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

Sexuality and Gender Difference

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:	sexual health – qualities valued in a partner – appropriately expressing and exploring sexual feelings – power, gender and risk-taking – sexual choices and their consequences – planning and managing sexual health
Students Learn To:	• analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions
Rationale:	During adolescence teens are going through a stage in their lives where they experience varying feelings. It is important for these students to acknowledge the different aspects of individuality and sexuality. It is also important with gain a sense of empathy for difference in society.
KLA Integration:	Technology (ICT and web browsing) Creative arts (drawing and developing a collage)
Diverse Learner	This activity primarily is for students who learn best whilst being creative. It turns away from the pen and paper learning to allow students to express their thoughts on a more personal and sensitive manner.
Academic Literacy	Whilst constructing this activity I did not think it would be effective to use academic literacy as sexuality is such a personal and sensitive topic.

 

Task:

    Scavenger Hunt

1. In this task you are to those specific gender expectations and assumptions e.g. females are always in the kitchen.
   
2. Your task is to search the internet, newspapers and magazines for examples of these assumptions. You are to cut these images out and create a collage on an A4 piece of paper.
   
3. Once you have created the collage your task is to answer the following questions by commenting on this blog.
   
   1. Why do you think there are these 'assumptions and expectations'?
      
   2. Do you think these 'assumptions and expectations' influence a person's behaviour and sexuality? Why?
      
   3. Thinking of those around you, do you think these assumptions are correct?
      
   4. Do you think these assumptions and expectations are a problem in society?
      
   5. Provide examples of these expectations are changing in society.
      
   6. Do you think these assumptions depict the makeup of a relationship?
      
4. Your task now is to examine the following pieces of stimulus material. You are to comment on how they do or do not adhere to gender expectations and what your feelings are whilst you view them. Place your comment at the bottom of this blog post.
   

   
    

http://www.celebrific.com/wp-content/uploads/2007/03/victoria-posh-beckham-david-quote-3-6-07.jpg

(David Beckham - note the contrast of David and the man with the white singlet in the background)

 

Katy Perry
I Kissed a Girl lyrics

This was never the way I planned
Not my intention
I got so brave, drink in hand
Lost my discretion
It's not what, I'm used to
Just wanna try you on
I'm curious for you
Caught my attention

I kissed a girl and I liked it
The taste of her cherry chap stick
I kissed a girl just to try it
I hope my boyfriend don't mind it
It felt so wrong
It felt so right
Don't mean I'm in love tonight
I kissed a girl and I liked it
I liked it

No, I don't even know your name
It doesn't matter,
You're my experimental game
Just human nature,
It's not what,
Good girls do
Not how they should behave
My head gets so confused
Hard to obey

I kissed a girl and I liked it
The taste of her cherry chap stick
I kissed a girl just to try it
I hope my boyfriend don't mind it
It felt so wrong
It felt so right
Don't mean I'm in love tonight
I kissed a girl and I liked it
I liked it,

Us girls we are so magical
Soft skin, red lips, so kissable
Hard to resist so touchable
Too good to deny it
Ain't no big deal, it's innocent

I kissed a girl and I liked it
The taste of her cherry chap stick
I kissed a girl just to try it
I hope my boyfriend don't mind it
It felt so wrong
It felt so right
Don't mean I'm in love tonight
I kissed a girl and I liked it
I liked it

 

Steve Irwin

http://upload.wikimedia.org/wikipedia/commons/thumb/2/2e/Steve_Irwin.jpg/702px-Steve_Irwin.jpg

 

Celebrity Wedding

http://www.yourcelebritystuff.com/wp-content/uploads/2008/08/ellen-degeneres-and-portia-de-rossi-wedding.jpg

 

1. Your task now is to draw an annotated diagram of a male and female that depicts what they truly are without 'assumptions or expectations'. Next to the pictures suggest a promotional method to decrease gender stereotypes.
   

