Personal Development, Health and Physical Education

BYRON BAY HIGH SCHOOL. /. /. Personal Development, Health and Physical Education Mental Health Year 8 Term 3 2017 Name:. Teacher: Class: Year 8 Term 3 2017 RESILIENCE 1

Syllabus Outcomes. /. /. 4.2 A student identifies and selects strategies that enhance their ability to cope and feel supported. Students learn about: 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 Students learn to: 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 Connectedness - Forms of connectedness - The importance of connections - Forms of alienation - Creating connections - Attributes of being supportive 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 Interpersonal communication - The qualities of effective communication - Overcoming barriers to communication - Resolving conflict - Changing modes of communications for young people 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 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 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 Year 8 Term 3 2017 RESILIENCE 2

4.6 A student describes the nature of health and analyses how health issues may impact on young people. Students learn about: Mental health - Defining mental health - The nature of mental health problems - Factors that support mental health - Changing perspectives on mental health Students learn to: 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: 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 Students learn to: 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 Year 8 Term 3 2017 RESILIENCE 3

Year 8 Term 3 2017 RESILIENCE 4. /. /.

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?...... 2. How would you rate your own levels of resilience and mental health?...... 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. Year 8 Term 3 2017 RESILIENCE 5

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? What is the difference between mental health and mental illness?. 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. Year 8 Term 3 2017 RESILIENCE 6

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 nonpsychotic. 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 Year 8 Term 3 2017 RESILIENCE 7

Mental Illness the Facts Questions. /. /. 1. Identify the two major types of mental illness..... 2. How common is mental illness?.... 3. Outline what is known about the causes of mental illness....... 4. List some of the symptoms of mental illness....... 5. Outline some of the personal costs associated with mental illness,...... Year 8 Term 3 2017 RESILIENCE 8

6. Discuss why you think there has been more focus on mental health recently....... 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 Year 8 Term 3 2017 RESILIENCE 9

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............ Year 8 Term 3 2017 RESILIENCE 10

Changing Perspectives of Mental Health. /. /. Why do you believe there is stigma associated with mental illness?...... How can we change attitudes towards mental illness?...... In small groups, plan a Mental Health Awareness campaign you could run at school, to increase understanding of mental illnesses amongst your peers. Year 8 Term 3 2017 RESILIENCE 11

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 Compare some of the different definitions in the class. What do you notice about what stress means to different people?... Does the word challenge mean the same thing as stress to you? Why/why not?... My definition of stress is...... My definition of challenge is... Year 8 Term 3 2017 RESILIENCE 12

What can be some of the effects or physical sensations of stress on the body?...... Year 8 Term 3 2017 RESILIENCE 13

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 Year 8 Term 3 2017 RESILIENCE 14

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................ 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? Year 8 Term 3 2017 RESILIENCE 15

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? 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 Year 8 Term 3 2017 RESILIENCE 16

Resilience In the space below, define resilience.. 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? Year 8 Term 3 2017 RESILIENCE 17

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?... Watch the 3 minute video What are the suggestions to help manage that self talk and subsequent stress?... Year 8 Term 3 2017 RESILIENCE 18

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. Places 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. Year 8 Term 3 2017 RESILIENCE 19

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?.... Year 8 Term 3 2017 RESILIENCE 20

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.... What can you do to try and connect with more of your peers? What can you do as a member of this class to help others to feel connected? Year 8 Term 3 2017 RESILIENCE 21

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? What strategies would you use to decide who to see first? Year 8 Term 3 2017 RESILIENCE 22

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. Got dropped from the team... Failed my maths test. Dads going to be so mad.................. Year 8 Term 3 2017 RESILIENCE 23

I didn t get an invite to the party Mum and dad are fighting again. Don t come over........................ Year 8 Term 3 2017 RESILIENCE 24

What have you learnt in this topic? Topic Review. /. /......... What did you enjoy about this topic?........ What did you not enjoy about this topic?.... Year 8 Term 3 2017 RESILIENCE 25

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. 1--------2--------3-------4-------5--------6--------7--------8--------9--------10 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. Year 8 Term 3 2017 RESILIENCE 26

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 Year 8 Term 3 2017 RESILIENCE 27