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Year 10 – Headstrong – Mental Health Unit Lesson 1

For future reference - the following key is important as a guide to how you complete your work in this unit:

Information in this colour and font is to be read as a literacy activity. (Violet/Calibri)

This colour and font will require you to answer questions or respond to information. (Arial/Green)

This colour and italics is providing information about the unit.(Black)

You select a colour to use when responding to questions or completing activities throughout this topic.

Outcome 5.6: A student analyses attitudes, behaviours and consequences related to health issues affecting young people.

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

Activity 1

What is mental health? Health is more than just the absence of an illness, it means working towards our best possible state of emotional and physical wellbeing. Mental health is a continuum, ranging from a state of optimal health, to having an illness which might affect our thoughts, feelings or behaviour. Most of us find ourselves somewhere in the middle of the continuum, just as we do for physical wellbeing, but this can change.A mental health problem occurs when someone's thoughts or feelings have changed, to theextent of affecting their day to day activities or relationships. This doesn't mean the person has a mental illness, but seeking support from others may help them through a difficult time.Examples include being upset or worried about a personal problem.A mental illness is a more serious or long-lasting problem, which can be diagnosed by a doctor or mental health professional, and may require medical treatment as well as support. There are many different types, just as there are different forms of physical ill health. What is a mood disorder?In psychiatry the term mood disorder refers to a group of mental disorders that includes depression and bipolar disorder. One in five adolescents (20%) in Australia are affected by mood disorders. Only 29% of these - 31% females & 13% males - seek professional help and many do not seek help for up to 5-15 years.

More on this later.

Activity 2

Definitions - Have a go at defining the following terms before finding the 'actual definitions' using a dictionary or internet sites (eg: http://www.yourdictionary.com)

Key Word Definition

Normal(as in ' feeling/behaving'normal)

My Guess

Normal: the adjective Actual

Normal: medical/psychological

Actual

Stigma My Guess

Actual Activity 3 Understanding Mental Health It is perfectly normal to experience periods of quiet reflection and solitude, to feel angry when provoked, or, to suffer moments of sadness and regret. This is because our mental health is dynamic and will change in relation to your thoughts, feelings or actions. Class Activity: Answer the following questions as a class by indicating with either a 'thumbs up' (good); 'thumbs down' (poor) or the 'shaky supinated hand' (so-so). Have a look around the room to observe how other students in the class have responded.

How did you feel this morning when you woke? How do you feel now? How do you feel before an exam? How do you feel when you argue with parents?

You would have noticed a range of responses from different individuals as this activity was completed. This highlights the dynamic nature of health. We will be completing this activity at times throughout the unit to reinforce this information.

Activity 4In the first table write a list of as many examples of mental illnesses or someone who shows signs of mental unwellness you can think of.

In the second table list examples of behaviours people may show if they are mentally well. (Use your age group to make it easier)

Activity 5 Complete the Mental Health Continuum Cards Activity Lesson Reflection: Use this space to record one or two thoughts you may have after completing this lesson.

Homework: Over the next few days, take note of your moods and emotions -if and how they constantly change in relation to situations, environments, who you are with etc.This reinforces the dynamic nature of mental health. Take note of how you respond to these situations, and what strategies you use to deal with these moods or emotions.

Headstrong - Lesson 2Sunday, 17 October 20106:05 PM


Information in this colour and font is to be read as a literacy activity

This colour and font will require you to answer questions or respond to information

This colour and italics is providing information about the unit or explaining an activity.

You select a colour to use when responding to questions or completing activities throughout this topic



Mental health - understanding mental health


Activity 1 (5 mins)

Revision: What do you remember from the previous lesson? Complete the definitions in the table.

Dynamic nature of healthMental illnessstigma

How’s your mental health? Teacher will instruct the class to give a –thumbs up, down or the shaky 50-50- hand – in response to how you felt this morning when you woke up; how you feel now.

Again, have a look around the class as you do this.

- how you felt this morning when you woke up;

- how you feel now

Also- how would your mental wellbeing be influenced if…. You lost a close friend? Your pet died? Your best friend moved to another town you got a great exam result? Your sporting team won the grand final? A family member had financial concerns? You were worried about a friend being depressed?

