MOdule 1 Stigma
INTRODUCTION: Stigma is anything that causes a person to be labelled as unacceptably different from 'normal' people. People with mental illness (like bipolar disorder or depression) have to deal with their mental illness plus they have to deal with stigma. Stereotypes about people who have mental health disorders are not accurate and are de-humanizing. We still have a long way to go to combat stigma and discrimination in this area. Common misconceptions about people with mental illness include:
- People with mental illness are all potentially violent and dangerous
- People with mental illness are somehow responsible for their condition
- People with mental illness have nothing positive to contribute
These are all UNTRUE and can negatively impact the lives of people living with mental illness. In this unit you will learn more about stigma and discrimination and how to combat it to improve the mental health outcomes for yourself and for the people you care about.
ACTIVITIES:
1. Read the Module 1 Stigma Handout found HERE
2. Read through the powerpoint slides found HERE
3. Choose one of these youtube videos to watch and write a small paragraph that discusses how people are not defined by their mental illness.
Aaron’s story: https://youtube.com/playlist?list=PLE5iYIV5plTFatiaDjyu4WZNHJ5TMRhRN
Danielle’s story: https://youtu.be/qP-cNv4dc94
Stella’s story: https://youtu.be/nF36KwJwYMY
Michael’s story: https://youtu.be/wx5buyNP96U
4. People from all walks of life and throughout history have been successful and have contributed positively to the world while living with mental illness. Which famous people lived with mental illness? Choose a person from the list HERE. Complete THIS CHART for the person you picked.
5. Reducing Stigma. Things have changed a lot since the days of the "looney bin". But there are still many examples of how people with mental illness are portrayed in the media. Think about an example of this. Write down your thoughts about this and be prepared to talk to me about this on our module 1 check in. Read THIS and find one way to share it with someone in your home or community.
6. Read THIS CASE STUDY and answer THESE QUESTIONS. Email me your answers.
- People with mental illness are all potentially violent and dangerous
- People with mental illness are somehow responsible for their condition
- People with mental illness have nothing positive to contribute
These are all UNTRUE and can negatively impact the lives of people living with mental illness. In this unit you will learn more about stigma and discrimination and how to combat it to improve the mental health outcomes for yourself and for the people you care about.
ACTIVITIES:
1. Read the Module 1 Stigma Handout found HERE
2. Read through the powerpoint slides found HERE
3. Choose one of these youtube videos to watch and write a small paragraph that discusses how people are not defined by their mental illness.
Aaron’s story: https://youtube.com/playlist?list=PLE5iYIV5plTFatiaDjyu4WZNHJ5TMRhRN
Danielle’s story: https://youtu.be/qP-cNv4dc94
Stella’s story: https://youtu.be/nF36KwJwYMY
Michael’s story: https://youtu.be/wx5buyNP96U
4. People from all walks of life and throughout history have been successful and have contributed positively to the world while living with mental illness. Which famous people lived with mental illness? Choose a person from the list HERE. Complete THIS CHART for the person you picked.
5. Reducing Stigma. Things have changed a lot since the days of the "looney bin". But there are still many examples of how people with mental illness are portrayed in the media. Think about an example of this. Write down your thoughts about this and be prepared to talk to me about this on our module 1 check in. Read THIS and find one way to share it with someone in your home or community.
6. Read THIS CASE STUDY and answer THESE QUESTIONS. Email me your answers.
Module 2 understanding mental health and Illness
INTRODUCTION: Understanding how the brain works and some key terms around mental health will help us to have accurate conversations about mental health states. Knowing accurate information makes sure we can correct any bias or misconceptions we have surrounding mental illness. Everyone experiences feelings of sadness, agitation, stress and confusion. This is normal. People with mental illness experience a loss of ability to function and they are unable to bounce back without extensive medical attention and social support. Culture, age and gender influence mental illness and different people may have different experiences with the illness.
ACTIVITIES:
1. Watch THIS VIDEO that goes through the module 2 powerpoint. You can see all of the slides HERE if you'd like
2. Watch the Teen Brain video found HERE and talk about this video with someone you care about. Show them the video if you can.
