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Year 8 Term 3 2017 RESILIENCE 1
BYRON BAY HIGH SCHOOL
Personal Development, Health and Physical
Education
Mental Health
Year 8
Term 3 2017
Name: ………………………………….
Teacher: ………………………………
Class: ……………………………………
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Year 8 Term 3 2017 RESILIENCE 2
Syllabus Outcomes
4.2 A student identifies and selects strategies that enhance their ability to cope and feel supported.
Students learn about: Students learn to:
Changes and challenges
- Sources of change and challenge e.g.
school, family, friendships
- Identifying fears and feelings
- Dealing with conflicting demands
- Predicting and preparing for future
challenges
- Experiences that can result in loss and grief
- Responding to loss and grief
Connectedness
- Forms of connectedness
- The importance of connections
- Forms of alienation
- Creating connections
- Attributes of being supportive
Interpersonal communication
- The qualities of effective communication
- Overcoming barriers to communication
- Resolving conflict
- Changing modes of communications for
young people
Seeking help
- Benefits of support
- Identifying people and services that provide
support
- Accessing support
- Strategies for seeking support
- Supporting others to seek help
- Barriers to accessing support
Develop a realistic sense of their ability to
respond to and cope with challenges
Describe the current challenges that may face
young people and predict future challenges
Accept that grief reactions can result from a
range of experiences
Identify strategies for coping with loss and ways
of giving support to others
Identify individuals, groups or places to which
they feel a strong sense of belonging and
explain how these help them to feel supported
and connected
Identify formal and informal school activities
that promote a sense of belonging for students
Explore and develop interpersonal
communication skills as they:
- Identify barriers to communication
- Propose strategies to overcome barriers
- Resolve conflict in a range of contexts
relevant to young people
- Evaluate the popular modes of
communication used by young people
Enhance their ability to seek help by:
- Establishing individual support networks of
adults and peers
- Practicing ways of accessing help, e.g. role
play, use of internet
- Identifying barriers to seeking support, e.g.
lack of confidentiality, trust
- Proposing strategies to overcome barriers
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Year 8 Term 3 2017 RESILIENCE 3
4.6 A student describes the nature of health and analyses how health issues may impact on young
people.
Students learn about: Students learn to:
Mental health
- Defining mental health
- The nature of mental health problems
- Factors that support mental health
- Changing perspectives on mental health
Examine their behaviours and language and
recognise the potential impact of these on their
own and other’s mental health
Propose strategies to address
misunderstandings about mental health
problems and promote positive attitudes
4.8 A student describes how to access and assess health information, products and services.
Students learn about: Students learn to:
Accessing health information, products and
services
- Sources of health information, e.g. family,
peers, school, internet, media GP
- Range of products, services and personnel
available
- Factors influencing access, e.g. culture,
location
- Reasons for preferred services and products
Identifying health information, products and
services designed to address the health needs
of young people, e.g. mental health, youth
health services
Examine strategies to improve access to health
information, products and services
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Year 8 Term 3 2017 RESILIENCE 4
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Year 8 Term 3 2017 RESILIENCE 5
Resilience: Know-Wonder-Learn
At the beginning of this subject, consider the following questions. These are personal questions, based
on your knowledge and thoughts, so you do not need to discuss these with your peers.
1. What does ‘resilience’ mean to you?
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2. How would you rate your own levels of resilience and mental health?
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3. On a scale of one to ten, how comfortable are you, with learning about resilience and mental health?
(One = not comfortable at all, 10 = very comfortable). Circle your place.
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As a class, we want to make sure we all feel comfortable with this topic, and feel able to share our
thoughts and opinions with the class, in a supportive environment. Each term we have created “ground
rules” for our class to utilise, to create a supportive environment when studying each topic. Keep those
ground rules in mind as we learn about being resilient this term.
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Year 8 Term 3 2017 RESILIENCE 6
Mental Health
Mental health refers to a person’s feelings about themselves, their sense of self and level of contentment
with who they are. A person with positive mental health feels positive, capable and competent. They are
able to handle normal levels of stress, maintain satisfying personal relationships and recover from
difficult situations. Your mental health affects your decision-making, problem-solving, relationships and
overall behaviour. Your mental health with be affected by everyday experiences and therefore will slide
along a continuum throughout life.
Where on the continuum does your mental health sit today?
In the space below, list as many words as you can that may be associated with mental illness.
What sorts of feelings may these words evoke in people?
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What is the difference between ‘mental health’ and ‘mental illness’?
