building a fort out of blankets and things we can find right here in our classroom. Or like
doing an archeological dig right outside of our classroom—we look for a likely spot and then lay a grid and catalog what we find. When we work as a team, we awaken our relational circuits and say “no” to depression.

Clock

= 40 minutes

Ending the Lesson

The End of the Story About 15 minutes

I see Tony and Darlene sent a text to their cousins at the end of today’s story. Let us see what they had to say.

Tony & Darlene
9:15am
To: Natalie, Sam and Derrick
Re: Possibilities and the Glass Box Trap
______________________
Dear Cousins,
There’s a children’s story that finds a group of dwarves trapped in their own stubbornness. They insist that reality is a stinky stable and nothing else exists, while all
around them is unspeakable beauty. But they are not open even to the possibility that
there is more to life than meets the eye—just like the girl trapped in the glass box.
Sometimes life can seem like a stinky stable, but the key to life is seeing past the glass
reflection to what is really there.
You guys are doing great! Do not quit! There is more to come—we promise.
Hugs,
Tony and Darlene
t.d.maranara247@naviga.com

Clock

= X minutes

GOING DEEPER

Some paragraph text.

Clock

= X minutes

Some paragraph text.

Clock

= X minutes

Parent-Teacher Connection

Some paragraph text.

For Family Discussion

Some paragraph text.

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