Tuesday, November 4, 2008

Gender Power & Relationships













Strand 3: Individual and Community Health


Outcome 5.6 - A student analyses attitudes, behaviours and consequences related to health issues affecting Young people.


SLA - Power and Gender


SLT - Analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions.


Strand 1: Self and Relationships


Outcome 5.3 - A student analyses factors that contribute to positive, inclusive and satisfying relationships


SLA - Developing respectful and equal relationships


SLT - Explore how the appropriate use of personal power can contribute to positive relationships


Skills:

Communication

Decision Making

Problem Solving


Task 1: Role Play


Divide students into groups of 4. Two female student's and two male student's will be required in each group.
The rationale of this exercise is to demonstrate to students in a practical way the gender and power relationships that exist in their daily lives. Further this task will show students the different ways that personalities portray the same information and how dynamic and changing these relationships can be. It will examine students communication skills, problem solving abilities and decision making capabilities.


The play revolves around the workplace with interaction between all players. Students are to split into groups of 4 select their role player and together work out how they think each person may interact with others. Students are to design a scenario that depicts the gender power relationships that exist between each of the players. Students are free to express themselves creatively during this task.
Once students have designed their play, each group will present it the rest of the class. At the conclusion of each performance a critique of the role play will be undertaken with the teacher as facilitator. Questions will be posed to the group performing and to the remainder of the class. Questions may also come from within the group and from the class. Each student will be debriefed at the conclusion of their role.
Focus questions to group and students.
John:
1. Does John's home life have an impact on the way he behaves at work?
2. Is John a control freak?
3. Does John have any good qualities?
4. What are some of John's negative qualities?
5. Is John a strong person?
Debbie:
1. Is Debbie venerable to others due to her situation?
2. Can Debbie be taken advantage of?
3. How should people treat Debbie?
4. Is Debbie a victim of herself?
5. What could Debbie do to balance the ledger?
Paul:
1. Is Paul's ignorance an excuse?
2. What would society say about Paul's behaviour?
3. Does Paul's background play a part in his behaviour?
4. Is Paul acting out because he is scared?
5. Does Paul have power?
Jane:
1. Is Jane afraid of failure?
2. Is Jane a powerful person or just putting on a brave face?
3. Do you think Jane is a happy balanced person?
4. Does Jane exert control over others?


Male role player 1: John is 40 years old and overweight. John lives for work and does not take much interest in his home life. He is the boss of the company and thrives on the fact that at work he is in full control whereas at home his wife rules the nest


Female role player 1: Debbie is a single mother of three children. She relies on her work to support her children. She has strong morals and beliefs and feels venerable to others because of her sole parent situation.
Male role player 2: Paul is a migrant from Iraq. He does not speak much English and is employed at Johns company as a cleaner. He does not fully understand Australian customs and beliefs particularly when it comes to taking orders and women.
Female role player 2: Jane is a 32 year old up and coming executive. She is headstrong and believes that her way is the right way. She does not take a backward step from anyone.












Injury and Road Safety


Strand 3: Individual and Community Health
Outcome 5.6: A student analyses attitudes, behaviours and consequences related to health issues affecting young people
SLA - 5.6
> Responsible driver and passenger behaviour
> Factors influencing road user behaviour
> Major causal factors in road and traffic related injuries, eg (speeding, drug use, fatigue, occupant restraint)
> Consequences of unsafe road use behaviour
> Skills and attitudes that support safe road behaviour, eg hazard perception, road sharing and tolerance
SLT - 5.6
> Propose and present strategies designed to promote safe road-use attitudes and behaviour
Skills:
> 5.12 - Decision Making
> 5.16 - Problem solving
For this unit I have decided to invite guest speakers to the class these are as follows, Police, Fire and Ambulance personnel. My rationale for this decision is that these organisations are at the forefront of this issue and their knowledge and expertise can only greatly benefit my students. By inviting these departments I hope to clearly link what is being taught in the classroom to real life situations. It is my express intent to clearly demonstrate this unit in a practical sense.
Prior to this class I spoke with and met the relevant departments and outlined my educational requirements to them. Together we tailored an educational approach that was aligned with the outcomes listed above.
The class will be broken into three groups. Each group will receive equal time with each emergency services personnel. Real life experiences will be recounted to students along with identifying causes and effects and practical advice on how to stay safe.
During these group presentations students will also be able to ask questions of the guest speakers and seek their advice and guidance on matters relating to safety and practical tips.
At the conclusion of the group sessions the class will come back together for a final debriefing and concluding messages from the emergency services personnel.

