1 Level 5: Mental Health
Level 5: Mental Health Unit Plan
Purpose: To engage students in taking action to improve an aspect of developing a safe and supportive learning community.
Curriculum Level(s) 5
Curriculum Areas
Incorporated
Achievement Objectives
Relevant to the activity, including possible links
Specific Learning Outcomes.
Students will be able to:
Health and
Physical
Education
Health Personal health and physical development
Personal identity
• Investigate and describe the ways in which
individuals define their own identity and sense
of self-worth and how this influences the ways
in which they describe other people.
• describe differences between
themselves and their peers and identify
how they can feel valued, connected and
secure when acknowledging own identity
and the identity of others.
Relationships with other people
Relationships
• Identify issues associated with relationships
and describe options to achieve positive
outcomes
Interpersonal skills
• Demonstrate a range of interpersonal skills and
processes that help them to make safe choices
for themselves and other people in a variety of
settings.
• describe why individuals bully and the
impact this can have on the victim
• identify a range of strategies that can
be used to empower students to take
responsibility for ensuring a safe and
supportive learning environment for all
• carry out a needs analysis on one
particular aspect of wellbeing using a
focus group from the school community
• take collective action to enhance the
wellbeing of students – physically and/or
emotionally.Healthy communities and environment
People and the environment
• Investigate and evaluate aspects of the school
environment that affect people’s well-being
and take action to enhance these aspects.
English Listening, reading, and viewing
Processes and strategies
• Integrate sources of information, processes,
and strategies purposefully, confidently
and precisely to identify, form, and express
increasingly sophisticated ideas.
• make connections by interpreting ideas
within and between texts from a range of
contexts.
Speaking, writing, and presenting
Processes and strategies
• Integrate sources of information, processes,
and strategies purposefully, confidently
and precisely to identify, form, and express
increasingly sophisticated ideas.
• develop and communicate
comprehensive ideas, information and
understandings
• use a wide range of oral, written and
visual language features with control to
create meaning and effect and to sustain
interest
• organise and develop ideas and
information for a particular purpose or
effect, using the characteristics and
conventions of a range of text forms.
2 Level 5: Mental Health
Purpose: To engage students in taking action to improve an aspect of developing a safe and supportive learning community.
Mathematics
and Statistics
Statistics Statistics
Statistical investigation
Plan and conduct investigations using the
statistical enquiry cycle:
• determining appropriate variables and
measures
• considering sources of variation
• gathering and cleaning data
• using multiple displays and re-categorising
data to find patterns, variations, relationships,
and trends in multivariate data sets
• comparing sample distributions visually, using
measures of centre, spread and proportion
• presenting a report of findings.
• identify questions that need to be posed
to complete a needs analysis, using an
identified target group representative of
the school community
• gather, sort and display data using
graphs to support the answering of the
questions
• make summary statements to
communicate findings.
3 Level 5: Mental Health
Links to Curriculum
To be encouraged, modelled and explored (NZC p9–11). What aspects of the values does this activity explore, encourage
or model?
Vision
What we want for our
young people.
Principles
Beliefs about what is
important.
Values
Expressed in thought
and actions.
Key competencies
Which of the key
competencies (NZC
p12–13) are used in
the activity? Specific
examples rather than
just thinking, what type
of thinking?
Pedagogical
approaches
Based on the HPS
Inquiry Model. All units
follow this process.
Aspects of effective
pedagogy (NZ p34–
36) are highlighted in
the activity.
• Confident
• Connected
• Actively involved
• Lifelong learners
• High expectations
• Treaty of Waitangi
• Cultural diversity
• Inclusion
• Learning to learn
• Community
engagement
• Coherence
• Future focus
• Excellence
• Innovation, inquiry
and curiosity
• Diversity
• Equity
• Community and
participation
• Ecological
sustainability
• Integrity
• Thinking
e.g. planning and,
reflecting
• Using language,
symbols and texts
e.g. collecting,
interpreting and
presenting data
• Managing self
e.g. preparing a
survey on time,
making good use of
resources
• Relating to others
e.g. carrying out
interviews
• Participating and
contributing
e.g. contributing
constructively to
pair and group
work, making a
presentation
• Creating a
supportive learning
environment
• Encouraging
reflective thought
and action
• Enhancing the
relevance of new
learning
• Facilitating shared
learning
• Making connections
to prior learning
• Providing sufficient
opportunities to
learn
• E-learning
• Engaging Māori/
Pasifika students
and their
communities
http://www.
educationalleaders.
govt.nz/Leading-
change/Maori-
education-success/
Podcast-Professor-
Russell-Bishop
Assessments
Planned Assessments
Assessments should include both formative and summative, and any suggestions made in this unit need to be cognisant of
student needs and abilities. Within the inquiry model, assessment should be on-going, reflecting understanding at key points
along the way.