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At some stage of their lives, one in five Australians will experience a mental illness, varying from mild or
temporary to severe or prolonged. Read the information sheet “Mental Illness – the Facts” over the
following pages of your book, and answer the questions to follow. Use a highlighter to summarise key
points as you read.
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Year 8 Term 3 2017 RESILIENCE 7
Mental Illness – the Facts
One in five Australians will experience a
mental illness. Mental illness is a general term
that refers to a group of illnesses, in the same
way that heart disease refers to a group of
illnesses affecting the heart.
Episodes of mental illness can come and go
in periods through peoples’ lives. Some
people experience their illness only once and
fully recover. For others, it occurs throughout
their lives. Most mental illnesses can be
effectively treated.
Though we know that many mental illnesses
are caused by a physical dysfunction of the
brain, we do not know exactly what triggers
this. Stress may trigger some mental illness or
may prolong episodes. Stress can also result
when a person develops a mental illness.
People who have a mental illness often suffer
a great deal. They can be disturbed and
frightened by their illness. Not only do they
and their families have to cope with an illness
that can radically alter their lives, they often
experience rejection and discrimination.
People with a mental illness need the same
understanding and support given to people
with a physical illness. A mental illness is no
different – it is not an illness for which anyone
should be blamed. It is rarely possible for
someone with a mental illness to make the
symptoms go away just by strength of will. To
suggest this is not helpful in any way.
Mental illness can be separated into two
main categories: psychotic and non-
psychotic.
Psychotic Illnesses:
A psychosis is a condition caused by any one
of a group of illnesses that are known, or
thought, to affect the brain causing changes
in thinking, emotion and behaviour. People
experiencing an acute stage of a psychotic
illness may lose touch with reality. Their ability
to make sense of thoughts, feelings and
external information is seriously affected and
they may become very frightened. Psychotic
illnesses include schizophrenia and some
types of depression.
During an episode of these disorders, people
perceive their world differently from normal.
During an episode, what they see, hear and
feel is real to them, but people around them
do not share their experiences. People with
psychosis might develop delusions (false
beliefs of persecution, guilt or grandeur) or
they may experience hallucinations where
they see, hear, smell, taste or feel things
which are not there. They may be depressed
or elated out of all proportion to their life
circumstances. To those around them, these
episodes can be threatening and perplexing.
People who are not familiar with this
behaviour may find it difficult to understand
the gear and confusion with which people
with these conditions live. Effective
medication and support from medical health
professional and counsellors mean that most
people who experience a psychotic illness
are able to live productive and rewarding
lives.
Non-psychotic Illnesses:
Everyone has experienced strong feelings of
depression, sadness, tension or fear. Some
people’s feelings can become so disturbing
and overwhelming that they have difficulty
coping with day-to-day activities such as
going to work, enjoying leisure time, and
maintaining relationships. These states
describe a group of mental illnesses that are
called non-psychotic illnesses. They are a
common experience for many people and
include phobias, anxiety, some forms of
depression, eating disorders, physical
symptoms involving tiredness or pain and
obsessive-compulsive disorder. Though the
symptoms of these disorders are often not
evident to others, they cause considerable
personal distress. Most non-psychotic illnesses
can be effectively treated, usually with a
combination of medication and therapy,
which help the person understand their illness,
manage their symptoms and lead satisfying
lives.
Source: Mindmatters Kit, Understanding Mental Illnesses, Commonwealth of Australia, pg.20-21
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Year 8 Term 3 2017 RESILIENCE 8
Mental Illness – the Facts Questions
1. Identify the two major types of mental illness.
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2. How common is mental illness?
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3. Outline what is known about the causes of mental illness.
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4. List some of the symptoms of mental illness.
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5. Outline some of the personal costs associated with mental illness,
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Year 8 Term 3 2017 RESILIENCE 9
6. Discuss why you think there has been more focus on mental health recently.
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Types of Mental Illness
In the space below are a series of different types of mental illnesses. For each, highlight in two different
colours which are categorised as psychotic mental illnesses and which are non-psychotic. Write a brief
sentence for each describing what each illness involves.
Use the following link to help you https://au.reachout.com/mental-health-issues
Depression
Anorexia Nervosa Anxiety
Schizophrenia
Obsessive Compulsive Disorder Bipolar Mood Disorder
Personality Disorders
Bulimia Nervosa Post Traumatic Stress Disorder
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Year 8 Term 3 2017 RESILIENCE 10
ICT Activity: Visit the webpage https://getkahoot.com/ and sign up to an account (free!). In pairs, select
one of the mental health disorders above and conduct research about the illness, signs and symptoms
and treatment to create a 10-15 question Kahoot! Quiz for your classmates to complete at a later date.
Use the space below to jot down ideas and notes.
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Year 8 Term 3 2017 RESILIENCE 11
Changing Perspectives of Mental Health
Why do you believe there is stigma associated with mental illness?
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How can we change attitudes towards mental illness?
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In small groups, plan a Mental Health Awareness campaign you could run at school, to increase
understanding of mental illnesses amongst your peers.
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Year 8 Term 3 2017 RESILIENCE 12
WHAT IS STRESS?????
Imagine that you are about to explain to an alien what human beings mean by
...........S T R E S S.
Talk to the person next to you to develop a definition
‘Stress is when…’
Write down your ideas in point form
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Compare some of the different definitions in the class. What do you notice about what stress means to
different people?
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Does the word ‘challenge’ mean the same thing as stress to you? Why/why not?
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My definition of stress is....
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My definition of challenge is…
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Year 8 Term 3 2017 RESILIENCE 13
What can be some of the effects or physical sensations of stress on the body?
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Year 8 Term 3 2017 RESILIENCE 14
Divide students into groups of about four. Brainstorm around the question:
What are some of the stresses and challenges people around your age can face?
Discuss how these stressors might be affected by time or change over time. For example, school stress
might be stronger when assignments are due or there are exams or tests coming up.
Using different coloured pens highlight each of the stressors into the following categories
Life event (e.g. moving house)…
Home…
Future…
School…
Friends…
Sport…
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Year 8 Term 3 2017 RESILIENCE 15
How do I cope with stress?
Some coping strategies are helpful but some are harmful. Some people like to
do active things, like play soccer. Some people do quiet things like read or draw.
Some people like to do social things like talk with others.
Each of us has a range of different ways to cope, and often we use a different
coping strategy according to what the situation is. An important thing to aim for
is to have a lot of different coping strategies so you are not depending on one
or two that are not suited to a particular situation. It is also important to know when to get support or
help for yourself or someone else.
List five different coping strategies that you would use during an average week.
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Using the following link http://au.reachout.com/building-better-coping-skills
research other coping strategies that you can use to help calm yourself when feeling stressed.
What coping strategies did you find on this website that might work for you that you hadn’t previously
used?
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Year 8 Term 3 2017 RESILIENCE 16
Music and Mental Health
It has been generally accepted that both listening to and creating music can have a variety of positive effects on
mood and mental health. Incorporating music into your everyday life is a simple way to boost your spirits and
take time out from all the hustle and bustle.
Follow the link http://au.reachout.com/music-and-mental-health
How does the Reach Out site suggest music helps your day to day life ?
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You are to create your own playlist that you can use for either relaxation, motivation, de- stressing or choose
your own need.
List 6 songs and why you selected them
Stress
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Year 8 Term 3 2017 RESILIENCE 17
Resilience
In the space below, define resilience.
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We all experience difficult times in our lives. How we manage those challenges determine our future and
affects the type of person we become. Some people are able to manage the challenges in life,
remaining positive no matter what. These people are resilient. Brainstorm with your class characteristics
which make a person resilient.
Can you think of some ways a person can increase their levels of resilience?
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Year 8 Term 3 2017 RESILIENCE 18
Challenging Negative Thoughts
https://au.reachout.com/articles/how-to-challenge-negative-thoughts
What are the 4 main types of challenging questions you should ask yourself when your inner talk is
negative?
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Watch the 3 minute video
What are the suggestions to help manage that self talk and subsequent stress ?
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Year 8 Term 3 2017 RESILIENCE 19
Connectedness
Being alone or rejected is a terrible experience to many people. We all need to belong. We may feel we
belong to a place or country. We may feel we belong to one or more groups of people. Connectedness
is a strong sense of belonging that enables us to feel at home in a place, or with a particular person. It
can:
Provide a sense of purpose
Make us feel positive and optimistic
Help us feel more confident to deal with challenges
People who have few, if any, connections to places, friends or groups are often very lonely. They may
need help to find supportive environments and people with whom they can connect.
In the mind map identify some different places where you feel you belong. In each case explain why we
feel supported or connected to this place.
Think about the people you feel most comfortable with, who care about you and who help you when
you need it. These are the people to whom you are connected. For young people who are struggling to
cope with the changes and challenges of adolescence, being connected to family is very important.
Young people who feel connected are often more resilient, which means they cope with difficult times
better. A strong connection with family is one of the protective factors present in the lives of resilient
young people. Families come in all shapes and sizes. In the space over the page, create a family tree of
yourself, and your extended family.