Risk Taking



Strand 3: Individual and Community Health

Outcome - 5.6: Students analyse attitudes, behaviours and consequences related to health issues affecting young people.


SLA - 5.7: Influences on health decision-making and risk behaviours

> Individual factors, eg values and beliefs
> sociocultural factors eg family, peers, gender and culture

SLT - 5.7: Recognise that health decisions and risk behaviours are not simply an individual responsibility but are shaped by a range of influences

> anaylse the range of influences that impact on an individuals ability to behave in healthy and safe ways in relation to personal safety and physical activity

Skill - 5.12: Decision Making

Task 1: You Tube train surfing expose by Chanel 10

Follow link to video and play to class. At conclusion of video the class is to be divided into two groups that will debate this topic. Group 1 will identify all negative aspects of rosk taking and group 2 will identify the positive aspects of rosk taking. Allow groups 10 minutes to formulate their arguments and then proceed to class debate. As a additional engagement activity the teacher is to select students to perform the role of moderator. Interchange this role as the debate progresses.

During the debate teacher is to write students identified points on white board as a visual aid for students.

http://www.youtube.com/watch?v=LN-bixbaeB8


Task 2: You Tube - Snake Charming:

Follow link to video and play to students. The focus of this task is to demonstrate to students the relevance that sociocultural issues have on risk taking.

Time Line Continum: At the conclusion of the video have all students stand at the front of the class. Explain to students that to their right is fully agree, the middle is utral ground and to their left is disagree. Ask the following questions.

1. Would snake charming be considered risky in Australia?

As the class moves into position ask questions of individual students such as.
>Why do you think that?
>Is this because you weren't brought up snake charming?

Balance your questions between groups of students that have chosen different responses

2. Is snake charming considered risky in India?

Why is not considered risky?
What is the difference between Australia and India?


3. Does the society in which a person lives provide you with what is risky or not?

Do values and beliefs shape what is acceptable or not?
Does the society in which we live make unwritten rules of behaviour?

4. Do all people have the same definition of what is risky?

Why and why not?

http://www.youtube.com/results?search_query=snake+charming&search_type=&aq=f

Prior to the conclusion of the lesson ask students to compile a list of Australian activities that might pose an element of risk to someone looking in from the outside. This list is to be presented and discussed in the next class.

Resiliance


Strand 3: Individual and Community Health


Outcomes

5.6 - Analyses attitudes, behaviours and consequences related to health issues affecting young people

5.3 - Anaylses factors that contribute to positive, inclusive and satisfying relationships

SLA:

5.6

> Maintaining connections

> Loss and grief: helpful and unhelpful strategies

> Reaching out: helping yourself and helping others

5.3

> Developing equal and respectful relationships - conflict resolution


SLT:

5.6

> Suggest positive strategies to deal with loss and grief

5.3

> Examine power, conflict and cooperation in different settings including friendship groups, in the school context, family and workplace


Skills: Communication and Decision Making


Task 1: Student Research Task


Students to be divided into groups of 5. Each groups is to be provided with one of the following 5 articles. These articles depict 5 different traumatic incidents that have occurred around the world. I have chosen real life examples to show students the link between resilience and the outside world. Each groups is to read the articles individually and then comment on the following focus questions. Student responses are to be represented on butchers paper in any way they choose. At the conclusion of this task each group will relay their storey and findings to the class.

Focus Questions:

1. From an individuals perspective how must these people have felt?

2. What types of emotions would these people have experienced?

3. Did they experience a sense of loss and hopelessness?

4. What would have been the communities response to this event?

5. What coping mechanisms might these people have used?

6. What support might have been available to them?

7. How do these people move on with their lives?

8. What was the overall effect on individuals and or groups?

9. Were new relationships formed?

10. What physical and emotional obstacles would these people have to overcome to rebuild their lives?


Group 1: Bali Bombing

Hardship persists for Bali bomb victims
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Updated Tue Oct 14, 2008 12:09pm AEST
More Indonesia Stories:
Independence leader returns to Aceh after three decades
Concern at radical influence on Indonesian Muslim scholars
Indonesia to reopen battered stock market