Your parents were going through a divorce?Again, have a look around the class as you do this.This is to reinforce the dynamic nature of health as well as to identify the dynamic nature of our moods and emotions. Our mental health and well being fluctuates constantly and is often influenced by situations or experiences we have in our lives.

Activity 2 (2-3 mins)

Homework.

Use the space below to record the findings from your homework.

Activity 3

Your teacher will get you to type the notes into the space below.

Our ‘Path of Normality’

Activity 4 - Think, Pair, Share

In the space below list a range of emotions or moods that people can experience. If you need to get some more ideas, use the internet and Google ‘emotions’. Share with your partner, report back to the class.

Activity 5 - Think, Pair, Share

Next consider a range of character or personality traits.

www.cte.jhu.edu/techacademy/web/2000/.../charactertraits.html has plenty of ideas.

Discuss how these emotions, moods personality traits and the dynamic nature of health have the potential to impact on our mental wellness. (That is, our ability to stay on or be able to return to the 'path of normality' without become mentally unwell, or developing a mental illness) Activity 6 Students are to draw/sketch or represent this visually in workbooks or in OneNote.

Click on View>Drawing Toolbar

my normal path

http://www.cte.jhu.edu/techacademy/web/2000/.../charactertraits.html

Headstrong - Lesson 3Tuesday, 19 October 20102:55 AM








Mental health - help-seeking behaviour - loss and grief; helpful and unhelpful strategies

• challenge negative community perceptions of mental health and identify reasons why these have developed • suggest possible strategies to deal with loss and grief

Introductory informationRemember in the previous lesson you were asked to consider a ‘path of normality’ that we usually travel. You then had to identify the many range of emotions and moods as well as character/personality traits that individuals experience. Activity 1: Can you recall some of these emotions and personality traits from last lesson?Keeping in mind the dynamic nature of mental health – these factors all affect our ability to stay on the path, or, if we leave it, how we return to the ‘path of normality’.Now that we have researched and discussed some issues regarding mental health and mental illness, normal behaviours and emotions we are going to watch the ABC Australian Story of Hannah Modra. NOTE: This is a fairly confronting program that tells the story of a normal girl in a loving family. Watch the documentary as a class and answer the following questions. Read the questions before you start watching the documentary. Activity 2: Clickview – Health- WHS Health- Australian Story- Hannah ModraWatch as a class. The program runs for about 30 mins. Activity 3 - Answer the following questions in your workbook or in Onenote

1. What emotions did you experience watching this story?

2. What was Hannah experiencing that she couldn’t accept? If she had been able to seek help, who were the people in the program that would have been able to help?

3. Did Hannah have a mental illness?

4. What factors took Hannah ‘off the path of normality’ and made it difficult for her to get back on the path?

5. Do you think the stigma attached to mental could have been one of the reasons why Hannah was reluctant to discuss her changing mood?

Discuss with your partner some strategies to cope with loss and grief. What did Hannah's family and friends do to help cope with her loss?

Think, pair, share. Report back to the class.

Headstrong - Lesson 4 and 5








- Understanding mental

health


One of the reasons for the stigma that is attached to mental illness is misinformation and misunderstanding about the nature of mental illnesses. These next few lessons will explore the nature of moods and how a fluctuating mood, if it becomes severe and persistent can be indicative of a mood disorder. Activity 1Your class will view the power point - What it is to be a teenager. From the power point: List the pressures that teenagers face as they more through adolescence and identify how these pressures might affect a young person's mood.

Pressure faced during adolescence

How these pressures may affect a young person's mood

We all need to understand that it can often be difficult to be able to describe how we are feeling. There are some moods that are more difficult to express than others and this is normal. Activity 2 As a class, look at images that represent various moods. You have to:

a. Select one or more of the images (depending on how many are available)b. Describe the mood you feel is represented by the imagec. Why this image is representative of that mood?d. What this mood feels like?

e. Now….. select an image that another student identified as portraying a different mood to the way you perceived it. (For example - one student may have thought an image represented a happy mood but you may have felt it represented excitement or anxiety) Often our moods can be influenced by situations and that is why some images can elicit different feelings for different people. A good example may be, for some people going to a party where you don't know anybody could be exciting and fun because of the potential to make new friends. Whereas, for other people, this situation could cause great anxiety. Activity 3 Think, pair, share. Complete the following questions and share your responses with the class.