 

Reference List

Celebrific. (2007). The Beckhams [photograph]. Retrieved October 20, 2008, from http://www.celebrific.com/wp-content/uploads/2007/03/victoria-posh-beckham-david-quote-3-6-07

Perry, K. (2008). I Kissed a Girl. Retrieved October 20, 2008, from http://www.metrolyrics.com/i-kissed-a-girl-lyrics-katy-perry.html

Wikimedia. (2007). Steve Irwin [Photograph]. Retrieved October 20, 2008, from http://upload.wikimedia.org/wikipedia/commons/thumb/2/2e/Steve_Irwin.jpg/702px-Steve_Irwin.jpg

Your Celebrity Stuff. (2008). Ellen Degereres and Portia De Rossi Wedding [photograph]. Retrieved October 20, 2008, from http://www.yourcelebritystuff.com/wp-content/uploads/2008/08/ellen-degeneres-and-portia-de-rossi-wedding.jpg

Substance Abuse - Tobacco

Topic
Stage	Stage 6
Option:	HSC Option 1: The Health of Young People
Critical Question	Do Australia's young people enjoy good health?
Skill Outcome:	Communicating
Syllabus Learning Outcomes :	H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk H6 demonstrates a range of personal health skills that enables them to promote and maintain health
PDHPE Skills	Communicating Problem Solving
Students Learn About:	• substance abuse − tobacco
Students Learn To:	• analyse the two selected areas in terms of − the general nature of the area − the extent of impact − the major related social factors
Rationale:	Smoking is usually taken up by young people during early secondary years; therefore it is essential to educate students during this stage of their life (NSW Department of Education and Training). It has been proven the younger the person is whilst 'experimenting' with tobacco the great risk they are to form an addiction of nicotine during their adulthood. It has also been proven young people are more likely to experiment with tobacco equating in 8 out of 10 new smokers being those undertaking early secondary education (2001).
KLA Integration:	Technology (specifically ICT and web browsing) Mathematics – calculating costs of smoking English- writing a letter
Assumed Knowledge:	Basic idea of nature and extent of tobacco on a person's health. Completion on core one (information on cancer).
Diverse Learner	This activity is split into 3 parts Brainstorming: for students who learn best by gathering their thoughts onto a page. Maths Task and fact sheet: for students who like specific answers and facts Real life story and letter: for students who learn the best from real life situations and who enjoy writing.
Academic Literacy	Literacy is used throughout this activity with the following: Cancer Council fact sheet, Canada Health fact sheet and background information from the NSW Department of Education.

 

Task:

1. In your workbooks create a brainstorming page on the consequences of tobacco. Split this page into half, with one side labelled physical effects and the other side social/financial costs of smoking.
   
2. Without sourcing any extra information brainstorm all the effects of tobacco you can think of.
   
3. Once you have made a substantive effort, you may read the fact sheet http://www.hc-sc.gc.ca/hl-vs/pubs/tobac-tabac/ssbs-peda/wr-mt-eng.php for further examples.
   
4. Your task now is to think of something that you are saving money for or something you wish to save money for (i.e. holiday, car, clothes, xbox etc). Make a list of these on a new page in your book with cost of each of these written next to them. You are now to consider those young people who smoke a packet a day and how they are 'smoking their money away'. In order to do this, calculate how much money they spend a day, a week, a year and every five years on tobacco products (if an average packer of cigarettes costs $14).
   
5. You are now to research the fact sheet http://www.cancercouncil.com.au/editorial.asp?pageid=375. When doing this you are to create a brief mindmap on the extent of tobacco on young people in Australia.
   

   
    

Real life story task

1. In order to start this task you are required to watch the story of Sean Marsee on YouTube http://au.youtube.com/watch?v=UAiYS23mYLE&feature=related
   
2. Your task now is to think of those young people around you who do use tobacco products and the effect this has on them. Without naming the person you are required to write a letter to this person warning them of the effects tobacco has on their health. You are to focus on the social factors, extent and nature of tobacco on young people's lives.
   
3. Ensure your letter is in the correct format, here is a link with a template of a letter http://www.business-letter-templates.com/~Resources/Images/business_letter.jpg
   
4. You are now required to email the letter to abanas01@postoffice.csu.edu.au and you may send this to a person who is a user of tobacco products.
   

 

Reference List

Cancer Council NSW. (2007). Young People and Smoking. Retrieved October 20, 2008, from http://www.cancercouncil.com.au/editorial.asp?pageid=375

Health Canada. (2008). Healthy Living. Retrieved October 20, 2008, from http://www.hc-sc.gc.ca/hl-vs/pubs/tobac-tabac/ssbs-peda/wr-mt-eng.php

New South Wales Department of Education and Training (2001). Smoke screen: a smoking prevention resource [Teaching kit]. Sydney: New South Wales Department of Education and Training.

