Mental Health

Topic
Stage	Stage 5
Strand:	Strand 3: Individual and Community Health
Skill Outcome:	Communicating Decision Making
Syllabus Learning Outcomes :	Outcome 5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
Students Learn About:	• mental health understanding mental health maintaining connections help-seeking behaviours loss and grief: helpful and unhelpful strategies reaching out: helping yourself and helping others
Students Learn To:	challenge negative community perceptions of mental health and identify reasons why these have developed suggest positive strategies to deal with loss and grief
Rationale:	Mental is an issue that is constantly brought up in the community and through media. It is also a factor in contemporary society due to the stress people constantly are put under. I believe it is important for students to gain an understanding and empathy for those with mental health issues. As well as this it is important for student to build on skills to create a positive mental wellbeing.
KLA Integration:	Technology (ICT, blog entries and web browsing) English (blog responses)
Diverse Learner	This task has three stages to target different learners: The Quiz to target those of low level learning. The Small group expert blog to target those who work best whilst learning online and through peers The reading of Andrew Johns' story and comic strip to target those who learn off real life stories and those who learn best whilst actively doing activities.
Acedemic literacy	Information on 'Head Room' a South Australian Government website

 

Task:

1. Your first task is to long onto the website http://www.headroom.net.au/lounge/quiz/lounge_quiz.html. You are to complete the short multiple choice quiz aimed at alleviating negative myths on mental health.
   
2. Once you have completed this you are to make a comment (at the bottom of this blog) of how well you went and if you were uncertain of any of the questions/answers.
   
3. The next task you will be required to take part in a small group expert activity. In order to do this I have set up a Blog www.healthstudentresponses.blogspot.com. I will email you all individually the log on details in order to make your posts.
   
4. You are to log onto the website http://www.headroom.net.au/lounge/f4t_lounge_fr.html. From here you are to browse the mental health topics in the drop down tab.
   
5. Those students with last names starting for A-F are to summarise and submit a blog post on 'Relationships' and 'Being assertive'.
   
6. Those students with last names starting for G-L are to summarise and submit a blog post on 'School' and 'Goal seeking'.
   
7. Those students with last names starting for M-R are to summarise and submit a blog post on 'Peer Pressure' and 'Optimism'.
   
8. Those students with last names starting for S-V are to summarise and submit a blog post on 'Stress' and 'Self Talk'.
   
9. Those students with last names starting for W-Z are to summarise and submit a blog post on 'Gossip' and 'Problem solving'.
   
10. Once you have done this you will be required to comment on 2 other students' responses (by next week).
    
11. In an attempt to alleviate negative perceptions of mental health, I would like you to brainstorm those celebrities or people you know that suffer from a mental disorder. If you are finding it hard to come up with people, think that maybe there is a reason for this? Do you think many people do not come out in public about having a mental health disorder?
    
12. Your task now is to browse the Daily Telegraphs article on Andrew Johns http://www.news.com.au/dailytelegraph/story/0,,24301663-5001021,00.html.
    
13. Once you have read this you are to create a short comic strip (tv advertisement) challenging perceptions of mental health and creating awareness for young people.
    
14. You may also post the comic strip on the blog.
    

    
     

    Reference list
    

 

Headroom. (2002) The Lounge Quiz. Retrieved October 28, 2008, from http://www.headroom.net.au/lounge/quiz/lounge_quiz.html.

Headroom. (2002) Food for thought. Retrieved October 28, 2008, from http://www.headroom.net.au/lounge/f4t_lounge_fr.html

The Daily Telegraph. (2008) Living with the enemy of depression. Retrieved October 28, 2008, from http://www.news.com.au/dailytelegraph/story/0,,24301663-5001021,00.html.

Substance Abuse: Alcohol

Topic
Stage	Stage 5
Strand:	Strand 3: Individual and Community Health
Skill Outcome:	Communicating Problem Solving Decision Making
Syllabus Learning Outcomes :	Outcome 5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.
Students Learn About:	• drug use – effects on relationships – effects on community – marketing strategies and the media – influences on alcohol use and binge drinking
Students Learn To:	• examine the consequences of alcohol use on the individual and community • describe the short-term effects and long-term consequences of illicit drug use on the individual and community
Rationale:	Whilst growing up, young people experiment various types of drugs including alcohol. I have included this lesson in my blog to give students the knowledge and understanding of the effects of alcohol in relation to their social, mental and physical health. I also believe it is imperative for students to gain skills in assessing situations and speaking out to protect themselves and others.
KLA Integration:	Technology (ICT and web browsing) English (literacy in varying contexts) Mathematics (statistics)
Diverse Learner	This activity has been split into 4 parts. Viewing of YouTube video: for students who learn best visually Fact sheets: for students who learn best with direct statistics and dot points Creation of brochure: for students who learn best with creativeness. Scenario sheets: for students who learn best though a problem solving approach.
Acedemic Literacy	The alcohol fact sheet were sourced from the Community Alcohol Action Network Australia and the South Australian Government.

 

Task:

1. The first thing I would like you to do is to view the following you tube video http://au.youtube.com/watch?v=rwyxVBDgLa4&NR=1
   
2. Once you have done this I would like you to comment (at the bottom of this) on the issues rose in the clip. Particularly pay attention to the consequences of alcohol on individuals and the community.
   
3. Your task now is to browse the following websites containing a fact sheet on alcohol and its effects. http://www.caan.adf.org.au/alcohol_facts/ and http://www.dassa.sa.gov.au/site/page.cfm?u=122#information
   
4. Whilst browsing the websites you are required to navigated through the whole website and create a mind map on the information sourced.
   