3. Language matters - read THIS and use a highlighter to pick out key words and your understanding. If there are any terms you don't understand be prepared to bring these to our module 2 conversation or send me an email about them. Use THIS LIST of words describing various emotional states. Take each of these words and put them under the proper category on THIS sheet and hand the sheet in by emailing it to me.
4. Watch THIS VIDEO on the inter-relationship between mental health states.
5. Find a news story about mental health or mental illness. Think about the language that they use in the article. Write a paragraph reviewing the article.
ACTIVITIES:
1. Watch THIS VIDEO that goes through the module 2 powerpoint. You can see all of the slides HERE if you'd like
2. Watch the Teen Brain video found HERE and talk about this video with someone you care about. Show them the video if you can.
3. Language matters - read THIS and use a highlighter to pick out key words and your understanding. If there are any terms you don't understand be prepared to bring these to our module 2 conversation or send me an email about them. Use THIS LIST of words describing various emotional states. Take each of these words and put them under the proper category on THIS sheet and hand the sheet in by emailing it to me.
4. Watch THIS VIDEO on the inter-relationship between mental health states.
5. Find a news story about mental health or mental illness. Think about the language that they use in the article. Write a paragraph reviewing the article.
Module 3 Information on specific mental illness
INTRODUCTION: Mental illness is a disturbance in thoughts and emotions that decreases a person's capacity to cope with the challenges of everyday life. There are different categories of mental illness. For example mood disorders such as major depressive disorder and bipolar disorder. Treatments differ for these as well.
ACTIVITIES:
1. Watch THIS VIDEO which talks about how the six different brain functions change between a healthy brain and when a mental illness occurs. Write a short paragraph about one important piece of information that you learned and how you will either a) share this important information with a friend or b) how you will use this information to improve your own health. If the video doesn't work for your brain you can see the slides HERE.
2. Watch THIS VIDEO or go through THESE SLIDES and complete THESE QUESTIONS and email your answers to me.
3. For the next section you will need to use the following animated videos:
Teen ADHD: https://youtu.be/rIKMo8VuC_c
Ellie’s Depression: https://youtu.be/i8EPzkxAiVw
Social Anxiety Disorder: https://youtu.be/kitHQUWrA7s
Understanding Obsessive Compulsive Disorder: https://youtu.be/ua9zr16jC1M
Stella’s Story: Bipolar disorder: https://youtu.be/DQZdl4yAudI
Dylan’s Panic Disorder: https://youtu.be/R3S_XYaEPUs
4. Choose one of the mental disorders from the above list. When you choose one, watch the video about the disorder and find the E-magazine about it as well.
5. Click on the fact sheet (links below) about the mental disorder or illness you've chosen. Complete the last page of the fact sheet titled "reporting page". Send this to me via email.
ADHD
Anxiety
Post Traumatic Stress Disorder
Obsessive Compulsive Disorder
Schizophrenia
Eating Disorders
Depression
Bipolar Disorder
There are many factors that contribute to the development of a mental illness. For example; chemical imbalances in the body, substance use, traumatic life events, genetics and other illnesses. If you need more information you can watch THIS VIDEO that describes the environmental and genetic factors of mental health and mental illness. Please send me a message if you'd like further information or links.
ACTIVITIES:
1. Watch THIS VIDEO which talks about how the six different brain functions change between a healthy brain and when a mental illness occurs. Write a short paragraph about one important piece of information that you learned and how you will either a) share this important information with a friend or b) how you will use this information to improve your own health. If the video doesn't work for your brain you can see the slides HERE.
2. Watch THIS VIDEO or go through THESE SLIDES and complete THESE QUESTIONS and email your answers to me.
3. For the next section you will need to use the following animated videos:
Teen ADHD: https://youtu.be/rIKMo8VuC_c
Ellie’s Depression: https://youtu.be/i8EPzkxAiVw
Social Anxiety Disorder: https://youtu.be/kitHQUWrA7s
Understanding Obsessive Compulsive Disorder: https://youtu.be/ua9zr16jC1M
Stella’s Story: Bipolar disorder: https://youtu.be/DQZdl4yAudI
Dylan’s Panic Disorder: https://youtu.be/R3S_XYaEPUs
4. Choose one of the mental disorders from the above list. When you choose one, watch the video about the disorder and find the E-magazine about it as well.
