HEADSTRONG 1 Mentoring- Social and Emotional Learning HEADSTRONG Understanding Mood Disorders and Resilience Lesson 1: Module 1 MOOD AND MENTAL WELLBEING -Activity 1: Nature of Mental Wellness -Activity 2: Dynamic nature of mental wellbeing p. 2-4 Lesson 2: Module 1 MOOD AND MENTAL WELLBEING -Activity 3: Myths and Facts -Activity 4: What Exactly is Mental health & Wellbeing p. 5 Lesson 3: Module 2 THE LOW DOWN ON MOOD DISORDERS -Activity 1: What is mood and how can it change? -Activity 2: When does fluctuating mood become a mood disorder? p. 6-8 Lesson 4: Module 2 THE LOW DOWN ON MOOD DISORDERS -Activity 3: Take a walk in their shoes - a day in the life of... p. 9 Lesson 5: Module 3 REACHING OUT HELPING OTHERS Activity 1: Where to turn? Activity 2: Supporting somebody who may be experiencing a mood disorder Activity 3: Looking after yourself when you are supporting a friend p.10-13 Lesson 6: Module 4 HELPING YOURSELF Activity 1: What is Resilience? Activity 2: why should I build resilience? p.14-16 Lesson 7: Module 4 HELPING YOURSELF Activity 3: Exercise your mood. p. 17 Lesson 8: Module 5 MAKING A DIFFERENCE Activity 1: Planning community action to reduce stigma p.18-19 Lesson 9: Module 5 MAKING A DIFFERENCE Activity 1: Planning community action to reduce stigma p.18-19 TEACHER TIP Mental Health can be a sensitive topic for some students. Key features of the activities in this resource are class-based discussions and small group work. It’s important to create a safe and supportive classroom environment that facilitates active participation and engagement. Below are some tips for creating a safe and supportive space in the classroom. – Collaborate with students to develop a group agreement that sets the parameters for class discussions. – Make it known that you value all student contributions. – Use a range of questioning techniques that open up discussion, rather than trying to get to a quick right answer. – Recognise that some students may not feel comfortable sharing; explore ways of dealing with this such as using think, pair, share activities. – Explore ways to ensure that all students get an opportunity to speak, such as using talk tickets, talk sticks, etc. – Ensure that the lesson content provides students with information on where they can get support for themselves or their friends, even if they don’t feel comfortable speaking up in the classroom. -This isn’t a space to disclose personal disclosures or stories about others. However, if a student needs to talk to someone, this to be done in a private setting with 1:1.
Transcript
HEADSTRONG 1
Mentoring- Social and Emotional Learning
HEADSTRONG Understanding Mood Disorders and Resilience
Lesson 1: Module 1
MOOD AND MENTAL WELLBEING
-Activity 1: Nature of Mental Wellness -Activity 2: Dynamic nature of mental wellbeing
p. 2-4
Lesson 2: Module 1
MOOD AND MENTAL WELLBEING -Activity 3: Myths and Facts -Activity 4: What Exactly is Mental health & Wellbeing
p. 5
Lesson 3: Module 2
THE LOW DOWN ON MOOD DISORDERS -Activity 1: What is mood and how can it change? -Activity 2: When does fluctuating mood become a mood disorder?
p. 6-8
Lesson 4: Module 2
THE LOW DOWN ON MOOD DISORDERS
-Activity 3: Take a walk in their shoes - a day in the life of... p. 9
Lesson 5: Module 3
REACHING OUT HELPING OTHERS Activity 1: Where to turn? Activity 2: Supporting somebody who may be experiencing a mood disorder Activity 3: Looking after yourself when you are supporting a friend
p.10-13
Lesson 6: Module 4
HELPING YOURSELF Activity 1: What is Resilience? Activity 2: why should I build resilience?
p.14-16
Lesson 7: Module 4
HELPING YOURSELF
Activity 3: Exercise your mood. p. 17
Lesson 8: Module 5
MAKING A DIFFERENCE Activity 1: Planning community action to reduce stigma
p.18-19
Lesson 9: Module 5
MAKING A DIFFERENCE
Activity 1: Planning community action to reduce stigma p.18-19
TEACHER TIP
Mental Health can be a sensitive topic for some students. Key features of the activities in this resource are class-based discussions and small group work. It’s important to create a safe and supportive classroom environment that facilitates active participation and engagement.
Below are some tips for creating a safe and supportive space in the classroom.