1. What influences our mood?

2. What impact can our mood have on our feelings and behaviour?

3. How can our mood influence the way we react to certain situations? (For example,

when sitting an exam, meeting new people at a party, when you are arguing with your parents, trying to meet a deadline?)

4. Do you think your mood sometimes affects the way you make choices? In what way?

5. Are there things we can do to alter our own mood?

Activity 4 You will be introduced to your STUDENT MOOD TRACKER JOURNAL. This will be used to monitor your changing moods during this unit. It is sometimes difficult to write about how you are feeling or situations that you have experienced. In order to help you practice this skill, you have to watch an episode of a popular TV show such as The Simpsons, Home and Away, Neighbours, Glee as a way of observing, understanding, reflecting on other people's feelings and actions.

THIS MAY BE A HOMEWORK ACTIVITY DEPENDING ON THE TIME AVAILABLE IN CLASS

Take a walk in their shoes - Reflecting on the dayTuesday, 24 August 20107:43 PM

Take a walk in their shoes – Reflecting on the day Watch one of the following episodes from a popular TV show: GleeTheatricality: There's a traitor in the clubLaryngitis: Rachel panics when a sore throat affects her singing NeighboursTrouble on PirateNetRelationship sabotage The SimpsonsStealing first baseJudge me tender After watching the selected episode from the TV show, complete the following entries.

http://foc.com/watch/simpsons/87401591001

http://fox.com/watch/simpsons/73019704001

http://neighbours.com.au/6493.htm

http://neighbours.com.au/6492.htm

http://ten.com.au/glee-season-1---episode-18.htm

http://ten.com.au/glee-season-1---episode-20.htm

CHARACTER: 1. Describe a situation or incident that your selected character experienced. 2. Explain how your character felt about the situation or incident. 3. Describe your character’s feelings about other characters involved in the incident or situation. 4. Explain how your character’s mood may have been affected by the incident or situation. 5. Describe how your character’s mood may have affected their feelings and actions in the situation. 6. List ONE positive thing that happened to the character during the episode. 7. List ONE thing that the character would feel grateful for.

8. Record some of the words that were used to describe character’s thoughts, feelings, impressions, moods that might be useful to refer back to when you are completing your Journal entries.

Activity 5

You are now going to complete your first entry in your Student Mood Tracker Journal. It will be a reflection on today's lesson and what you plan to do in the next week to improve your mood and make yourself and others happy. The first section allows you to draw, write or collect images that reflect your mood.

In the second section referring to your day at school, record any challenges you may be going through, things you need to plan or do, anything that is meaningful to you. Your entries need to focus on thoughts, feelings and actions and how these influenced your mood and that of others.

The final section is based on aspects of positive psychology and requires you to identify 3 things you are grateful for or looking forward to.

Day 1: Journal entryTuesday, 24 August 20108:44 PM

DATE: Draw a picture, write words, or stick in images that reflect your general mood today.

REFLECTIONS ON YOUR DAY:(in your reflection include things such as your feelings about situations, reactions to people or situations, events that made you happy, excited, upset, angry, anxious, scared etc.)

3 THINGS: What are three positive things you want to share with others? 1. 2. 3.

Headstrong - Lesson 6








- Understanding mental health


When Does Fluctuating Mood Become A Mood Disorder?

We need to appreciate that experiencing a low mood or a 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. Activity 1 The Class Handshaking Activity - the teacher will direct you through this activity This activity shows how important an issue mental illness is for the community. We may not all have personal experience of a mental illness during our lifetime but it is very likely that we will know and/or come into contact with someone who does. Activity 2 Watch the facts and stats about mood disorder presentation - Power point

Activity 3

Watch the Types of mood disorders and Bipolar Disorder Power point presentations

Understanding mood disordersTuesday, 24 August 20107:57 PM

Understanding mood disordersRecord key points from each of the presentations in the space provided

Tell tale signs of a mood disorder

Personality types

How can you use what you learnt in this lesson to help yourself or someone else?

