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Lesson 1: Starter Task

Lesson 1: Starter Task. Brain storm words associated with mental health – write them down on the poster paper. Complete Pre-course questionnaire. Lesson 1: Learning Objectives To identify what stigma is and why it matters . Learning Outcomes Student’s will:

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Lesson 1: Starter Task

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  1. Lesson 1: Starter Task Brain storm words associated with mental health – write them down on the poster paper

  2. Complete Pre-course questionnaire

  3. Lesson 1: Learning Objectives To identify what stigma is and why it matters. Learning Outcomes Student’s will: • Explore their awareness and understanding of mental illness and mental health • Discuss and define stigma and begin to understand its impact on people experiencing mental health problems.

  4. Understanding mental health Ginger man activity

  5. What is Stigma?

  6. What is Stigma? The Oxford English dictionary defines stigma as "a mark of disgrace associated with a particular circumstance, quality, or person". • Stigma is about beliefs and attitudes – often derived from the media or those around us. • Stigma is based on negative views of people simply because they are seen as belonging to a particular group. • Stigma often results in fear of members of the stigmatised group (often based on ignorance and lack of understanding).

  7. The elements of stigma Stigma consists of three elements: • the problem of knowledge - ignorance • the problem of attitudes - prejudice • the problem of behaviour - discrimination

  8. Stigma results in discrimination against the stigmatised group (access to services, ability to get a job etc.) and can lead to verbal and physical abuse. In a recent Mind survey15 90% of people with a mental health problem report they have experienced stigma. Stigma / fear of being stigmatised can result in people with mental health problems not getting help and having reduced self-esteem or confidence. They can become socially isolated and excluded from society – none of which helps them cope with their illness or recover.

  9. Lesson 2

  10. Jim Carrey - Actor Gail Porter – TV presenter Stephen Fry – Writer/ presenter GoK Wan – Fashion Designer Frank Bruno - Boxer Patsy Palmer - Actor Kerry Katona – Reality TV contestant Marcus Trescothick - Cricketer Terry Pratchett – Discworld Author Britney Spears - Singer Susan Boyle – Singer Catherine Zeta Jones - Actor Can you match the celebrity to their mental health problem? Obsessive Compulsive Disorder Depression Stress-Related Illness Alzheimer’s Disease (Dementia) Bi-Polar Disorder Post Natal Depression Panic Attacks

  11. Lesson 2: Starter Task • Match the mental health issues with the celebrities

  12. Lesson 2: Learning Intentions • Learn more about the facts about mental health problems • Dispel some of the myths around mental health problems • Consider how these myths contribute to stigma

  13. Video Resources - Tackling Mental Health Stigma

  14. Agree / Disagree Continuum Collect statements. Where you place the statements ion the continuum? Agree Disagree

  15. Anyone can have a mental health problem • I would be too embarrassed to tell anyone that I had a mental health problem • I would be happy to have someone with a mental health problem at my school or place of work • Mental health problems are not real illnesses in the same way that • physical illnesses are; people with mental health problems should just • ‘pull themselves together’ • People with mental health problems are likely to be violent • It's easy to spot someone with a mental health problem • Once you have a mental health problem you have it for life • Medication is the only treatment for mental health problems • Someone with a mental health problem should have the same right to a • job as anyone else • I know someone who has experienced some kind of mental health problem • I would not want to live next door to someone with a mental health problem • Anyone with a history of mental health problems should be excluded • from public office (e.g. from being Prime Minister or in the Government) • It’s more important to spend National Health Service (NHS) money on treating physical conditions rather than mental health problems

  16. Myth or fact questionnaire

  17. Lesson 3: Starter task • Try to think of a definition of wellbeing

  18. Lesson 3: Learning Intention • Understand more about their own mental health, and how to enhance wellbeing • Understand that we all have ‘ups and downs’ in our mental health as a normal part of life experience • Recognise that stigma / fear of stigma can stop people getting help when needed

  19. Wellbeing – a definition Everyone has ‘mental health’ and this can be thought of in terms of: • how we feel about ourselves and the people around us • our ability to make and keep friends and relationships • our ability to learn from others and to develop psychologically and emotionally. Being mentally healthy is about having the strength and support to overcome the difficulties and challenges we can all face at times in our lives, and knowing when and where to get help. Being mentally healthy is also about having confidence and self esteem, to be able to make decisions and to believe in ourselves.