– Collaborate with students to develop a group agreement that sets the parameters for class discussions.
– Make it known that you value all student contributions.
– Use a range of questioning techniques that open up discussion, rather than trying to get to a quick right answer.
– Recognise that some students may not feel comfortable sharing; explore ways of dealing with this such as using think, pair, share activities.
– Explore ways to ensure that all students get an opportunity to speak, such as using talk tickets, talk sticks, etc. – Ensure that the lesson content provides students with information on where they can get support for
themselves or their friends, even if they don’t feel comfortable speaking up in the classroom.
-This isn’t a space to disclose personal disclosures or stories about others. However, if a student needs to talk
to someone, this to be done in a private setting with 1:1.
HEADSTRONG 2
Module 1: MOOD AND MENTAL WELLBEING
KEY CONTENT
Students learn about: Students learn to: Mental health understanding mental health
challenge negative community perceptions of mental health and identify reasons why these have developed
EVIDENCE OF LEARNING
Students will demonstrate success against the outcomes and content when they:
• demonstrate an understanding of the dynamic nature of mental wellbeing
• describe common misconceptions about mental illness
• propose appropriate strategies for challenging negative community perceptions.
4 ACTIVITIES
Activity 1: The Nature of Mental Wellness
Activity 2: Dynamic nature of mental wellbeing
Activity: 3 Myths and fact
Activity 4: So what exactly is mental health & wellbeing?
A key barrier to young people seeking help for mood disorders and other
mental health difficulties is the stigma related to mental illness that
exists in our society. Mental illness is still seen by many people to be an
indication of weakness of character. One of the key aspects of reducing
stigma is to challenge negative perceptions of mental health problems
in the community. This module supports students to explore their values
and perceptions in relation to mental illness and then to explore the
dynamic nature of mental health and the link to mood fluctuations.
HEADSTRONG 3
ACTIVITY 1: THE NATURE OF MENTAL WELLNESS
PREPARATION
• Print off the Mental Health Continuum Cards (Appendix 1). Ensure that you have at least one card per student.
• Set up the continuum across the classroom with Mentally well at one end and Mentally unwell at the other end.
ACTIVITY DESCRIPTION
1. Distribute the cards amongst students – ensure that you have at least one card per student.
Explain to students that each card includes a term that is used to describe a person in relation to their mental
health. Ensure students understand that there are no right or wrong answers in this activity and that it is where
they perceive the term best fits along the continuum.
2. Instruct students to take their card and place it along the continuum where they believe it fits e.g. if someone
is described as the Life of the party would they be closer to the Mentally well end, closer to the Mentally
unwell end or somewhere in between.
3. Once all of the cards have been placed- ask students to view all cards and their placement.
4. Discussion: Ask students to identify any card which they think could be placed somewhere else along the
continuum.
TEACHER NOTES FOR DISCUSSION
1. Often students will place the Life of the party and Party animal cards at the Mentally well end of the continuum,
however, research shows that excessive partying, dangerous alcohol use, high risktaking behaviour and sexual
promiscuity are indicators that the young person is having mental health difficulties. These behaviours are particularly
prevalent amongst young people who are experiencing a manic episode and may indicate bipolar disorder. This
behaviour, if it is ongoing and/or extreme, should be a flag for teachers, parents and friends that the young person is
in need of professional help.
2. Students will normally place those terms that describe mental illnesses such as schizophrenia, bipolar disorder, post-
natal depression, personality disorder at the Mentally unwell end of the continuum. It is important to emphasise that
just because someone has been diagnosed with a mental illness, it does not necessarily mean they are mentally unwell.
The majority of people who are diagnosed, receive professional help and maintain their treatment regime, can be
mentally well . You can use the analogy that it is just like a person suffering from asthma — if that person takes their
medication as prescribed and lives a healthy lifestyle they can manage their asthma and it will have little or no impact
on their physical health. It is exactly the same for a person who is diagnosed with a mental illness. It should be noted
that if a person is experiencing psychosis then this would indicate that they are mentally unwell. This is because a
psychotic state indicates that a person has lost touch with reality.
3. Feeling blue, feeling flat, feeling down, grieving, upset, scared, lonely, sad, depressed are all natural reactions to a
variety of situations and are all part of the natural fluctuations that occur in relation to people’s mental wellbeing.
However, if someone is feeling flat, blue, down or grieving for an extended period of time (more than two weeks) then
this is when their mood and how they feel starts to become a concern. It is important to remember that statistics
suggest that one in five students in your class will experience a depressive episode before they are 18 and prolonged
feelings such as these are an early indicator of possible depression.