Inquiry Learning – Developing Rubrics http://www.galileo.org/research/publications/rubric.pdf
Spotlight on: Inquiry-based learning, e-learning
4 Level 5: Mental Health
Links
TKI
Digistore http://digistore.tki.org.nz/ec/search?topic=Statistical+data
English exemplars http://www.tki.org.nz/r/assessment/exemplars/eng/index_e.php
Student Wellbeing Case Studies http://healthylifestyles.tki.org.nz/student-well-being-case-studies
Statistical investigations http://www.nzmaths.co.nz/statistical-investigations-units-work
Positive Behaviour for Learning http://pb4l.tki.org.nz/Bullying-prevention-and-response
Ministry of Education
Ministry of Education resource catalogue http://www.thechair.minedu.govt.nz/
Step Up, Be Safe, Be Proud – secondary booklet (Code: 116109)
New Zealand Police
Building Resiliency – A programme designed for year 9–13 students
Topics covered include recognising and avoiding abuse, sexual harassment, getting help, safety in cyberspace, abuse and
the law, violence and the media, domestic violence and building positive relationships. http://www.police.govt.nz/about-us/
publication/resources-scs-keeping-ourselves-safe-programmes
Kia Kaha http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/
kia-kaha
Other resources
Youth2007 Report http://www.youth2000.ac.nz/publications/reports-1142.htm
Office of the Children’s Commissioner – School Safety: An Inquiry into the safety of students at school http://www.occ.org.nz/
assets/Uploads/Reports/Education/School-safety.pdf
Human Rights Commission http://www.hrc.co.nz
The Peace Foundation http://www.peace.net.nz/index.php?pageID=1
Mind Matters resources
http://www.mindmatters.edu.au
Enhancing Resilience http://www.mindmatters.edu.au/docs/default-source/resources-archive/enhancing-resilience-i
A Whole School Approach to Dealing with Bullying and Harassment http://www.mindmatters.edu.au/docs/default-source/
resources-archive/dealing-with-bullying-and-harrassment
5 Level 5: Mental Health
Unit Plan: Lesson Sequence
Resources Structure Assessment
Lesson 1–2
1. Reflection
• Needs analysis
• What things help us do well at school/work?
• What can we do better?
• Students survey
• Self
• Peers (4)
• Family (4)
• Identify most popular things
• Class, collect, analyse, prioritise
• Quotes
• A4 paper
• Butcher Paper
• Resource 1 – Resiliency Quotes
• Resource 2 – Resiliency Activity
• Resource 3 – Reflection Journal
Prepare – It is essential for a class to have developed a safe,
supportive learning environment prior to commencing any unit in
health education. This should involve the students in developing
safety guidelines ensuring all feel comfortable.
• Laminate quotes from Resource 1 – Resiliency Quotes
• Unlined A4 paper for each student
• Long piece of butcher paper for graffiti wall
Connect – In pairs, allow students to choose a quote and share
any thoughts relating to what the quote means for them. Allow
opportunity for feedback (optional).
Activate – Run Resource 2 – Resiliency Activity. Ensure that the
students complete this activity in the correct order.
Demonstrate – Have students record an entry in Resource 3 –
Reflection Journal of a time when they may have used one of the
factors from the resiliency activity.
Consolidate – Summarise this lesson reinforcing the importance
of feeling valued, connected and secure to building resiliency
so that we may enhance our wellbeing. Create a graffiti wall with
these 3 words recorded on it, and encourage students to add
to the graffiti wall throughout the unit. Ensure that the graffiti
wall is used only to reflect thoughts and feelings relating to the
resilience factors valued, connected and secure – that is, it is a
recording of our combined strengths.
Set the students the homework task of reflecting on:
• How can we build on or improve an aspect of our school
environment to ensure everyone feels valued, connected and
secure?
Formative
6 Level 5: Mental Health
Resources Structure Assessment
Lesson 3
2. Knowledge Attack
• Most popular items from needs survey
• The class or students choose one area for study
A Whole School Approach to Dealing
with Bullying and Harassment http://
www.mindmatters.edu.au/docs/
default-source/resources-archive/
dealing-with-bullying-and-harrassment
Kia Kaha http://www.police.govt.nz/
advice/personal-and-community-
advice/school-portal/resources/
successful-relationships/kia-kaha
Prepare –
Safety checkpoint:
• Ensure that the students are aware that this topic covers
bullying and harassment and identify the structures in place
should a student need to remove themselves from an activity
or the class.
• Ensure that, when students identify an instance of bullying, it
is a past instance, for example, one that occurred more than a
year ago, and individual names are not used.
• Large body shapes (prepare these in advance as in some
cultures it is offensive to trace around the body).
• Collection of media articles/stories that reflect examples of
bullying.
Connect – Recap on the visual pictures created on resiliency
and with a partner see if you can recall the factors required to
be a resilient person. Brainstorm ideas from the homework task
question:
• How can we build on or improve an aspect of our school
environment to ensure everyone feels valued, connected and
secure?