On Sunday, survivors as well as family and friends of those killed in the Bali bombings marked the sixth anniversary of the devastating terrorist attacks.For Indonesians touched by this tragedy, the pain remains raw and the past few years have brought more hardship. Yesterday Indonesia's Attorney General announced that next week he'd reveal when the Bali bombers would be executed. For many of the victims that day cannot come soon enough.Presenter: Gavin Fang Speakers: Gusti Anom, bombing victim; Ni Wayan Rastini, bombing victimFANG: When he plays with his children Gusti Anom can sometimes forget about the now infamous October night six years ago that changed his life forever. The security guard should never had been in Kuta when the bali bombers struck. But a few blocked streets put him in harms way. On his way home from work the 38-year-old was forced to take a detour. He stopped his motorbike outside Paddy's bar to buy some water and it was then that the world turned black. Waking up he found himself lying face down on the street .GUSTI: I felt a pain on my face and I couldn't open my eye. I got up and ran to a nearby hotel.. There was a lot of bodies lying around. I asked for a drink but there was no drinks so I found a tap outside. I went to wash my face because my eye was hurting and and then I felt blood coming down my face.FANG: The 38-year-old had a piece of glass lodged in his eye, burns to his arms and back from the blast and fallen power cables, and a shattered ear drum. Even now after several operations he still can't see properly from his left eye and his hearing will never fully recover. His injuries make it difficult to get work.GUSTI: It's been 6 years and everyday I think about that night. Sometimes I think about how different my life would have been if there was no bombing. When I talk to my daughter I can forget� but not for long, maybe the memories won't disappear until I die.FANG: Like Gusti Anom, Ni Wayan Rastini is haunted by the Bali bombings. Her husband was one of the 38 Indonesian's killed in the terrorist attack. He was a taxi driver waiting in the street. Now Rastini works with four other widows at a clothing company called Adopta that they set up together.RASTINI: I joined Adopta because I have to get money to feed my two daughters, I have to have a job because I don't have a husband anymore. We all have a shared destiny and here we can share our problems and support each other.FANG: Between them these five widows are raising ten young children. And its been difficult, not only getting enough money to survive but also explaining to their children what happened.RASTINI: My oldest daughter understood that her father had died but my second daughter didn't know. I told her that her dad had died but she didn't believe me, she said that he was working in America and she believed he would come back. I tried to make her understand, but only recently did she understand after she saw Amrozi on TV Sometimes she yells at Amrozi on the TV.FANG: For Rastini and others touched by the bombings this is an especial painful time of year. On Sunday, for the sixth year running the survivors of the terrorist attacks made their annual pilgrimage to Bali's ground zero. For every name on this memorial there are many more victims living everyday with the nightmare of the Bali Bombings. Many of those now feel angry at what they see as a lack of justice for themselves and the bombersPrison has done nothing to silence the three men on death row for the 2002 attacks. In recent weeks Amrozi, Mukhlas and Imam Sumudra again defended their murderous actions. And the delay in executing the men has left the victims angry.GUSTI: I ask the Government, don't keep promising to the Balinese people, to the public and to the world that they will execute them and then not do it� as a victim that hurts, the Government they defend the perpetrators but as a victim no one asks about my life.FANG: Ni Wayan Rastini also wants the bombers to be killed and like many other victims her anger isn't just for the men who committed the terrorist attacks.RASTINI: I feel really upset because the execution of Amrozi has been delayed. He is a coward, he did not stand by his word that he was ready to die, I feel really upset with the Government for the delay. I am ready, if they told me to kill Amrozi I am ready for it, all the victims are ready to kill them.FANG: So for many of the victims of the Bali bombings justice can't come soon enough for the men who brought such pain to their lives six years ago.
Listen:
Windows Media