Activity 4 An important factor in raising awareness about mental ill-health amongst the community and breaking down stigma is to increase understanding and create a sense of empathy for people who are experiencing mental ill-health. You are now going to explore some stories of young people who have experienced a mood disorder.

A day in the life ….Tuesday, 24 August 20108:02 PM

A day in the life …. Watch one of the following digital stories from ReachOut.com

I wish life was easy Hope

What did you learn from exploring the young person’s story? How could you help a friend if they were going through a similar situation? What could you do to make things a little easier for them? How can you use this learning to help yourself and others? HOMEWORK TASK: Check out some of the other stories from young people on the Bite Back and ReachOut.com. What do you find inspiring about these young people?

http://au.reachout.com/find/issues/mental-health-difficulties/mood-disorders?kt=stories

http://www.biteback.org.au/real-stories/

http://au.reachout.com/rotv/digital-stories/watch/hope

http://au.reachout.com/rotv/digital-stories/watch/i-wish-life-was-easy


DATE : Draw a picture, write words, or stick in images that reflect your general mood today.

REFLECTIONS ON YOUR DAY :(in your reflection include things such as your feelings about situations, reactions to people or situations, events that made you happy, excited, upset, angry, anxious, scared etc.) 3 THINGS: What are three positive things you want to share with others? 1. 2. 3. Headstrong - Lesson 7Wednesday, 20 October 2010

5:05 PM


Information in this colour and font is to be read as a literacy activity.

This colour and font will require you to answer questions or respond to information.



Outcome 5.1. Students analyse how they can support their own and others’ sense of selfOutcome 5.8. Students critically analyse health information, products and services that promote health.


Supporting others valuing difference and diversity supporting others to find their own

solutions identifying positive and negative

behaviours that impact on others

• explore attitudes to, and the importance of peer support for, students with particular needs, eg those with a long-term illness

Factors influencing access to information and services

confidentiality Trust in patient/provider relationship Embarrassment in disclosing health

concerns

locate health and support services in the local area that promote and maintain the health and well-being of young people

discuss the reasons why young people do not use health services as much as other groups

propose strategies that encourage young people to access appropriate health services

Activity 1 The Help seeking Journey Current statistics suggest that only 22% of young people suffering from mental ill-health seek professional help and often, significant time will pass before that help is sought. The key factors that promote help-seeking are knowledge of the types of services available in the local community and understanding how to access these services in a timely fashion. Brainstorm some of the concerns young people have about seeking help for health problems. Write some ideas in the space. Do you think the help seeking journey may be even harder if the young person has a mental health problem because of stigma.

Remember - stigma is a problem because it can stop people from accessing help. The sooner someone seeks help the less frequent and intense episodes of mental illness can be. Getting help early so a person's mood disorder can be managed is important. Activity 2 As a class we will watch The Fear of Seeking Help power point Activity 3 Where would your first point of information be if one of your close friends was experiencing fluctuating or depressed moods? Your teacher will give you some websites to explore. Remember it is important that you access information from a trusted and reliable source such as Reach Out, Bite Back and Black Dog Institute. Activity 4 View the slides Navigating the Mental Health Maze Activity 5 Complete the health services directory from the internet and local phone book

Services available 24/7Tuesday, 24 August 20108:12 PM

Services available 24/7

Kids Helpline - 1800 55 1800 (free call from landline)ReachOut.com – www.reachout.comBite Back – www.biteback.org.auBlack Dog Institute – www.blackdoginstitute.org.au

Local health services directory Record names, addresses and phone numbers for key help services in your local area

http://www.blackdoginstitute.org.au/

http://www.biteback.org.au/

http://www.reachout.com/

GP: Headspace centre: School counsellor: Youth centre / service: Psychologist: Other services: Activity 6 Think, pair ,share This activity will explore the importance of peer support for young people who are experiencing mental health difficulties. What are some of the characteristics you like in a friend? What qualities in a friend make it easier to ask them for help? What factors determine who is a member of your peer group?