This question is designed for students to consider their school
environment and in particular aspects of inclusiveness. Share
with the students the connection between the absence of the
three resiliency factors leading to an environment that does not
allow students to achieve academically and emotionally. This
may or may not include bullying and/or harassment.
Activate & Demonstrate – Consider students’ knowledge,
understanding and needs and decide which activities
from A Whole School Approach to Dealing with Bullying
and Harassment would be most beneficial for the students.
Alternatively, you may wish to consider completing an activity
from the NZ Police Resource – Kia Kaha.
Suggested progression would be to complete Activity 3:
Bullybodies from A Whole School Approach to Dealing with
Bullying and Harassment. This activity allows the students to
define and give examples of different types of bullying and
harassment.
Consolidate – Encourage students to bring along a media
article/story that claims to be about bullying/harassment.
Formative
7 Level 5: Mental Health
Resources Structure Assessment
Lesson 4
• Collection of media articles/stories
that reflect examples of bullying/
• harassment http://www.stuff.co.nz/
searchresults?Search+Site=Search+
Site&cof=FORID%3A9&cx=0067307
14154542492986%3Aoh6vl0ybuqy
&ie=UTF-8&q=Bullying#843
• A Whole School Approach
to Dealing with Bullying and
Harassment http://www.
mindmatters.edu.au/docs/default-
source/resources-archive/dealing-
with-bullying-and-harrassment
• Resource 3 – Reflection Journal
Prepare – Collection of media articles/stories that reflect
examples of bullying/harassment.
Connect – In pairs, read a media article. On post its, record what
you think is a definition of bullying and harassment. Place these
on the big charts by one pair sharing theirs with the large group
and inviting another pair to do the same if they have a definition
that is similar.
Activate & Demonstrate – Complete Activity 4: Identifying
reasons for bullying from A Whole School Approach to Dealing
with Bullying and Harassment.
Consolidate – Using Resource 3 – Reflection Journal, record
responses to some or all of the tasks/questions from pg 26
of A Whole School Approach to Dealing with Bullying and
Harassment.
Formative and
summative
Lesson 5
Problem/Essential Question
• What can we do better at school to ensure we stay safe?
• How will we go about answering the question?
• Do we understand the question/ problem?
• Brainstorm possible solutions to the question
Resource 4 – Violence Fact Sheet
School Safety: An Inquiry into the
safety of students at school http://
www.occ.org.nz/assets/Uploads/
Reports/Education/School-safety.pdf
Resource 5 – Unpacking Data
Prepare – Copies of:
• Resource 4 – Violence Fact Sheet
• School Safety: An Inquiry into the safety of students at school
pages 50–52
• Any school data that might exist relating to bullying
Connect – Brainstorm with the students the importance of using
relevant and well researched data to keep an open mind to
preconceived ideas we may have about a perceived issue.
Activate – Unpack with the students, by modelling, what is
required of a summary statement, a question enquiring further
into the information given and questions that allow us to
consider how our school could connect with the findings of the
data (refer to Resource 5 – Unpacking Data).
Demonstrate – In groups of 3-4 and using one of the examples
of data provided as well as a copy of Resource 5 – Unpacking
Data, read the information provided. Discuss within your group
and record any ideas under the appropriate headings on
Resource 5 – Unpacking Data.
Consolidate – Allow each group to report back one key point
from each of the headings. Reinforce with the class that these
wonderings will be used in the next lesson when we identify
a possible key question our inquiry will be based on – the
essential question.
Formative
8 Level 5: Mental Health
Resources Structure Assessment
Lesson 6
• Resource 6 – Developing
Questions
Prepare –
Jigsaw – divide Resource 6 – Developing Questions into
sections, separating the headings from the text – enough for the
students to work in groups
Master sheet of Resource 6 – Developing Questions
Connect – In groups of approximately 3, students put the jigsaw
together, matching the headings with the statements. When
completed, they check this off with a master sheet. Using
highlighters, allow the students to underline any key vocabulary
on the master sheet.
Activate – Allow opportunity for groups to feed back and ensure
students can identify an essential question, a subsidiary question
and a hypothesis.
Demonstrate – Using the bus stop strategy and after recapping
on previous lessons, allow the students to record on large
pieces of paper, in one colour ink:
• suggestions for our essential question
• possible subsidiary questions
• hypotheses.
Allow the group that is at each stop at the end of the activity to
report back.
Consolidate – Negotiate an essential question that overarches
suggested subsidiary questions. Brainstorm on post-its possible
solutions to the essential question – hypotheses. Keep these for
future reference. Clarify with the students that their subsidiary
questions will be developed within each group.
Formative
9 Level 5: Mental Health
Resources Structure Assessment
Lesson 7
4. Plan
• How will we design our study?
• What should we measure/research and how should this be done?
• Recording results?
Resource 7 – Group Inquiry Planner
Resource 8 – Question Cube
Template
Prepare – Resource 7 – Group Inquiry Planner
Connect – Ensure, at this planning stage, students understand
the need to gather data from those who will be impacted by any
health action. This could include students, family and whānau.