5. With this information you are to create a brochure for YOUNG PEOPLE alarming them of some of the effects alcohol may have on their health, the community, relationships and mental health. As you do this, consider the short and long term effects, and make the information significant to people your age. On the brochure you are also permitted to provide information on where those with an alcohol problem may seek assistance.
   
6. You now be required to take part in a problem solving based activity. To do this you are to read the following to scenarios and complete the worksheet below. Once you have done this you are to email your work sheets to abanas01@postoffice.csu.edu.au, also if you have any questions feel free to contact me.
   

 

Scenario 1: Your parents are away on holidays and you have been left with your older brother/sister for the weekend. Your brother/sister tells you he will be taking you to a party with him/her on the Friday night. At the party, you notice everyone is drinking quite heavily and they are continuously offering your drinks, although you have never drank alcohol before. You notice your brother/sister isquite intoxicated and you know you have no way of getting home.

Scenario 2: You and a friend decide to go out to a party that you know there will be drinking at. You both have agreed to look out for each other at the party and only have a few drinks. You have been at the party for a few hours and you notice your friend quite intoxicated and with a bunch of guys you have never seen. You notice they are getting really rough with your mate and they are all very intoxicated...

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiR9pwQLqMDE_DEiY9EkpSl6btMAVyj_hLYYqQM5ml_OWGpqz0j8vaumGDsfUHOjQPa8oYqvynXalU1Ed1R8577bUkBMR4c13KXpIU7vu_eF2Tcc_1-5ObbWNTbPNXz-6_Kx_SkwblNnidm/s1600-h/alco+choice.jpg © Andrew Banasik

    Reference List

Community Alcohol Action Network. (2004) Alcohol: the facts. Retrieved October 28, 2008 from http://www.caan.adf.org.au/alcohol_facts/

South Australia Drug and Alcohol Services. (2008) Alcohol: the effects. Retrieved October 28, 2008 from http://www.dassa.sa.gov.au/site/page.cfm?u=122#information

Ward, L. (Producer). (2008, April 18) Wasted Youth [video]. Retrieved October 28, 2008 from http://au.youtube.com/watch?v=rwyxVBDgLa4&NR=1

Resilience

Topic
Stage	Stage 5
Strand:	Strand 1: Self and Relationships
Skill Outcome:	Communicating Problem Solving
Syllabus Learning Outcomes :	Outcome 5.2 A student evaluates their capacity to reflect on and respond positively to challenges.
Students Learn About:	• strengthening resiliency – characteristics of resiliency – skills that enhance resilience, eg problem solving – self-monitoring – maintaining a realistic perspective – attitudes to change
Students Learn To:	• reflect on a past situation which has required change; identify difficulties encountered and personal characteristics and skills which assisted in dealing with this change • examine case studies of people who have overcome adversity, including Aboriginal and other Indigenous people, and identify their characteristics and qualities
Rationale:	As young people grow old they experiences situations characterised by change and hardship. During these times it is important for students to build skills in resilience and overcoming hardship. This activity allows students to develop an understanding of resilience and identification of those who have overcome adversity.
KLA Integration:	Technology (ICT and web browsing) English (media writing) Drama (transcript/media writing)
Diverse Learner	This activity has been split into 2 parts A scavenger type activity: for students who enjoy browsing the internet for answers A real life story and media activity: for those who learn best from storytelling and past experience of others.
Acedemic Literacy	Resilience information sourced from American Psychological association website

 

Task:

1. Your first task is to log onto the websites http://personaldevelopment.suite101.com/article.cfm/overcome_adversity_with_resilience and http://www.apahelpcenter.org/featuredtopics/feature.php?id=40&ch=2
   
   
2. Whilst doing this you are to fill in the spaces in this paragraph and answer the question:
   

Resilience is the ability _______ back after a _______. Some people are naturally more __________ than others, probably because of a tendency to be __________ _________. But we all can _____ to be more resilient with practice.

Outline 3 possible ways to gain skills in building resilience

Do you think you have these skills? Explain:

 

1. Your task now is to brain storm those times you have show resilience in your life. Once you cannot think of any more, think of those famous people who have show resilience in their lives e.g. those who come back from war.
   
2. You are now to read the following transcript on the McGraths http://www.abc.net.au/tv/enoughrope/transcripts/s1115161.htm
   
3. Whilst doing this I would like you to create a time line of the McGraths story with a focus on the following: times of hardship, processes of overcoming the hard ship, evidence of resilience, how did they learn to become resilient. (You may seek other information on the McGraths on the internet by searching Google.
   
4. Once you have completed this, you are to think of a time in your life when you have shown resilience (from your brainstorm). With this story you are to create a media article, may be script, webpage, magazine article, transcript etc. Your media article needs to outline the process you went to gain resilience and perhaps give guidance to others in tough situations.
   
5. You are to email this to me at abanas01@postoffice.csu.edu.au, and if you have any questions feel free to contact me.
   

 

 

Reference list

American Psychological Association. (2004). Resilience for teens. Retrieved October 30, 2008, from http://www.apahelpcenter.org/featuredtopics/feature.php?id=40&ch=2

Denton, A. (host). (2004, May 24) Enough Rope with Andrew Denton – episode 43, Jane and Glenn Mcgrath [transcript]. Retrieved October 30, 2008, from http://www.abc.net.au/tv/enoughrope/transcripts/s1115161.htm

Lopper, J. (2008). Overcoming adversity with resilience. Retrieved October 30, 2008, from http://personaldevelopment.suite101.com/article.cfm/overcome_adversity_with_resilience