5. Click on the fact sheet (links below) about the mental disorder or illness you've chosen. Complete the last page of the fact sheet titled "reporting page". Send this to me via email.
ADHD
Anxiety
Post Traumatic Stress Disorder
Obsessive Compulsive Disorder
Schizophrenia
Eating Disorders
Depression
Bipolar Disorder
There are many factors that contribute to the development of a mental illness. For example; chemical imbalances in the body, substance use, traumatic life events, genetics and other illnesses. If you need more information you can watch THIS VIDEO that describes the environmental and genetic factors of mental health and mental illness. Please send me a message if you'd like further information or links.
Module 4 Experiences of Mental illness and the family communication and relationships
INTRODUCTION: There are human faces behind the disorders we have studied so far. It is important to understand this. This unit ties together what you know about mental disorders and illnesses as well as the stigma that people face while living with these illnesses. you are going to watch videos of young people describe, in their own words, their symptoms, the difficulties they went through as a result of their illness, and how the illness affected their lives at school, within their families, and in their friendships.
ACTIVITIES
1. Choose 2 videos from the list below and complete one of these VIDEO DISCUSSION SHEETS for each. Send them to me via email.
First Person Experience: Stella - https://youtu.be/iDEE_54zobU
First Person Experience: Laura - https://youtu.be/pcKyyQvCFtM
First Person Experience: Luke - https://youtu.be/leLF0FnHFUk
First Person Experience: Amy - https://youtu.be/Ymqo4u-Sh_k
First Person Experience: Connor - https://youtu.be/72W364gPrxc
First Person Experience: Caet - https://youtu.be/kRN_eDsqNsI
**NOTE: some of these videos may talk about suicide. Suicidal thoughts mean that help is needed. Young people who are having suicidal thoughts need to reach out to a responsible adult who can get them the help that they need. If you know someone who is thinking about suicide tell a trusted support person, like a parent or school counsellor, and get that person help immediately, even if they ask you to keep it a secret. You could save their life by getting them help.
2. Please set up a time to call me or come to the school to discuss the videos you chose. I want to know what you learned and will ask you the following questions: What specific illnesses were mentioned in the videos? What help or treatment did the people receive? Did the people recover? What did they find helpful to help them recover?
3. Here are a couple of resources for young people who are finding it hard to talk to their parents and parents who are finding it hard to talk to their teen. Share these with someone who you think these would be helpful for.
How to parent your teen
How to teen your parent
4. Healthy relationships are a vital part of positive mental health. Complete THIS ACTIVITY on healthy relationships.
ACTIVITIES
1. Choose 2 videos from the list below and complete one of these VIDEO DISCUSSION SHEETS for each. Send them to me via email.
First Person Experience: Stella - https://youtu.be/iDEE_54zobU
First Person Experience: Laura - https://youtu.be/pcKyyQvCFtM
First Person Experience: Luke - https://youtu.be/leLF0FnHFUk
First Person Experience: Amy - https://youtu.be/Ymqo4u-Sh_k
First Person Experience: Connor - https://youtu.be/72W364gPrxc
First Person Experience: Caet - https://youtu.be/kRN_eDsqNsI
**NOTE: some of these videos may talk about suicide. Suicidal thoughts mean that help is needed. Young people who are having suicidal thoughts need to reach out to a responsible adult who can get them the help that they need. If you know someone who is thinking about suicide tell a trusted support person, like a parent or school counsellor, and get that person help immediately, even if they ask you to keep it a secret. You could save their life by getting them help.
2. Please set up a time to call me or come to the school to discuss the videos you chose. I want to know what you learned and will ask you the following questions: What specific illnesses were mentioned in the videos? What help or treatment did the people receive? Did the people recover? What did they find helpful to help them recover?
3. Here are a couple of resources for young people who are finding it hard to talk to their parents and parents who are finding it hard to talk to their teen. Share these with someone who you think these would be helpful for.
How to parent your teen
How to teen your parent
4. Healthy relationships are a vital part of positive mental health. Complete THIS ACTIVITY on healthy relationships.
Module 5 seeking help and finding support
INTRODUCTION: There are different treatments for mental illness. They fall into 2 mainstream categories.
1. Biological treatments like medication, and 2. Psychosocial interventions such as psychotherapy, self-help groups, family support and community supports. Indigenous ways of knowing incorporate spiritual healing as a method of treatment and view personhood as a balance of four elements; physical, emotional, spiritual and mental.