This should influence the development of subsidiary questions.
Activate – Go through Resource 7 – Group Inquiry Planner with
the students identifying expectations of what is required at the
planning stage. Organise students into groups of around three
or four in size using a grouping game (see Games Collection in
Enhancing Resilience 1).
Demonstrate – In groups, students consider possible subsidiary
questions ensuring that they link to the essential question.
Record these on Resource 7 – Group Inquiry Planner. You may
wish to use a question cube to encourage students to develop
deep thinking questions (refer to Resource 8 – Question Cube
Template).
Consolidate – Groups report back on initial thinking with
opportunity for constructive comment on subsidiary questions.
10 Level 5: Mental Health
Resources Structure Assessment
Lessons 8–9
• Resource 7 – Group Inquiry Planner
• Resource 9 – Needs Analysis
Resource List
Prepare – Examples of student/parent/whānau needs analysis.
A variety of examples dependent on the needs of the school
community is recommended. Refer to Resource 9 – Needs
Analysis Resource List for some examples.
Connect – Reflect back on lesson 7 ensuring that all students
are clear on the essential question and that their subsidiary
questions link to this.
Activate – Brainstorm with the students what particular groups
within our school community we may wish to complete a needs
analysis with and the most effective ways in which we could
gather information from the identified group. It is important
to identify the many ways students can go about gathering
information: photo stories, video clips, focus groups, surveys,
videoing etc. You may wish to model the process of writing a
set of interview questions (approximately 5) using one of the
examples from Resource 9 – Needs Analysis Resource List and
unpack with the students how the questions might need to be
altered to meet the needs of the school community.
Demonstrate – Working in their inquiry groups, students
identify a focus group in the school community who they wish
to work with. Work through Resource 7 – Group Inquiry Planner
recording the strategies the group will use to carry out their
inquiry. Record specific detail of how you will do your needs
analysis.
Consolidate – Teacher has individual time with each group to
complete Checkpoint 1 in Resource 7 – Group inquiry Planner,
ensuring the students have clearly identified the process in
which they will go through to inquire into an aspect of improving/
developing a safe, supportive school environment. Make sure all
planning sheets are passed in.
11 Level 5: Mental Health
Resources Structure Assessment
Lesson 10
• Data-gathering folders
• Resource 7 – Group Inquiry Planner
• Resource 9 – Needs Analysis
Resource List
Prepare – Checkpoint: The teacher needs to reflect on each
Group Inquiry Planner and identify curriculum connections to
focus on as the students move into data gathering.
Folders for data gathering for each group, which will be added
to, but at this stage could include:
• Group Inquiry Planner (Resource 7)
• Identified tools from Resource 9 – Needs Analysis Resource
List
Connect – Brainstorm with the students the key competencies
that the students will be using/developing to carry out their
investigation. Expectations of group work and individual
responsibility can be established at this stage. Use the Group
Inquiry Planner to unpack these expectations. Alternatively,
these can be designed by the students.
Activate – Check against your Group Inquiry Planner that you
have the equipment/tools required to complete your needs
analysis.
Demonstrate – Each group pair up with another group and
share your plan for carrying out your needs analysis. Allow
opportunity for constructive comment encouraging students to
clarify any areas of uncertainty.
Consolidate – Make sure the necessary paperwork is added to
the data-gathering folders including the Group Inquiry Planner
and handed to the teacher for checking.
Formative
Lessons 11–12
5. Gathering Data
• Collection (how?)
• Management
• Cleaning
• To find out
• What do we currently do?
• What does research says we should be doing as individuals, class, school, family and community?
Data-gathering folders for each group
Optional – digital cameras
Resource 10 – PMI
Prepare – Data-gathering folders for each group.
Check that any identified focus group participants have been
asked and have accepted invitations in advance.
Digital camera (optional) to record snapshots of process.
Connect – Identify the elements of speaking, listening and writing
that will be required to carry out the interviews. Depending on the
needs of the students, you may wish to use some of the English
exemplars (specifically oral language) to model what this means.
Activate – Each group check off against their Group Inquiry
Planner that they have all the equipment they need.
Demonstrate – Carry out needs analysis action with identified
group. The students may require more than one lesson to
complete this.
Consolidate – Regroup back in class. Collect in folders. Each
group reflect using a PMI (Resource 10) – these could be added to
the Reflection Journals.
Formative
12 Level 5: Mental Health
Resources Structure Assessment
Lessons 13–14
6. Analysis
• Sort data
• Construct tables and graphs
• Look for patterns
• Identify gap between what we do and what research says we should be doing
• Re look at our first hypotheses
• Data-gathering folders
• Butcher paper
• Computers
• http://digistore.tki.org.nz/ec/
search?topic=Statistical+data
Prepare –
• Data-gathering folders
• Butcher paper
• Computers
Connect – Using one of the Level 5 Maths digistories available
from http://digistore.tki.org.nz/ec/search?topic=Statistical+data
(possibly ‘World Religions’), model how to sort data and construct
the necessary tables and graphs to represent the information
gathered.