4. If a young person is feeling hopeless or isolated then these can be indicators of being mentally unwell . A sense of
hopelessness and disconnecting or isolating oneself are key features of depression and should be flags of concern for
teachers, friends and parents.
5. On the other end of the spectrum, confident, connected, excited and happy are indicators of mental wellness .
However, if a young person is exhibiting extreme levels of over-confidence and hyperexcitement they can be signs of
mania associated with bipolar disorder.
6. Terms such as anxious, shy, perfectionist are used to describe personality traits that have been associated with
greater risk of experiencing mood disorders. Extreme levels of anxiety, shyness or perfectionism could indicate mental
unwellness
HEADSTRONG 4
ACTIVITY 2: DYNAMIC NATURE OF MENTAL WELLBEING
PREPARATION
• Review class or group agreements and reinforce positive behaviours that will support open discussion
• Mentally well and Mentally unwell cards from previous Mental Health Continuum activity
• Student Mood Tracker Journal (one per student) (optional)
ACTIVITY DESCRIPTION
1. Ask students to think back to the Mental Health Continuum and reflect on whey they fit in this minute (do
not move or share). Now ask where they fit last week, and last year.
2. Brainstorm what mental illness is- different types of mental illness.
Highlight that this program will focus on mood disorders (depression and bi-polar disorders)
3. Using the Continuum- Mentally well and Mentally unwell at either end, ask students to move along the
continuum in response to how a person’s mental wellbeing would be influence i:
they lost a close friend?
their pet died?
their best friend moved to another town?
they got a great exam result?
their sporting team won the grand final?
a family member had financial concerns?
they were worried about a friend being depressed?
their parents were going through a divorce?
Discuss whether their position changed for each of the scenarios. It is important to ensure students
understand that our mental health and wellbeing fluctuates constantly and is often influenced by situations
or experiences we have in our lives.
4. Discuss the sorts of strategies that young people may use to cope with mental health and the more
challenging of the situations above. Ask students to think of who they may be able to turn to if one of these
challenging situations happened to them.
Prompt class discussion by asking:
Who are the trusted adults in their life who they could talk to about stuff that is troubling them?
Do they have a network of friends, family and other adults who they can count on to help them out
if they are going through a tough time?
Where are some of the services they can go to for help in these difficult times?
HEADSTRONG 5
ACTIVITY: 3 MYTHS AND FACT
PREPARATION
• Access to internet-enabled computers is required for this activity
• Butchers paper for brainstorm (optional)
ACTIVITY DESCRIPTION
1. Brainstorm some of the myths or misconceptions that they have seen or heard in the community or media
about mental health and mental illnesses.
2. Discussion points- true or false- what do you think?
Mental illnesses are contagious
The mentally ill should be institutionalized so that they are not a threat to society
You can pick a person with a mental illness just by looking at how they behave in public.
A person who says they’re depressed is just trying to get attention.
Someone with a mental illness cannot hold down a steady job.
ACTIVITY 4: SO WHAT EXACTLY IS MENTAL HEALTH & WELLBEING?
PREPARATION
• Black Dog Institute presentations:
» What is Mental Health and Wellbeing?
» The PERMA Model
• Laptop and data projector
ACTIVITY DESCRIPTION
1. Brainstorm some of the words that come to mind when we think of Mental Health and Wellbeing. Quite
often the first few words that will be suggested will actually be related to Mental Illness or have negative
connotations based on stereotypes or lack of understanding. Don’t challenge the students at this point,
allow the list of words to develop on the board or paper etc.
2. Take the class through the What is Mental Health and Wellbeing presentation.
After viewing the presentation, draw the students’ attention back to their list of brainstormed words
regarding mental health. How many of them would fall into Languishing, Surviving or Thriving?
Ask the students to consider what things/factors would have to be in place for an individual to be
Thriving or Flourishing? Have them share with the class and make a note on the board of what
behaviours, mindsets and scenarios students believe would be necessary for an individual to thrive.
Keep these on the board if possible.
3. Take the class through the PERMA Model presentation.
Can you classify each of the Think | Pair | Share examples into one or more of the PERMA
categories? Do we have an even split of examples for each? Are there any aspects of PERMA that we
don’t have any examples for, or only a couple? Why might this be?
Students try to identify at least one behaviour/scenario that they do/could do in each of the PERMA
categories.