YouTube. (2007, October 18) Quit Smoking Now: The Story Of Sean Marsee [video]. Retrieved October 20, 2008 from http://au.youtube.com/watch?v=UAiYS23mYLE&feature=related

Road Risk

Topic
Stage	Stage 6
Option:	HSC Option 1: The Health of Young People
Critical Question	Do Australia's young people enjoy good health?
Syllabus Learning Outcomes :	H14 argues the benefits of health promoting actions and choices that promote social justice H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all
Skill Outcomes	Communication Decision Making
Students Learn About:	• risk taking and road related injuries − motor vehicle accidents (driver, passengers, pedestrians and other road users) − negative risk taking behaviours, (eg speeding, drink driving)
Students Learn To:	• Critically analyse a health promotion program designed to promote the health of young people.
Rationale:	During Stage 6, students are primarily at the stage in their lives where they and the people around them are getting their provisional license. It is important for these students to understand risk factors whilst driving and the reasons they as young people tend to have the highest incidence road related fatalities. By focusing on health promotions, students will have the ability to critique the advertisements ability to build personal skills, as well as analysing its ability to create awareness of such a significant health issue.
KLA Integration:	Technology (specifically ICT and web browsing) English – ability to write responses and knowledge of key terms e.g. Justify, analyse.
Assumed Knowledge:	Knowledge of risk factors and basic knowledge of those most at risk of being involved in a road related injury. Completion of HSC core 1.
Diverse Learner	This activity is divided into 3 parts Internet search: for students who learn best interactively. Watching promotion video and answering discussion questions: from students who learn visually and for those who learn best from their peers.
Academic Literacy	The academic literacy used in this activity is sourced from the 'little pinkie' anti speeding campaign; create by the NSW Road and Traffic Authority.

 

Task:

Welcome students, this week's task will have the focus on road related injuries. Please follow the sequence of activities. If you have any questions do not hesitate to contact me through email at abanas01@postoffice.csu.edu.au.

1. Your first task is to log onto www.youtube.com and specifically search for 'anti speeding campaign' or 'road safety campaign'.
   
2. Whilst watching these health promotional campaigns, answer the following questions (in your work book) on at least 3 of the YouTube clips.
   

   What negative risk taking behaviour is this advertisement focusing on?
   _________________________________________
   

    Who were the people in the advertisements? Age? Sex? Race?
    _________________________________________

    What types of personal skills was the advertisement trying to promote?
    _________________________________________

    _________________________________________

    _________________________________________

Do you think this advertisement was effective? Why?

    _________________________________________

    _________________________________________

    _________________________________________

    Rate this advertisement out of 10.    

    _________________________________________

 

1. After watching the advertisements, which one do you think was the most effective?
   

   Write a brief statement in your work book on whether you found a common link between each of the health promotion advertisements (e.g. all about young people, men etc.). Why do you think this is the case?
   

   
    

2. Your task now is to critically analyse a health promotional program. For the purpose of this activity you will be focusing on the Road and Traffic Authorities (2007) 'Speeding – no one thinks big of you' health promotion program. To view this advertisement/program click on the following link http://www.rta.nsw.gov.au/roadsafety/speedandspeedcameras/campaigns/index.html
   

   
    

3. After watching this advertisement and reading the blurb under it, you are to complete 2 of the following tasks. Once all distance education students have completed these tasks a collection will be posted on this blog for a forum discussion. Your responses should be at least 200 words each and emailed through to abanas01@postoffice.csu.edu.au . if you are not sure of the key word at the start of each question click on the following link for definitions http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html
   

• Describe the socio-culture factors that influence the driver's behaviour in the advertisement.
  
• Critique this advertisements ability to change the risk taking culture of young people.
  
• Evaluate why the Roads and Traffic Authority has included a wide range of people (ages, sexes, people on the street and mates) condemning the
  drivers behaviour in the campaign.
  
• Discuss the meaning of the 'little pinkie' and the impact it will have on the community.
  
• Recommend a technique that you think could be used to combat young people's involvement in road accidents.
  
• Examine possible effects and implications (positive and negative) the advertisement may have on:    
  
  • Passengers
    
  • Pedestrians
    
  • Other road users
    
  • Drivers
    

 

Reference List

Roads and Traffic Authority NSW. (2007, June). Speeding – no one thinks big of you. Retrieved October 20, 2008, from http://www.rta.nsw.gov.au/roadsafety/speedandspeedcameras/campaigns/index.html