Follow up by writing on the whiteboard: We will need to ...
Activate – In groups, students identify the tasks and allocate.
This may also be done by the teacher using cooperative learning
model.
Demonstrate – Students carry out the following tasks:
• Sort data
• Record any anecdotal comments (if gathered)
• Record findings using chosen graph
• Make four initial statements from the process.
Consolidate – Each group shares how the process went for
them.
Formative and
summative
13 Level 5: Mental Health
Resources Structure Assessment
Lesson 15
7. Conclusion/Report
• Interpretation
• Conclusion
• New ideas
• Communication of recommended actions
Data-gathering folders including initial
statements recorded in lesson 14
Prepare – Data-gathering folders including initial statements
recorded in lesson 14.
Connect – Teacher to share with the students that when
inquiring about an aspect of health, namely safe learning
communities for all, it is not only important for us to think
critically but also to take responsibility by taking action to
improve our environment.
Activate – Each group pair up with another group and share
their initial findings. Provide opportunity for students to ask
questions of the group.
Demonstrate – Back in initial groups, students discuss how
they can best share their findings. This will vary depending on
the collective skills of the group, and differentiation should be
encouraged. Examples could include photo stories, slide shows,
and oral presentation with supporting materials.
Collectively identify what we need to include in our report, e.g.
• data analysed – graphs
• photos taken during the process
• our statements about our data
• identify possible action (one area only)
• time limit for sharing e.g. 5–10 minutes.
Consolidate – Groups share their reports – allow opportunity
for feedback from peers. This should involve peers offering
one positive about other groups’ presentations followed by a
reflective question (you may get the students to record this as a
peer assessment).
Formative
14 Level 5: Mental Health
Resources Structure Assessment
Lessons 16–19
8. Actions Taken
Develop action plan
Carry out plan/project
Report findings in public forum e.g.
• School newsletter
• Report/presentation to Board of Trustees
• Letter to editor of newspaper
• Letter to principal and staff presentation
• Letter to local council
• Presentation to parents
• Resource 11 - Health Action
Planning Sheet
• Resource 12 – Health Action
Planning Sheet Example
Prepare –
• Resource 11 – Health Action Planning Sheets A3 size, copies
for each group.
• Copies of each group’s suggested action – refer to lesson 15
Connect – Discuss with the students how they could share their
health action digitally with students in other schools, e.g. case
study on website, wiki, podcast etc.
Activate – Brainstorm ideas for possible action making sure
that questions are posed to ensure that the students’ action
is manageable. Go through the Health Action Planning Sheet
engaging the students in how to use it – model an example
(Resource 12). At this stage a basic assessment rubric could be
developed by the teacher and the students.
Demonstrate – The necessary time will need to be given for the
students to develop the plan, carry out the action and reflect on
the process as well as the end result. On-going monitoring by
the teacher is required at each step.
Consolidation – To ensure on-going progress towards the
students’ health action goals, after each lesson, the students
need to have opportunity to share:
• what is going well
• one thing we could be doing better.
The focus is on the students taking action, and it is important
that the teacher is seen as a facilitator of supporting the students
to take action (health promotion).
Formative and
summative
15 Level 5: Mental Health
Resources Structure Assessment
Lesson 20
9. Evaluation of Progress of Actions
• Did the actions achieve the desired outcome?
• Have our actions helped us to do better work at school/ work?
Prepare –
• Any equipment/materials identified in action plans
Connect – Brainstorm with the students all the people who
have been involved in achieving their health action goal, such
as:
• those who may benefit from this action
• other interested people e.g. parent community/whānau
• neighbouring early childhood centres.
This is the audience to whom they need to share their
achievements.
Activate – With the class, model, identifying each step, how
to create a presentation for their audience. This will vary
depending on strengths/abilities of students within each group.
Differentiation should be encouraged.
Demonstrate – Students brainstorm possible format for
presentation. Negotiate, with the advice of the teacher. Using
evidence accumulated from carrying out the action plan, prepare
presentation. Students may choose to share their digital story as
a presentation of their health action.
Consolidate – Students share their presentations to an invited
audience in a celebration of our health action. Allow opportunity
for feedback.
Formative
Lesson 21
• Resource 3 – Reflection Journal
• Resource 13 – Group Inquiry
Reflection Sheet
Prepare –
• Presentations are displayed
• Resource 13 – Group Inquiry Reflection Sheet
Connect – Allow the students the opportunity to share how their
presentations went.
Activate – Provide opportunity for the students to self-assess
their work identifying their learning and possible next steps (this
may include the use of a rubric).
Demonstrate – Teacher provides feedback to individuals and
groups including reflection on next steps.
Consolidate – In Resource 3 – Reflection Journal, consider how
improved wellbeing can be sustained and what other action
could be taken as a result of our health action.