Activity 7

Caring conversationsTuesday, 24 August 20108:19 PM

Caring conversations

SCENARIO:You are worried about a friend who is becoming more isolated from your group each week. They are starting to skip school and they don’t hang out with you and your friends anymore. You have noticed that their Facebook status updates are becoming increasingly negative and dark. What could you do to support your friend in this situation? Write out a script of a conversation you might have with your friend to let them know you’re concerned and want to support them to get help. How might this conversation change if the friend in this conversation was a male rather than a female or vice versa?

LESSON REFLECTION: The help-seeking journey What are 3 positive things you have learnt in this lesson that you are going to share with someoneelse? How could you best help a friend get over their fear of seeking help?

Headstrong - Lesson 8Wednesday, 20 October 201010:21 AM

Outcome 5.1: a student analyses how they can support their own and other's sense of selfOutcome 5.6: A student analyses attitudes, behaviours and consequences related to health issues affecting young people.






This lesson you will receive your assessment task. Read through as a class and make sure you clearly understand the requirements of the 4 sections. Section D - reinforces that you must provide a bibliography to record where you sourced your information. You will have this lesson to start this assignment. After this lesson, all work must be completed in your own time and submitted by the due date.

Headstrong - Lesson 9 and 10Wednesday, 20 October 201010:32 AM

Outcome 5.1: analyse how you can support your own and other's sense of self


Mental health - identify putdowns - reframing negative thoughts and statements and positive 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.






Analyse how you can support your own and other's sense of self Activity 1Being resilience is like being able to bungee jump through life's ups and downs. Everyone will go through downs in their life. For example, it is likely that everyone will experience a death in the family at some stage, everyone will miss out on getting a job they hoped for, or not going as well as they expected in an exam. But the more resilient you are the quicker you will bounce back from these situations and get on with living life.

Activity 2

As a class, you will view the Headstrong Power point slides 104 - 135

Activity 3

Complete the following by writing beside each image what YOU could do to help bounce back from a low time.

Bouncing back

Write a mantra that you believe in and can repeat to help you reach your dreams and believe in yourself

Write down three goals that you are going to strive to achieve before the end of term

Write down the best joke you have heard

Describe the most inspiring book you have read recently

Write down lyrics from a song that inspire or you or lift your mood

Share with a partner or you may feel you can share some of these with the class. Homework: Try one or more of these strategies in the next week and make a note of how it made you feel and the influence it had on your mood.

NEXT LESSON WILL INVOLVE PRACTICAL ACTIVITIES SO BRING COMFORTABLE CLOTHING

Activity 4

Exercise Your Mood

Exercise is a great way to lift mood and relieve some symptoms of depression. http://www.blackdoginstitute.org.au/docs/ExerciseandDepression.pdf You will be given one of the headings below to read to improve your understanding of the benefits of exercise. • Evidence for the benefits of exercise in managing depression• How does exercise help depression?• Role of exercise in treating depression.• Other benefits of exercise.• Exercise recommendations• Getting started • Where to get help. Activity 5

You are going to participate in a variety of activities to

Exercise your moodTuesday, 24 August 20108:29 PM

Exercise your mood

Exercise is a great way to boost your mood. Let’s see what exercise works best for you.

Activity station Number of steps recorded

Describe your mood after participating in this

activityStation 1

http://www.blackdoginstitute.org.au/docs/ExerciseandDepression.pdf

Station 2

Station 3

Station 4

Station 5

Station 6

Which activity made you feel the ‘best’? Why? What influence did the number of steps have on your mood?

What do you think are the most important things to consider when deciding how to ‘exercise your mood’?

Activity 6

Some relaxation and yoga activities for you to enjoy

As we complete this unit on Mental Health - the Headstrong unit - we need to reinforce that good mental health and well being is not just about the absence of a mental illness. There are things that everyone can do to boost their mental health and well being and to help reduce the risk of experiencing a depressive episode. By building resilience and exercising your mind you are going a long way towards immunising yourself from a mental health difficulty.


DATE : Draw a picture, write words, or stick in images that reflect your general mood today.

REFLECTIONS ON YOUR DAY :(in your reflection include things such as your feelings about situations, reactions to people or situations, events that made you happy, excited, upset, angry, anxious, scared etc.)

3 THINGS: What are three positive things you want to share with others? 1. 2. 3.

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