Students to discuss- small groups to recognize the PERMA model in the current life now. Describe
what PERMA moment might look like for them.
HEADSTRONG 6
Module 2: THE LOW DOWN ON MOOD DISORDERS
KEY CONTENT
Students learn about: Students learn to: Mental health understanding mental health
challenge negative community perceptions of mental health and identify reasons why these have developed
EVIDENCE OF LEARNING
Students will demonstrate success against the outcomes and content when they:
the signs and symptoms of a mood disorder
describe how mood can affect thoughts and actions and the way we react to situations
reflect on their own mood and the influence their day-to-day activities can have on how they feel
demonstrate empathy for a young person who is experiencing depression or bipolar disorder
3 ACTIVITIES
Activity 1: What is mood and how can it change?
Activity 2: When does fluctuating mood become a mood disorder?
Activity 3: Take a walk in their shoes - a day in the life of...
One of the reasons for the stigma that is attached to mental illness
is misinformation and misunderstanding about the nature of mental
illnesses. These activities support students to explore the nature of
moods and how a fluctuating mood, if it becomes severe or
persistent, can be indicative of a mood disorder
HEADSTRONG 7
ACTIVITY 1: WHAT IS MOOD AND HOW CAN IT CHANGE?
PREPARATION
• Print off pictures of different moods. See Photos in Headstrong file
• Black Dog Institute presentation:
» What it is to be a teenager (Print off or use on screen)
• Copies of the Student Mood Tracker Journal (optional)
ACTIVITY DESCRIPTION
Explain to students that this activity is going to explore moods and how our moods can affect the way we think
about certain things and the way we act in certain situations. It is important to emphasize to students that mood
swings are common during adolescence because of all the physical and emotional changes that a young person is
going through.
1. Brainstorm a list of pressures that young people face.
2. Use the pictures from the “What it is to be a teenager” presentation and ask the class:
Identify how these pressures might affect the mood of a young person. For example, a young person
might become easily upset or angry or feel flat. Often these moods can be because of the hormonal
changes that are happening as part of their physical development. Explain to students that it is often
difficult to be able to describe how they are feeling. There are some moods that are more difficult to
express than others and this is normal.
3. Use images representing moods and ask students to select one or more of the images (depending on how
many there are) and ask:
describe how the mood that they feel is represented by the image
explain why this image is representative of that mood
describe what this mood feels like
4. Discussion- ask the class
What influences our mood?
What impact can our mood have on our feelings and behaviour?
How can our mood influence the way we relate to others?
How can our mood influence the way we react to certain situations? For example, when sitting an
exam, meeting new people at a party, going for a job interview, when you are arguing with your
parents, or trying something new.
Do you think your mood sometimes affects the way you make choices? In what way?
Are there things we can do to alter our own mood? For example, listening to music, going for a walk,
drawing or painting, writing poems etc.
HEADSTRONG 8
ACTIVITY 2: WHEN DOES FLUCTUATING MOOD BECOME A MOOD DISORDER?
PREPARATION
• Laptop and data projector
• Black Dog Institute presentations:
» Telltale signs of a mood disorder (staff to read over and understand information prior to workshop- ppt not
used in workshop)
» Facts and stats about mood disorders
» Causes of mood disorders
» Bipolar disorder
• Student Laptops
• Student Mood Tracker Journal (Optional)
ACTIVITY DESCRIPTION
Explain to students that experiencing a low mood or depressed mood is a common experience for all people. We
have all felt ‘depressed’ at some time, whether it was because a friend ignored us, misunderstandings in our
relationships, disagreements with siblings or friends – sometimes we feel ‘down’ for no reason at all.
Handshake
1. Ask students to stand up and move around the classroom and shake hands with 7 other students. Ensure
that students remember whose hands they have shaken. Once they have shaken the hands of 7 other people
in the class ask them to go back to their seat.
2. Select 1 in 7 students (that is, 4 students if you have a class of 30) and ask them to stand up. Discuss how
many students are now standing and how this represents the ratio of people in Australia who will experience
at least one episode of depression in their lifetime (1 in 7).
3. Now ask each student who shook hands with one of these 4 students also to stand up. Discuss how these
people represent the families of people who will experience depression.
4. Now ask those students who are still sitting to stand up if they have shaken hands with anyone standing.
These people now represent the friends of those people who will experience depression.
5. Now ask anyone else who is sitting to stand up. These people represent the work colleagues and peers of the
people who are experiencing depression.