Formative
16 Level 5: Mental Health
Resiliency QuotesResource 1
“Never say you can’t because you’ll never know until you try.”
(Anon)
“Never let the fear of striking out keep you from playing the game.”
(Anon)
“You can’t learn if you don’t make a mistake.”
(Unknown)
“There are no shortcuts to life’s greatest achievements.”
(Unknown)
“When the going gets tough try harder and you will succeed.”
(Brooke Blaney)
“Resilience can be defined as the capacity to spring back, rebound, successfully adapt in face of
adversity and develop social and academic competence despite exposure to severe stress... or simply
the stress of today’s world.”
(Rirkin and Hoopman, 1991, cited in Henderson and Millstein, 1996)
“Next to families, schools are the most likely places for students to experience conditions that foster
resiliency.”
(Henderson and Milstein, 1996)
“Fostering resilience is a process of connectedness, of linking people to interests and ultimately
to life itself.”
(Bernard, 1999)
“It’s not that you won or lost ... but how you played the game.”
(Grantland Rice)
“Resilience – the capacity to cope with change and challenge and to bounce back during difficult times.”
(MindMatters)
17 Level 5: Mental Health
Resiliency ActivityResource 2
• Give each student a piece of A4 paper and ask them to follow the instructions, firstly placing the paper
landscape on their desk.
• Write the word ‘Resiliency’ in the middle of your page and do not write any other words on this side.
• Using symbols and visual sketches, represent each of the nine points as they are called out – stick
figures are fine.
• Call out each of the nine points giving time for sketching.
• In pairs, share your visual sketches and try and recall what each one represents.
• Individually turn your page over and see if you can write down the nine key points of resiliency. Check
them off.
• Display the visual images around the room so that they can be referred to on a regular basis.
RESILIENCY1. Resiliency can be built.
2. Resiliency gives the person the ability to bounce back.
3. Resilient people feel valued, secure and have connections.
4. Resilient people know how to problem solve.
5. Resilient people communicate how they are feeling.
6. Resilient people have a sense of personal identity.
7. Resilient people recognise their own strengths.
8. Resilient people believe they can transform or change events in their lives that are having a negative
effect on them.
9. Resilient people use positive self-talk and will develop a vision for their future.
18 Level 5: Mental Health
Reflection JournalResource 3
Learning intention:
Developing ideas:
Next steps:
Feedback:
19 Level 5: Mental Health
Violence Fact SheetResource 4
Youth’07Young People and Violence This fact sheet presents key findings on the incidence and effects of violence among young people in New Zealand from the Youth’07 report Young People and Violence. The results are drawn from Youth’07, the national survey of the health and wellbeing of 9,107 secondary school students from throughout New Zealand in 2007. Some comparisons are made with the previous survey conducted in 2001.
The results show that most students attending secondary schools in New Zealand are not involved in violent behaviour. Furthermore, many violent behaviours have decreased since 2001. Most young people are happy, involved in their communities and have caring relationships.
However, for considerable numbers of young people, being victims of violence is a part of their life, and this has serious consequences for their physical and mental health. Young people who are victims of violence at home, at school or in the community, are much more likely to be involved in further violence, both as victims and as instigators. Students who experience violence in their lives are much more likely to show signs of depression, and much more likely to attempt suicide than students who have not been the victims of violence.
Assaults: being hit or physically harmed
• 48% of male students and 33% of females reported that they had been deliberately hit or physically harmed within the last 12 months.
• For the students who had been hit or harmed, some of the incidents were reported as minor, but 24% reported that the violence had been pretty bad, really bad or terrible.
Bullying
Bullying is a common experience for many young people. Students reported various forms of bullying, including: people spreading lies and false rumours about them (48%); making sexual jokes, comments or gestures (38%); using hurtful names (41%); or threatening physical violence (33%).
Of the students who were bullied in all these forms 32% reported that it was pretty bad, really bad or terrible. 57% said that they did not know why they were picked on; 5% said it was because of their body shape; 13% because they were smaller than other people; 24% because of their ethnic group or culture; and 8% because people thought they were gay.
Some students were victims of regular ongoing bullying at school: 6% of students reported they were bullied at school one or more times every week. Of these 51% reported that the bullying was pretty bad, really bad or terrible.
Violence in the home
Some homes are violent places. 12% of students reported that they had been physically hurt at home in the previous 12 months. 10% of students reported seeing adults physically hurting each other, and 17% reported seeing an adult hitting a child in their home.
Students were particularly concerned by witnessing violence between adults in their home. Of the students who witnessed this, 48% described it as pretty bad, really bad or terrible. The proportion of students who reported witnessing adults physically hitting or hurting each other increased from 6% in 2001 to 10% in 2007.