  20. Things that affect my wellbeing

  21. Produce a C-me card = Celebrate me card HOMEWORK – complete celebrate Celebrate all that’s great about yourself

  22. Lesson 4: Starter Task Use play dough tomake something that show positive mental health

  23. Lesson 4: Learning Objectives • Learn about the symptoms, causes and treatment of specific mental health problems.      • Use appropriate language about mental health problems • Gain an insight into the lives of people experiencing mental health problems • Learn some key messages about understanding mental health problems • present learning to others

  24. Homework: Hand in C me card ”

  25. Meet Chris and Sam Both are perfectly ordinary, everyday students aged sixteen in Year 11 at St. Kernow’s, College, Cornwall. Chris Aged 16. Sporty, likes hockey and football. Not brilliant at school work but if he sticks at it he should do OK in his GCSEs. Doesn’t get into trouble at school. Chris lives at home with mum and dad and younger sister, Sally. Follows Chelsea football club. Likes surfing, computer games and current music. Chris has been going out with Sam since Year 9.

  26. Sam Aged 16. Likes surfing and swimming but hates other sports. Very bright and should get straight As / A*s in her GCSE’s if she can be bothered. Quite often in trouble at school for being late and answering back. Lives at home with mum and dad, older brother and two sisters (both younger than she is) including baby Jess. Recently she seems to have been having lots of rows with her parents. Likes current music and films. Sam has been going out with Chris since Year 9.

  27. Because they are perfectly ordinary, everyday individuals their wellbeing is “OK”. In the course of everyday life things affect their wellbeing both positively and negatively. Your sheet lists events in Chris’s and Sam’s lives over the course of Year 11. Make a graph to chart how these events might affect their wellbeing over the year.

  28. What were the high points for Chris during the year? • What were his low points? • Why was Chris reluctant to get help? • What could have happened if Chris hadn’t got help when he did? • What were the high points for Sam? • What were the low points for her? • What were the things / who were the people that helped them both over the year?

  29. How can I look after my own wellbeing? Sometimes, like Chris and Sam, everyone will have ups and downs in our lives and feel stressed or anxious – these feelings are quite normal reactions... and indeed, they can be useful since they can act as warning signs to make us stop and think about our wellbeing . There are simple things that Sam and Chris, and you, can do to look after your wellbeing generally and to help you get through stressful times like exams… and if things get a bit tough there are people who can help... Some people think it might help to turn to drugs like alcohol when they feel stressed or anxious. But it really won’t help. Your physical and mental health can be affected as a result of using drugs and alcohol

  30. Look after your physical and your mental health ☺ Look after yourself, get enough sleep, eat a healthy diet and get plenty of exercise ☺ Write a list of things you like about yourself and things you are proud of achieving; Write a list of some of the difficult things you have coped with in the past; If you like you can ask someone to help you. Remind yourself of these if you are ever feeling low. ☺ Reward yourself when something goes well ☺ Forgive yourself when you get things wrong and learn something from it ☺ Make time for doing the things you enjoy, even if you don’t feel like doing them ☺ Take time to talk with your friends, family etc. about how you are feeling. ☺ Treat yourself from time to time and learn to relax – we all have our ways of doing it from a hot bath to a long walk in the rain with the dog

  31. Lesson 5: Starter Task • Complete the matching exercise

  32. Lesson 5: Learning Intentions • Learn about the symptoms, causes and treatment of specific mental health problems.      • Use appropriate language about mental health problems • Gain an insight into the lives of people experiencing mental health problems • Learn some key messages about understanding mental health problems • present learning to others

  33. Mental Health Problems Quiz using the information sheet

  34. What Mental Health Problems will we look at? • Anxiety, Panic and Phobias • Bi-polar disorder? • Dementia • Depression • Eating Disorders • Obsessive-Compulsive Disorder (OCD) • Psychosis • Self-harm

  35. Presentation Planning Sheet What is the mental health problem you are going to present to the class? Who can experience the mental health problem? Notes: TASK: You are going to present one of the mental health problems you’ve been finding out about to the rest of the group. Think about what you need to say to help people understand the mental health problem and to help reduce any stigma attached to it. Here are some prompts to help you. What signs and symptoms might people experience with the mental health problem? Notes: Did you find out any facts and figures about the problem? Would they be useful in your presentation? Notes: How can family and friends help? Notes: What sorts of help and support can people get? Notes: Do you have a case study that can help you bring your presentation to life?

  36. Lesson 6: Starter task On your piece of paper draw three columns with the headings: • A person with mental illness • A person with cancer • A friend List 3 adjectives to describe the person referred to in the headings

  37. Group Agreement

  38. What words/phrases do you associate with…?

  39. Graffiti Wall

  40. Lesson 6: Learning Intentions • collate and analyse attitude survey responses • consider findings from other attitude surveys e.g. Young Minds Survey and the NHS Annual Survey • investigate what can be done to address mental health stigma • consider current anti-stigma campaigns such as Time to Change, See Me (Scotland), Stamp Out Stigma  • consider how the findings of the survey will inform their own STOP Stigma campaign

  41. Complete research task & present to the class.

  42. Preparation Preparation of Visual aids Practise Resources

  43. Lesson 7: Starter Task http://www.seemescotland.org.uk/whatsonyourmind/teachers Complete task

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