Explain to the class that this activity shows how depression will touch everyone (directly or indirectly) in all
communities. We may not all have personal experience of depression but it is very likely that we will know
and/or come into contact with someone who does.
Show Slideshow: Facts and stats about mood disorders
45% of Australians will experience mental illness at least once in their lifetime – that is, nearly every
second one of us. [1]
1 in 7 Australians will experience a mood disorder (that is, depression & bipolar disorder) at least once in
their lifetime. [1]
Up to 75% of all mental health problems first begin before the age of 24.
Signs of Mood disorders and Bipolar disorder
1. Discuss in small groups- what do you think depression/ bipolar disorder is.
2. Show “causes of mood disorder” ppt and “Bipolar disorders” ppt
3. Brainstorm what you think are the signs of a mood disorder and bipolar disorder.
4. What do you think the fears of seeking help are?
a. What can you say to someone who you may think is dealing with a mood disorder?
b. Who could you talk to if you are experiencing some of the telltale signs?
c. What are you biggest fears about accessing support?
HEADSTRONG 9
ACTIVITY 3- TAKE A WALK IN THEIR SHOES - A DAY IN THE LIFE OF...
PREPARATION
• Laptop computers with internet access and projector/sound
• Access to real life stories: access “a day in the life of…” file and see stories.
• Student Mood Tracker Journal (optional)
ACTIVITY DESCRIPTION
Explain to the class that an important factor in raising awareness about mental illness in the community and
breaking down stigma is to increase understanding and create a sense of empathy for people who are experiencing
mental illness.
1. Brainstorm – Some researchers think that students your age are unable to empathise with others. To put it
bluntly you’re too wrapped up in yourselves.
Do you think that is true?
What are some of the things we need to do in order to be able to empathise and walk in somebody
else’s shoes?
Explain to students that they are now going to explore the (real, personal) stories of people who have experienced a
mood disorder. Choose 1 or more of the following videos:
Students learn about: Students learn to: supporting yourself
identifying ‘put-downs’
reframing negative thoughts and statements and positive thinking
effective stress and anger management
appropriate expression of needs and feelings
explain how thoughts can affect feelings and behaviour and practice strategies to manage unhelpful and unrealistic ways of thinking
examine the role and impact of stress on health and rehearse a range of positive management strategies, eg yoga, relaxation, physical activity, listening to music
reflect on a past situation which has required change; identify difficulties encountered and personal characteristics and skills which assisted in dealing with this change
strengthening resiliency
characteristics of resiliency
skills that enhance resilience, eg problem solving
self-monitoring
maintaining a realistic perspective
attitudes to change
EVIDENCE OF LEARNING
Students will demonstrate success against the outcomes and content when they:
describe practical ways to reframe negative thoughts
describe their Signature Strengths and when they get to use them
discuss various pathways for reaching out
discuss factors that can help them to overcome or ‘bounce back’ from a low mood
reflect on various mindfulness strategies
describe how physical activity can positively influence mood
reflect on their own mood and the influence their daily physical activities have on how they feel
3 ACTIVITIES
Activity 1: What is Resilience?
Activity 2: why should I build resilience?
Activity 3: Exercise your mood.
Good mental health and wellbeing is not just about the absence of a
mental illness. There are things that everyone can do to boost their
mental health and wellbeing and help reduce the risk of experiencing
depression. This module will explore six key areas that people can
work on to boost their resilience to enhance their mental health and
protect themselves from mental health problems.
HEADSTRONG 15
ACTIVITY 1: WHAT IS RESILIENCE?
PREPARATION
• “Resilience” Poster and “something Else” poster.
• Post It Notes (optional)
1. Ask the students to think about what they understand by the term resilience, then ask them to share their
understanding with a partner.
2. Together, ask each pair to come up with a shared understanding of the term resilience and share that back
to class on a Post It Note placed on the board/ window/wall. Then draw out the common themes that
become apparent from this activity.
3. True or False
Resilience involves using only your own internal strength.
You learn most about your own resilience when you're going through some kind of crisis.
Building resilience won't prevent crisis situations and events in your life, but it can help you manage
them better.
Anyone can build their own resilience as they go through life
Resilience is adaptable - it shows itself differently in different situations
People build resilience in pretty much the same way
Part of the process involves learning about the ways you are strong already and then building on
those by working on other areas. 4. Walk the line. Put “Resilience poster” at one end of classroom and “Something Else” at the other. What
scenarios reflect Resilience?