In this unit we will investigate different resources and ways to seek help and support to achieve positive mental health.
ACTIVITIES
1. Watch THIS VIDEO that presents the slides for this unit. If you'd rather read the slides yourself you can find them HERE.
2. Choose 1 'what if' situations from the first page of the handout HERE and write 1 paragraph about what you would do in this situation. You can also call me and discuss these with me instead of writing the paragraph.
3. Fill out the self-care wheel found HERE and email it to me. Make sure that you write one thing in each of the 4 quadrants.
5. Read THIS page on support strategies and recovery. What would you add to the list? Was anything surprising to see on the support or recovery page? Send me your thoughts via email.
6. Read THIS page on how to communicate with your health care provider about your mental health. These are excellent questions to try to remember. You can always ask a trusted adult to go with you to your appointment to help you to ask these questions.
6. Research project. Create a brochure (word or just on paper) that young people would find helpful. Include pictures and a variety of the information you have learned so far about what mental health is. The audience is teenagers, like you, so make it interesting, informative, and include information on mental health and where to get help. Click HERE, HERE, HERE AND HERE for some examples
1. Biological treatments like medication, and 2. Psychosocial interventions such as psychotherapy, self-help groups, family support and community supports. Indigenous ways of knowing incorporate spiritual healing as a method of treatment and view personhood as a balance of four elements; physical, emotional, spiritual and mental.
In this unit we will investigate different resources and ways to seek help and support to achieve positive mental health.
ACTIVITIES
1. Watch THIS VIDEO that presents the slides for this unit. If you'd rather read the slides yourself you can find them HERE.
2. Choose 1 'what if' situations from the first page of the handout HERE and write 1 paragraph about what you would do in this situation. You can also call me and discuss these with me instead of writing the paragraph.
3. Fill out the self-care wheel found HERE and email it to me. Make sure that you write one thing in each of the 4 quadrants.
5. Read THIS page on support strategies and recovery. What would you add to the list? Was anything surprising to see on the support or recovery page? Send me your thoughts via email.
6. Read THIS page on how to communicate with your health care provider about your mental health. These are excellent questions to try to remember. You can always ask a trusted adult to go with you to your appointment to help you to ask these questions.
6. Research project. Create a brochure (word or just on paper) that young people would find helpful. Include pictures and a variety of the information you have learned so far about what mental health is. The audience is teenagers, like you, so make it interesting, informative, and include information on mental health and where to get help. Click HERE, HERE, HERE AND HERE for some examples
module 6 stress and trauma
INTRODUCTION: Stress is your physical and mental reaction to events in your life. It is how you respond to what is happening around you. Stress that lasts a long time can take a toll on our bodies and also on our mental health. Stressful events will always happen but the important thing is to figure out how to reduce stress in ways that work for you. Stress is not necessarily a ‘bad’ thing. Without this brilliant ability to feel stress, humankind wouldn’t have survived. Our cavemen ancestors, for example, used the onset of stress to alert them to a potential danger, such as a sabre-toothed tiger. Stress that lasts a long time, called toxic stress, can take a toll on our bodies and also on our mental health. The COVID-19 pandemic is an example of toxic stress. Stressful events will always happen and the important thing is to figure out how to reduce stress in ways that work for you, when you can.
Trauma is any experience a person has that is encoded in terror. Traumatic experiences can be things like; a car accident, abuse or neglect, a natural disaster, the loss of a loved one. What makes an experience traumatic or not is individual and can be different from one person to the next. Trauma changes the brain. You may have heard of trauma responses; fight, flight, freeze and fawn. If you are having negative feelings or feeling triggered at all with this unit, reach out to me. I am here to help. We can absolutely omit some of these if it does not work for your brain.
ACTIVITIES:
1. Print THIS sheet and THIS sheet (these are stress reaction cards). Categorize these reaction cards how you think they are best categorized. Once you have them where you want them. Snap a picture and email them to me with a little explanation as to why you put them in whichever category you did.