Forms of violence and abuse
4245
39
27
52
26
0
10
20
30
40
50
60
I was physicallyhurt (kicked,hit, punched)
Someone toldlies or spread
rumoursabout me
Someonethreatenedto hurt me
Pe
rce
nt
Male Female
20 Level 5: Mental Health
Adolescent Health Research Groupwww.youth2000.ac.nz
Proudly printed by
Witnessing violence at home
44
16
46
10
48
17
52
12
0
10
20
30
40
50
60
Witnessingadults yelling
at a child
Witnessingadults yellingat each other
Witnessingadults hitting
or hurtinga child
Witnessingadults hitting
oreach other
hurting
Pe
rce
nt
Male Female
Violence and mental health
Does violence impact on the mental health of those who suffer it or who witness it? The survey results cannot determine that violence causes mental health problems, but they certainly show a strong association. Students who were bullied regularly (one or more times every week) and those who witnessed violence in their home were much more likely to show signs of depression, and much more likely to attempt suicide than students who had not been bullied or witnessed violence in their home.
The figures are striking. Of students who had not experienced or witnessed violence in their home, 6% of males and 11% of females showed significant symptoms of depression, but among students who had experienced or witnessed violence in their home these figures were more than twice as high: 13% of males and 26% of females showed significant symptoms of depression.
Similarly, of students who had not experienced or witnessed violence in their home, 2% of males and 5 % of females had attempted suicide, but among students who had experienced or witnessed violence in their home these figures were more than twice as high: 7% of males and 13% of females had attempted suicide.
The association is even greater with students who had been bullied weekly. Among students who had not been bullied weekly, 6% of males and 13% of females showed significant symptoms of depression, and 3% of males and 6% of females had attempted suicide; but among students who had been bullied weekly these rates were over three times higher: 21% of males and 52% of females showed significant symptoms of depression, and 9% of males and 22% of females had attempted suicide.
Violence against others
41% of males and 27% of female students had hit or physically harmed someone else, and 26% of males and 12% of females had been in a serious physical fight. 9% of males and 3% of females had carried a weapon at least once in the past 12 months, and 4% of males and 1% of females had attacked someone using a weapon.
Students who had themselves been the victims of violence were much more likely to also be violent toward others.
Risk factors for violence
• Students from communities with greater levels of deprivation (lower socioeconomic status) are more likely to be exposed to, and to participate in, various types of violence.
• There is a strong association between high alcohol consumption and violence. This is particularly noticeable among students who are binge drinkers (5 or more drinks within one 4 hour drinking session).
Protective factors associated with less violence
• Students who had good relationships with their parents, teachers and friends were less likely to have been bullied or physically harmed.
Reductions in Violent Behaviours since 2001
• The proportion of students who reported having been hit or harmed in the previous 12 months decreased from 45% in 2001 to 41% in 2007.
• The proportion of students reporting breaking into someone’s home in the last year to steal decreased from 5% in 2001 to 3% in 2007.
• The proportion of students reporting tagging decreased from 14% in 2001 to 10% in 2007.
• The proportion of students reporting unwanted sexual experiences decreased from 18% in 2001, to 12% in 2007.
Reference: Clark, T.C., Robinson, E., Crengle, S., Grant, S., Galbreath, R.A., & Sykora, J. (2009). Youth’07 The Health and Wellbeing of Secondary School Students in New Zealand: Young people and violence. Auckland: The University of Auckland. Available at: www.youth2000.ac.nz
For more information go to publications at www.youth2000.ac.nz
For support: www.nzviolenceprevention.org.nz
21 Level 5: Mental Health
Unpacking DataResource 5
What summary statements can we make from examining this data?
What questions do we have after analysing this data?
Upon reflecting on the data, what questions do we have relating to our school?
22 Level 5: Mental Health
Developing Questions Resource 6
Essential questionIt is a question for which they are seeking an answer or forming a new insight or on which they are
attempting to cast some new light. It is a question that has no current answer. It is relevant to the students’
lives now or in the future and is often related to global issues.
To form an answer to this question, students will need to access and sort information and to think critically.
They will need their expert knowledge to guide their critical thinking. The quality of this question is
paramount to the quality of the inquiry.
Subsidiary questionStudents write smaller questions together that help them answer their main question (essential question).
These are displayed on a large wall chart. They must realise that the essential question is the parent of
the subsidiary questions.
Powerful subsidiary questions are ‘telling questions’. “They are very carefully planned so they go right to
the heart of the matter. They eliminate wandering around and aimlessly gathering.” (McKenzie, 2000)
e.g. When do students in our school not feel valued, connected or secure?
HypothesiseStudents hypothesise the subsidiary questions. The subsidiary questions can be answered in small groups
or pairs. They record what they think the answer is now based on the knowledge they have at this time.
Hypotheses are recorded on charts under the questions. It is good to use sticky notes of one colour to
record students’ hypotheses. Later, sticky notes of a different colour may be added to the chart to record
answers discovered through research. This allows the teacher to gain an accurate idea of the students’
previous knowledge so that new knowledge gained can be measured and acknowledged. It also gives
the students a kind of blueprint to show what the answer they are seeking might look like. It helps the
searcher to recognise relevant information.