Pretending to everyone that I’m fine when I’m not
Drinking too much at a party after seeing my boyfriend/ girlfriend kiss my friend
Crying when my dog dies and being ok with that
Telling myself “I’m a baby” when I’m upset about not being invited to ice skating with everyone
Going to see the school counsellor because if eel crap all the time
Telling Mum that my best friend is cutting because I don’t know what else to do
Taking up Tai Chi because I’m getting stressed about my exams
Hanging out at the mall instead of school to avoid my mates picking on me about my haircut
HEADSTRONG 16
ACTIVITY 2: WHY SHOULD I BUILD RESILIENCE?
PREPARATION
• Post It Notes (optional)
ACTIVITY DESCRIPTION
Explain that adolescence is a period of change and challenge.
1. What are some of the most common challenges that young people face?
Relationship issues with friends
Relationship issues with parents
Understanding romantic/sexual relationships
Issues with school-work, or moving schools
Suffering from an illness and injury In order to cope with these issues, we need to be able to build our resilience.
2. In small groups or as a class- explore and discuss how someone might cope in the following scenarios:
Your best friend has started hanging out with a new group of friends who don’t seem to like you very
much.
You argue with your parents all the time. Even about the smallest thing. They just don’t seem to
understand you!
You really like someone, and you thought that they really liked you, but since the party, they haven’t
spoken to you.
You are really struggling with school at the moment, and don’t really see the point of it all anyway.
You twist your ankle, and that means you can’t take part in the Grand Final, School Production or go
to the party. All I can think is “What did I do wrong?”
You find out that you or your partner is pregnant.
3. Plan for next weeks activity- EXERCISE YOUR MOOD. What could you do that is fun that could improve your
mood? Minor games/ challenges/ team games.
HEADSTRONG 17
ACTIVITY 3: EXERCISE YOUR MOOD
PREPARATION
• Read through the Black Dog Institute Fact Sheet on Exercise and Depression in Appendix 5 or online at
www.blackdoginstitute.org.au (click on ‘Fact Sheets)
• Set up a series of exercise stations that include a range of different activities such as:
» Mini resistance-circuit
» Half-court basketball
» Mini soccer game
» Walking track
» Stretching station
» Sprint run – shuttle
» Mini tennis or table tennis
» Golden Child
» Capture the flag
» Line-Tiggi
» Handball
» how many in a minute? Pushups/ sit-ups/ star-jumps
» skipping
ACTIVITY DESCRIPTION
Explain to students that exercise is a great way to lift mood and relieve some symptoms of depression. Refer to the
Black Dog Institute Fact Sheet on Exercise and Depression available online or in Appendix 5.
Set up some stations to do different activities.
1. Which activity made you feel the ‘best’?
2. What influence does enjoyment have on the level of activity and change in mood?
3. What do you think are the most important things to consider when deciding how to exercise your mood?
E.g. likes, skills, whether you feel successful at the activity, whether your friends will do it with you? How
regularly you can do it?
HEADSTRONG 18
Module 5: MAKING A DIFFERENCE
KEY CONTENT
Students learn about: Students learn to: affirming diversity
empathy and understanding
respect and trust
appreciating diversity as normal
valuing individual differences and perspectives
clarify personal values and challenge negative community values and images relating to diversity
design an advocacy strategy that affirms difference and diversity
empowering individuals and communities
individual action
community action
identify inequities that exist in the local community and propose actions to address them
Identify a key issue for individual or group action. Raise awareness and gather support for the issue using ICT skills
EVIDENCE OF LEARNING
Evidence of learning Students will demonstrate success against the outcomes and content when they:
propose appropriate strategies for taking action in their local community
implement their action and reflect honestly on its success and impact
1 ACTIVITIES
Activity 1: Planning community action to reduce stigma
By creating greater understanding about youth mental health issues we
will breakdown one of the greatest barriers to help seeking which prevent
young people from getting the professional help they so desperately
need - stigma. These activities will support students to propose, develop
and implement local actions to raise awareness and dispel myths relating
to youth mental health issues. Ultimately, we want students to realise
that seeking help for a mental health problem is no different to seeking
help for a problem with physical well-being.
HEADSTRONG 19
ACTIVITY 1: PLANNING COMMUNITY ACTION TO REDUCE STIGMA
ACTIVITY DESCRIPTION
1. What are the major messages that have come out of this topic?
2. What could we do to promote these messages
Song
Posters
Skit
Video
Games
Activates
These will be on display for the school- destigmatizing mood disorders.