2. Do THIS reading and questions about stress.
3. Read THIS coping strategies sheet, think about which ones you use. Are there any from this list you can use?
4. Watch THIS video on how to make stress your friend.
5. Watch THIS video on toxic stress and do THIS worksheet by going to THIS WEBSITE on toxic stress by Harvard.
6. Watch THIS VIDEO by Nadine Burke Harris on how childhood trauma affects health across a lifetime. Be prepared to talk to me about 2 things you found interesting or learned from this video.
Trauma is any experience a person has that is encoded in terror. Traumatic experiences can be things like; a car accident, abuse or neglect, a natural disaster, the loss of a loved one. What makes an experience traumatic or not is individual and can be different from one person to the next. Trauma changes the brain. You may have heard of trauma responses; fight, flight, freeze and fawn. If you are having negative feelings or feeling triggered at all with this unit, reach out to me. I am here to help. We can absolutely omit some of these if it does not work for your brain.
ACTIVITIES:
1. Print THIS sheet and THIS sheet (these are stress reaction cards). Categorize these reaction cards how you think they are best categorized. Once you have them where you want them. Snap a picture and email them to me with a little explanation as to why you put them in whichever category you did.
2. Do THIS reading and questions about stress.
3. Read THIS coping strategies sheet, think about which ones you use. Are there any from this list you can use?
4. Watch THIS video on how to make stress your friend.
5. Watch THIS video on toxic stress and do THIS worksheet by going to THIS WEBSITE on toxic stress by Harvard.
6. Watch THIS VIDEO by Nadine Burke Harris on how childhood trauma affects health across a lifetime. Be prepared to talk to me about 2 things you found interesting or learned from this video.
module 7 positive mental health
Resiliency has been defined as “the ability to thrive, mature, and increase competence in the face of adverse circumstances.” (Gordon, 1995). All of us have resilience.
1. Watch THIS VIDEO on the brain and its journey to resilience and read THIS handout and THIS handout.
2. Part of building resilience and positive mental health is ensuring that you have protective elements in your life. Use THIS CHECKLIST to see what protective factors are present for you. Write this score down out of 10 and write a small paragraph on this checklist. Do you feel that these factors helped you become more resilient? Email me your paragraph.
3. Having positive mental health means that you spend time caring for yourself. Do THIS ASSESSMENT of your own personal self care and fill out THIS plan for self-care. Send me both of these via email.
4. Coping strategies are things we do to help us get through tough times or times of stress. There are positive and negative coping strategies.
Further optional learning:THIS BINGO card (challenge yourself to try new healthy mental health strategies),
1. Watch THIS VIDEO on the brain and its journey to resilience and read THIS handout and THIS handout.
2. Part of building resilience and positive mental health is ensuring that you have protective elements in your life. Use THIS CHECKLIST to see what protective factors are present for you. Write this score down out of 10 and write a small paragraph on this checklist. Do you feel that these factors helped you become more resilient? Email me your paragraph.
3. Having positive mental health means that you spend time caring for yourself. Do THIS ASSESSMENT of your own personal self care and fill out THIS plan for self-care. Send me both of these via email.
4. Coping strategies are things we do to help us get through tough times or times of stress. There are positive and negative coping strategies.
Further optional learning:THIS BINGO card (challenge yourself to try new healthy mental health strategies),
MODULE 8 CaREERS IN MENTAL HEALTH
Introduction: There are MANY MANY ways a person can work in a helping profession. From clinical counsellors to addiction support workers and housing support workers.
Activities:
1. Go to THIS WEBSITE and take the Myers-Briggs personality test. You might have to sign up to the webpage to do this test (create a login and password). Once you get your results print your report and send it to me.
2. Go to the indeed.ca website. This is a job listing site. Find 2 jobs listed that are in the mental health field. Print them or email to them to me along with your personality report.
3. Now write me a small paragraph discussing if your personality type aligns with a future career in the mental health field. Why or why not?
Activities:
1. Go to THIS WEBSITE and take the Myers-Briggs personality test. You might have to sign up to the webpage to do this test (create a login and password). Once you get your results print your report and send it to me.
2. Go to the indeed.ca website. This is a job listing site. Find 2 jobs listed that are in the mental health field. Print them or email to them to me along with your personality report.
3. Now write me a small paragraph discussing if your personality type aligns with a future career in the mental health field. Why or why not?
Resources used in creation of this course:
Helpful files to support this learning
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