Sourced from http://www.viscount.school.nz/inquiry%20learning.htm
23 Level 5: Mental Health
Group Inquiry PlannerResource 7
Name Timeframe Start date
Finish date
Context Main curriculum area
Health
Cross-curricular links
The big question
Subsidiary questions Sources we will use (include focus group for your needs analysis)
Checkpoint 1 Teacher Comment
Signed:
Date:
Needs analysis
We will gather data by:
To do this we will need to:
We will present our findings by:
Our health action follow-up is:
24 Level 5: Mental Health
Question Cube TemplateResource 8
From our
increased
knowledge and
understanding,
what should we
do ...
Can you
develop ...
How can we
include ...
Can you think
of another
way
to ...
What action
do we need to
take to ...
How can we
improve ...
25 Level 5: Mental Health
Needs Analysis Resource ListResource 9
Title Author Source Explanation
Behaviour and
attendance: In-
depth audit for
primary schools
UK
Government
http://www.tes.co.uk/teaching-
resource/Behaviour-and-
Attendance-In-Depth-Audit-
Primary-6095720/
A series of 5 booklets
supporting schools to
examine school culture. Each
booklet contains student,
staff and community surveys/
interviews, typical findings
and next steps.
Bullying: What
do students
say?
Janis Carroll-
Lind & Alison
Kearney
http://files.eric.ed.gov/fulltext/
EJ914555.pdf
Article presenting findings
on bullying in NZ school
context. Includes some useful
questions.
California
Healthy Kids
Survey
CA Dept of
Education
http://chks.wested.org/ Survey exemplars cover all
ages; some questions great
– select appropriate ones.
Looks at both school climate
and students connections to
school, physical activity etc
Guidelines
for Mentally
Healthy Schools
Mental Health
Foundation
http://www.mentalhealth.org.nz/file/
downloads/pdf/file_250.pdf
Several examples of
comprehensive surveys and
strategies
Me and My
School Survey
NZCER http://www.nzcersurvey.org.nz/
index.php
A student engagement
survey designed for New
Zealand students in Years 7
to 10. The survey measures
how connected students
feel to their school and how
they view themselves as
learners. Students’ scores on
the survey can be converted
to locations on a described
engagement scale and their
levels of engagement tracked
over time and compared with
national benchmarks.
Resilience
Project
The
International
Resilience
Project
http://www.resilienceresearch.org/
research/projects/international-
resilience
You can access examples
of the question used with
students
26 Level 5: Mental Health
Title Author Source Explanation
School Climate
Surveys
Ontario
Ministry of
Education
www.edu.gov.on.ca/eng/
safeschools/survey7to12.pdf
Section 2: Bullying and
Harassment may have some
useful questions to ask of
students.
Student Survey MindMatters http://www.mindmatters.edu.
au/docs/default-source/survey-
examples/student-survey---short-
version.pdf?sfvrsn=4
Rapid survey for students
designed to gather
information on mental health
and wellbeing.
27 Level 5: Mental Health
PMIResource 10
Plus Minus Interesting
28 Level 5: Mental Health
Health Action Planning SheetResource 11
What do we need to do?
Who will do this?Who can help us?
What will we need?
How will we know we have done this?
Group name
From our interview, we found out:
Our health action goal is:
Prepare/plan
Take action
Reflection
29 Level 5: Mental Health
Health Action Planning Sheet Example
Resource 12
What do we need to do?
Who will do this?Who can help us?
What will we need?
How will we know we have done this?
Group name
From our interview, we found out: Sometimes children don’t feel safe because they are on their own.
Our health action goal is: We are going to make a seat, in the playground where you could sit if you aren’t
happy or feel unsafe.
Prepare/plan
• Makeatimetomeet
with our principal to
check that we can
do this
• Askourcaretakerif
there is an old seat
we could paint
• Findoutwhereto
get the paint and
brushes from
• Makeadesignof
what the seat will
look like
Take action
• Meetwithour
principal
• Visitourcaretaker
• Ring…Dadtosee
if he has any spare
paint/brushes etc
• Createourdesign
• Paintourseat
• Lettheschoolknow
what the seat is for
Reflection
• Weneedtofindout
whether our seat is
workingby…
• Becauseofour
different play areas
we need more than
one seat
• Itwasn’teasydoing
the painting. We
could ask our buddy
class for help.
30 Level 5: Mental Health
Group Inquiry Reflection Sheet
Resource 13
Group name Date
ContextBig question
Subsidiary questions
Presentation format(s) used
Yes✔
No✔
Comments
We identified an area of need relevant to the topic.
We identified and used sources successfully, cross
checking information.
We successfully planned and carried out a needs
analysis for our focus group.
We gained answers/solutions to our subsidiary
questions and our big question.
We are pleased with our end result and the way our
presentation went.
If we could redo anything, it would be:
These are some of the new skills we have learned:
Something we need help or practice with is:
Some new knowledge we have gained is:
The action we have taken is: