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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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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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4.6 A student describes the nature of health and analyses how health issues may impact on young

people.


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.


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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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.

1--------2--------3-------4-------5--------6--------7--------8--------9--------10

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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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.

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCLrn_b3I_8cCFUHbpgod9mgB_g&url=http://www.iemoji.com/view/emoji/823/people/weary-face&bvm=bv.102829193,d.dGY&psig=AFQjCNGKKG97vqaLct96z7R62rtcyv7a1A&ust=1442630747974358

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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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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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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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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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https://getkahoot.com/

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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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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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What can be some of the effects or physical sensations of stress on the body?

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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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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?

http://au.reachout.com/building-better-coping-skills

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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

http://au.reachout.com/music-and-mental-health

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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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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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https://au.reachout.com/articles/how-to-challenge-negative-thoughts

https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj6kKSvivTUAhXJf7wKHa0rBz0QjRwIBw&url=https://iveronicawalsh.wordpress.com/2012/03/18/the-vicious-circle-of-negative-auto-pilot-thinking/&psig=AFQjCNFR2IpPPJtAf8U5AE3l4aBGbGBCcQ&ust=1499410722276602

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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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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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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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https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCIq_grzMm8gCFYcapgodIPMN4A&url=https://www.nh.gov/nhdoc/fcc/&bvm=bv.103627116,d.dGo&psig=AFQjCNGGP1PyFQyf9-NuoGTm_Fn9IMRgEA&ust=1443593873779866



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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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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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I didn’t get

an invite to

the party

Mum and

dad are

fighting

again. Don’t

come over

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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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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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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:


http://kidshealth.org/teen/your_mind/emotions/stress.html?tracking=T_RelatedArticle#

DVD:

The Blind Side (2010)

Images from google.com


http://kidshealth.org/teen/your_mind/emotions/stress.html?tracking=T_RelatedArticle

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