Brain On Depression Lesson 9 12 PDF
Brain On Depression Lesson 9 12 PDF
Brain On Depression Lesson 9 12 PDF
BACKGROUND
This interactive lesson plan teaches students about the causes, symptoms, and treatment options for teen
depression.
MATERIALS
• Printed copies of 9th-12th grade Dana Foundation fact sheet, “How Does the Brain Work?” Downloadable
here: www.dana.org/factsheets.
• Pencils and paper (enough for entire class).
• A whiteboard (or chalkboard).
• Two pieces of poster board, found on Amazon.com by searching Pacon Super Value Poster Board.
• Markers found on Target.com at
https://www.target.com/p/crayola-174-supertips-markers-washable-20ct/-/A-49085479.
Please print the articles listed at the end of the lesson plan, under the “Research Articles” section. These
articles will be provided to students for research purposes. The number of copies of each article will reflect the
needs of the class. We recommend printing a copy of the article listed under “Introduction to Depression” for
each student. The number of copies needed for the articles listed under “Articles for Group 1” and “Articles for
Group 2” should be based on the number of students in each group. See the “Procedure” section for further
instruction.
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
TEACHER BACKGROUND INFO
WHAT TO KNOW BEFORE YOU TEACH
* Note: This content is primarily for the instructor’s reference.
Depression
MEDIAL
PREFRONTAL PREFRONTAL
CORTEX CORTEX
HIPPOCAMPUS
AMYGDALA
Causes: Biological
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
TEACHER BACKGROUND INFO
WHAT TO KNOW BEFORE YOU TEACH
* Note: This content is primarily for the instructor’s reference.
Depression
• Brain inflammation
• New research suggests a link between neural inflammation and depression. The brain
responds to insults by sending out inflammatory agents. Negative changes, such as
neural degeneration, occur in the brain when these inflammatory signals become
chronic and hyperactive.
Causes: Experience
• Challenging, stressful or traumatic life experiences can cause depression for some
individuals. Large individual differences occur in regard to the degree in which certain life
experiences can make an individual more susceptible to depression.
• Examples:
• Childhood trauma
• Death of a loved one
• Job loss
• High-stress situations
• Financial stress
Causes: Genetics
• There is no confirmed link between genes and depression, but depression does seem to
run in families (thought to be hereditary).
• Genetics may make an individual more susceptible to depression after a challenging life
experience like one of the ones mentioned above.
• Pinpointing genes involved in depression is difficult because depression occurs in many
different forms and has many different symptoms.
• It is likely that multiple genetic factors combined with life experiences and neural changes
ultimately lead to depression.
Causes: Cognitive
• Depression is often a “hidden” disorder. People may look and act healthy — especially young
overachievers or teens great at sports, etc. However, cognitive disruptions such as “thought”
disturbances, perfectionism, and negative attributional style can be underneath the surface.
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
TEACHER BACKGROUND INFO
WHAT TO KNOW BEFORE YOU TEACH
* Note: This content is primarily for the instructor’s reference.
Depression
Symptoms: Cognitive & Behavioral
• Depressed mood
• Difficulty concentrating
• Difficulty making decisions
• Increased anxiety
• Irritability
• Drop in grades
• Loss of interest
• Loss of pleasure
• Social withdrawal
• Lack of motivation
• A change from previous functioning (experiencing symptoms not typical for that individual)
• Negative thinking
Symptoms: Emotional
• Persistent sadness
• Feeling worthless
• Guilt
• Feeling empty
• Feeling hopeless
• Preoccupation or thoughts of death and/or suicide
Symptoms: Physical
• Trouble sleeping
• Weight loss or gain
• Low energy
• Extreme fatigue
• Change in eating habits (eating more or less than usual)
• Headache
• Upset stomach
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
TEACHER BACKGROUND INFO
WHAT TO KNOW BEFORE YOU TEACH
* Note: This content is primarily for the instructor’s reference.
Depression
Symptoms must be persistent and consistent most of the day, nearly every day, and last
longer than two weeks before an individual is diagnosed with depression.
Treatment: Psychotherapy
Treatment: Meditation
• The medial prefrontal cortex (mPFC) can become too active in depressed people. The
mPFC, known as the "me center,” processes information about yourself, including worrying
about the future and ruminating about the past.
• The “fear center,” known as the amygdala, is another region associated with depression.
Responsible for the fight-or-flight response, the amygdala can trigger a cascade of
reactions in the body that are perceived as stressful, including rapid heart rate and
sweating.
• These two brain regions work closely together in depression. Research has found that
meditation weakens the connection between the amygdala and the mPFC.
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
TEACHER BACKGROUND INFO
WHAT TO KNOW BEFORE YOU TEACH
* Note: This content is primarily for the instructor’s reference.
Depression
Treatment: Antidepressants
First, to understand how antidepressants work, let’s review the basic building block of the
brain, the neuron.
• Cells within the nervous system are called neurons. Neurons are the basic working units in
the brain designed to communicate with each other to carry out all brain functions. We
have approximately 86 billion neurons in our brains!
• A neuron is made up of three main parts: the dendrites, cell body, and axon. Dendrites
receive information from other neurons while axons send information to other neurons via
electrical signals. The cell body houses the nucleus and cytoplasm.
• The contact point between two neurons where communication occurs is called the
synapse. When a neuron wants to send information, it conducts an electrical impulse down
the axon. Something called the myelin sheath wraps around the axon, insulating the axons
and allowing the electrical impulse to travel faster. Once the signal reaches the end of the
axon, an area called the nerve terminal, chemical messengers called neurotransmitters are
released. Neurotransmitters travel across the synapse and bind to receptors on the
receiving neuron’s dendrites.
• Specific neurotransmitters bind to specific receptors, similar to a lock and key. Binding of
the neurotransmitter to its appropriate receptor acts like an on/off switch for the receiving
neuron.
• When the signal needs to be stopped, neurotransmitters are cleared from the synapse. This
is done by three main mechanisms: 1) enzymes break down neurotransmitters in the
synapse; 2) proteins called transporters remove neurotransmitters from the synapse by
transporting them back into the presynaptic cell, a process termed reuptake; or
3) neurotransmitters diffuse from the synapse.
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
TEACHER BACKGROUND INFO
WHAT TO KNOW BEFORE YOU TEACH
* Note: This content is primarily for the instructor’s reference.
Depression
• Selective Serotonin Reuptake Inhibitors (SSRIs)
• The general theory behind many antidepressants is the more neurotransmitter that is
left in the synapse, the greater potential for increased amounts of neurotransmitter
received by the post-synaptic cell, which may contribute to improved mood. The
re-uptake inhibitor class of these drugs works by blocking the re-uptake of
neurotransmitter in the brain, leaving more in the synapse.
• SSRIs are the most prescribed group of antidepressants.
• Examples: fluoxetine (Prozac), sertraline (Zoloft), escitalopram (Lexapro)
• Function: SSRIs increase serotonin levels in the brain by inhibiting re-uptake of
serotonin.
• General side effects: drowsiness, nausea, dry mouth, insomnia, diarrhea,
nervousness, restlessness, dizziness, headache, blurred vision.
• Some side effects go away after a few weeks.
• Fewer side effects compared to other antidepressants.
• Certain individuals cannot tolerate the side effects of certain SSRIs so these
individuals may have to try multiple antidepressants to find which one works
best for them.
• Fluoxetine is the only antidepressant approved for adolescents.
Re-uptake
Neurotransmitter mechanism
MITOCHONDRION
CELL BODY
NUCLEUS Receptor
AXON
Synapse
DENDRITES
NODE OF RANVIER
MYELIN SHEATH
SYNAPSE
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
TEACHER BACKGROUND INFO
WHAT TO KNOW BEFORE YOU TEACH
* Note: This content is primarily for the instructor’s reference.
Depression
• Serotonin and Norepinephrine Reuptake Inhibitors (SNRIs)
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
TEACHER BACKGROUND INFO
WHAT TO KNOW BEFORE YOU TEACH
* Note: This content is primarily for the instructor’s reference.
• Seldom prescribed because MAOIs cause severe reactions when taken with any food
that contains the amino acid tyramine.
• Tyramine is found in dried fruit, cheese, pickles, processed meats, etc.
• Therefore, there are many dietary restrictions when taking this medication.
• Side effects: nausea, dizziness, restlessness, insomnia, drowsiness, headache,
muscle jerks, constipation, dry mouth, anxiety, weight gain.
• Being active
• Regular sleep schedule
• Spending time with friends and family
• Healthy diet
• Can cause increased anxiety when medication is first started (usually goes away with
continued use).
• Antidepressants can interact with other drugs (may interfere with the action of other drugs
an individual is taking).
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
TEACHER BACKGROUND INFO
WHAT TO KNOW BEFORE YOU TEACH
* Note: This content is primarily for the instructor’s reference.
• Antidepressants can cause serotonin syndrome, a condition resulting from too much
serotonin signaling in the brain.
• Symptoms: anxiety, agitation, sweating, confusion, increased heart rate, tremors,
restlessness, lack of coordination.
• All antidepressants carry a black box warning, the strictest warning for prescriptions.
• Although rare, for some, suicidal thoughts may occur at the beginning of treatment
when the body is getting used to the drug or a new dose, especially in children,
adolescents, and young adults.
• Antidepressant withdrawal symptoms: nausea, uneasiness, dizziness, lethargy, flu-like
symptoms.
• Patients should consult with a doctor on how to properly withdraw from
antidepressant medication to avoid these symptoms.
• There is limited knowledge of the effects of antidepressants in adolescents.
• The best treatment outcomes come from combining treatment strategies.
Misconceptions
• Someone with depression may not know they have a medical condition due to the
self-critical aspect of the disorder. This self-critical mindset leads to the belief that they are
a failure, weak, a bad person, a slacker, etc., instead of a person suffering with a mental
health disorder.
• Depression can be mistaken for a bad attitude.
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
PROCEDURE
[1] Each student reads 9th-12th grade Dana Foundation fact sheet, “How Does the Brain Work?”
[2] Instructors may wish to set ground rules regarding the discussion of depression and mental health.
[4] On a white board (or chalkboard) make three columns labeled “Emotional,” “Physical,” “Behavioral.”
[5] Collect students’ responses and read them aloud as you write each under the appropriate column.
[6] After reading all students’ responses, address any items that may be missing from each column.
[7] Make a fourth column labeled “Causes.” Ask students to think of potential causes that lead to the
emotional, physical, and behavioral symptoms of depression.
[8] If students identify the brain or biological chemicals as potential causes, use this as a transition to
the next topic. If not, start a discussion about how events in an individual’s life or an imbalance of
chemicals in the brain called neurotransmitters can cause depression.
• Explain why depression is usually treated by both therapy and drugs that target specific
neurotransmitters in the brain.
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
PROCEDURE
[10] Provide articles (listed at the end of the lesson plan under “Research Articles”) to students.
• Each student should receive the article listed under “Introduction to Depression.”
• Based on the number of students in each group, provide the appropriate number of copies of
the articles recommended for Group 1 and Group 2.
- Students in each group are encouraged to split up the work by focusing on one article
and bringing their knowledge of that article to the group.
- Group 1 will research the chemical causes of depression.
• Guiding questions: What symptoms of depression may be caused, at least in part,
by chemical changes in the brain? What other factors may cause depression?
- Group 2 will research how antidepressants work in the brain to help alleviate the
symptoms of depression.
• Guiding questions: What are a few examples of antidepressants? SSRIs are the
most often prescribed antidepressants. How do SSRIs affect the brain and how
does this decrease the symptoms of depression?
[11] Each group will present their research on a poster board. Provide a poster board and markers to
each group.
[13] Have each group present their poster. Students are encouraged to take notes that will aid in their
homework assignment.
Dana.org/lessonplans
THIS IS YOUR BRAIN ON DEPRESSION
PROCEDURE
[15] Homework Assignment
• Each student will create their own pamphlet on teen depression.
• Guidelines
- Accurate description of the chemical, genetic, and circumstantial causes of depression.
- A list of treatment options for teens with depression.
- Caveats or potential issues with these options that the public should be aware of.
- Pamphlet should be accurate, informative, and visually pleasing.
RESEARCH ARTICLES
The following articles should be provided to students during the group research phase of the lesson plan
procedure:
• Article for Everyone to Read as Background
• Introduction to Depression
https://www.nimh.nih.gov/health/publications/teen-depression/index.shtml
• Articles for Group 1
• 4 Ways Depression Can Physically Affect the Brain
This article describes multiple ways that changes in the brain can lead to depression.
https://www.healthline.com/health/depression-physical-effects-on-the-brain#1
• What Causes Depression? Brain Chemistry and Neurotransmitters Play Major Roles
This article describes changes in neurochemical signaling that can lead to depression.
https://universityhealthnews.com/daily/depression/what-causes-depression/
• Articles for Group 2
• The 5 Major Classes of Antidepressants
This article describes in detail the 5 major classes of antidepressants including how they function in
the brain, examples of each, side effects, etc.
https://www.verywellmind.com/what-are-the-major-classes-of-antidepressants-1065086
• The Mechanism of Action of Selective Serotonin Re-uptake Inhibitors (SSRIs)
This brief illustration explains how SSRIs work in the brain at the cellular level.
https://institute.progress.im/en/content/mechanism-action-selective-serotonin-re-uptake-inhibitors-ssris
• Selective serotonin reuptake inhibitors (SSRIs)
MayoClinic.Org SSRI Information
https://www.mayoclinic.com/health/ssris/MH00066
• Other Useful Articles
• This article outlines why cognitive behavioral therapy can be an effective treatment for depression.
https://www.healthline.com/health/depression/cognitive-behavioral-therapy#risks-of-cbt
This lesson plan has been loosely adapted from the New York Times Learning Network Lesson Plan entitled “This is your brain
on drugs” by Elizabeth Weaver, M.S., and Katie Partrick, Ph.D., for the Dana Foundation.
Dana.org/lessonplans