Places
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Year 8 Term 3 2017 RESILIENCE 20
There are many things you can do to strengthen your connections with your family. Some examples
include:
Spending time with your parents. Talk to them about your day.
Inviting your family to get involved in school activities, like helping with your homework or
coming along to sporting competitions or school plays.
Offering your help when it is needed, such as helping out around the house.
Taking up a hobby you can share with your family, like photography or bushwalking.
Identify one person in your family to whom you feel a strong connection. What makes you feel
connected to this person?
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Year 8 Term 3 2017 RESILIENCE 21
Connections with Peers
Good friends are great to have. They support you when you are feeling down or need help. School is a
place where strong connections to other people can be made. Adolescents spend a lot of time at school
and may see their teachers more than their parents. Being accepted by peers is important for most
young people; however, some young people do not feel connected to their peers. They may be bullied
or made to feel different, and not included in peer activities. You can help your peers feel connected by
treating them with respect and by offering your support.
Your teacher is going to take you through a practical activity about making connections. On conclusion,
answer the questions below:
Did you find sharing the information with your peers easy or hard? Explain why.
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What can you do to try and connect with more of your peers?
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What can you do as a member of this class to help others to feel connected?
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Year 8 Term 3 2017 RESILIENCE 22
Getting Support
With your class, think of as many benefits for support as you can.
There are many sources of support a young person can utilise. Some examples are given below:
Parents
Brothers and sisters
Peer support leader
Deputy principal
School counsellor
Classmates
School chaplain
Police
Drug counsellor
Maths tutor
Relatives
Friends
Principal
Year advisor
Classroom teacher
Sports coach
Minister
Doctor
Music tutor
Using the numbers 1-20, rank the above list in order, from the most (1) to the least useful (20) for you.
Is there anyone left off this list? Who are they? Where would you place them?
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What strategies would you use to decide who to see first?
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Year 8 Term 3 2017 RESILIENCE 23
Supporting Friends When we are feeling a bit down, simply having a friend show that they care or ask, ‘Are you OK?’ can be
comforting. Students can also be helpful by helping friends to access the right support. Sometimes this
support is shown in small ways that are not as explicit as those explored in the previous help-seeking
activity. These forms of friendship support are part of everyday life. But this does not mean that they are
not important. The next activity provides a chance to practise ways to offer support in a small number of
words.
Working in pairs write a supportive reply text to each of the messages. Your text could include:
• Words of support
• A coping strategy
• Advice about where their friend could seek help or advice.
An example might be: ‘Had a fight with Tom, feeling bad.’
Reply: ‘Don’t let it get you down. You will make up when things calm down. Take some deep breaths.
We can talk tomorrow.’
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Got dropped
from the
team.....
Failed my
maths test.
Dads going to
be so mad
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Year 8 Term 3 2017 RESILIENCE 24
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I didn’t get
an invite to
the party
Mum and
dad are
fighting
again. Don’t
come over
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Year 8 Term 3 2017 RESILIENCE 25
Topic Review
What have you learnt in this topic?
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What did you enjoy about this topic?
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What did you not enjoy about this topic?
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Year 8 Term 3 2017 RESILIENCE 26
After studying this content, how comfortable do you feel about learning/talking about resilience and
mental health? (One = not comfortable at all, 10 = very comfortable). Circle your place.
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If you have any more concerns or uncertainties, based on your lessons, or how this content impacts your
real life, please be sure to see your teacher or someone you trust as soon as possible.
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Year 8 Term 3 2017 RESILIENCE 27
Resources:
Textbooks:
D. Buchanan et. al. (2008). Jump into PDHPE 1: Third Edition.
S. Cox et. al. (2004). PDHPE Zone Stage 4 Self and Relationships.
S. Duffy et. al. (2010). Check Point PDHPE 1.
A. Lees & R. Lees (2006). Personal Development, Health and Physical Education Book One: Third Edition.
Mind Matters (2009). Mind Matters Level One Introductory Workshop Participant Workbook.
K. Proctor & R. Ruskin (2011). Active Outcomes 1: Second Edition.
K. Proctor & R. Ruskin (2005). Active Outcomes 1 PDHPE Stage 4: Worksheets
Titan Education (2010). Teacher Resource Stage 4: Second Edition.
Websites:
https://getkahoot.com/
http://kidshealth.org/teen/your_mind/emotions/stress.html?tracking=T_RelatedArticle#
DVD:
The Blind Side (2010)
Images from google.com
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