Group 2: Asian Tsunami

Asian tsunami death toll rises above 23,000
More than 30,000 Indian villagers were reported missing this evening more than 24 hours after their homes on a remote archipelago were swept away by yesterday's tsunami.
As the confirmed death toll from the disaster climbed past 23,000 in nine countries from Indonesia to Somalia, rescue workers scoured the fatal shores of South Asia for corpses and rushed to bury the dead before disease could take hold.
The world's biggest earthquake for 40 years was set of by the slight shifting of a massive tectonic plate that ripped open the sea bed off the Indonesian island of Sumatra and sent a 30ft (10m) tidal wave of death around the Indian Ocean basin.
Thirteen Britons were confirmed killed, although officials say that the toll is likely to rise further. The Foreign Office said 10 British died in Thailand and one holidaymaker in Sri Lanka. In the Maldives, a male holidaymaker suffered a heart attack moments before the devastating tidal wave struck and a woman also died.
Empty airliners were leaving Heathrow to pick tourists up from the debris of the quake, which measured 9.0 on the open-ended Richter scale, the most powerful since 1964.
Pat Faragher, from Wembley, north-west London, returned home from Sri Lanka in her bare feet. With her husband Bill at her side, she stood at Heathrow in her socks and said: "We have lost everything - no passports, no papers, all our belongings were swept away. But we're alive."
Sri Lanka was especially hard hit by the tsunami and rescue workers struggled to cope with the aftermath. A military spokesman said this morning that the official death toll had reached 10,029 and the Tamil Tiger rebels said at least 1,500 people - and possibly many more - were killed by the wall of water which swept in on areas under their control.
In India, where 6,600 people are confirmed dead, Hindus scattered flower petals at sea and sacrificed chickens to pray for the safe return of hundreds of pilgrims washed off southern beaches.
Helicopters rushed medicine to stricken areas along India's eastern coast. Among those who perished were a group of 200 Hindu pilgrims who had gone for a holy dip on a beach in Andhra Pradesh.
In India - as elsewhere - most of the victims were children and elderly people who were too weak to run or swim through the swirling waters. At a graveyard in southern Cuddalore, mass graves were dug using an excavating machine to bury nearly 200 bodies.
"We must have dug some seven or eight pits and buried 25, 30, 35 bodies in each of them," said gravedigger Shekhar. "We lined up bodies next to each other in two rows and buried them. I've never buried so many in a single day in my life."
Some 3,000 people were thought to have died in the Andaman and Nicobar islands, an isolated archipelago just a few hundred miles north of the epicentre. They included 100 staff on an Indian air force base that was washed away by the tsunami.



Group 3: Thredbo Disaster

A decade after a landslide at the NSW ski resort of Thredbo killed 18 people, their loved ones gathered at a service to reflect and remember.
Family, friends and colleagues packed Thredbo chapel for an ecumenical service on the 10th anniversary of the landslide, which crushed two ski lodges just before midnight on July 30, 1997.
At the service, Father Peter Miller said the 18 people killed could be honoured by those left behind making the most of their lives.
"We move on, honouring the 18 by loving and caring for each other ... and drinking fully of the cup of life," he said.
"We gather as one of a kind who have been together during a difficult time.
"We come here because of life, because of love and of care.
"May that love and care continue and the memories and the love of the 18 always be fresh."
At the service, 18 candles symbolised the victims and the church bell tolled as each name was read out.
In a statement read to the service by federal Member for Eden Monaro Gary Nairn, Prime Minister John Howard said Australia joined with the Thredbo community in remembering.
"Ten years ago Australia mourned, prayed and kept vigil with families and loved ones during that difficult time and today we remember again those who lost their lives," Mr Howard said in the statement.
"We can only imagine the ... grief and loss experienced by families and loved ones of those victims and the continual impact on lives today.
"This 10th anniversary is an opportunity for us to collectively pay tribute to and give thanks for the lives of those 18 people."
Maureen Roberts, who has worked in Thredbo for the past 18 years and was at the village when the landslide hit, said she felt a sense of closure at the end of the service.
"Everybody was thinking about what happened that day and how it affected them," she said.
"It was just a closing, I think.
"A lot of people there probably wanted that to happen."
Ms Roberts said the service brought back a lot of memories for her, and it didn't feel like 10 years since the tragedy.
"(I remember) the feeling of incredible loss and sadness," she said.
"The total incomprehension of what had happened."
Local businessman Randy Wieman said those killed were greatly missed by the community and "their names popped up in conversation over the years".
Many old faces had returned for the service, he said.
"There's the joy of seeing everybody and the sadness of remembering what happened," Mr Wieman said.
The service was expected to be the last official commemoration.
Sole landslide survivor Stuart Diver, who lost his wife Sally in the disaster, did not attend the Thredbo service.
His sister-in-law Suzie was there, breaking down as she read out Sally's name.
The service was followed by a commemorative flare run down the Thredbo Supertrail, with more than 1,000 skiers and snowboarders taking part in an effort tipped to break records.
The run will end with 18 "big bang" fireworks.

Group 4: Lauren Huxley

THREE months after she was bashed, doused in petrol and left to die in her blazing home, Sydney teenager Lauren Huxley says she wants to come home from hospital.
But her father Pat Huxley, who today spent his 93rd day by her bedside, says while the 19-year-old's condition is improving every day, her recovery is "like waiting for a tree to bear fruit".
Lauren today walked 500 metres for the first time, with the aid of a nurse and another assistant.
Mr Huxley believes she will also be close to eating her first mouthful of food by the end of the month, but it could be some time before she returns to the family home.
"She said to me last night `Dad, when am I coming home?" Mr Huxley told AAP.
"I said, `Honey, when you can eat some food, and can get yourself to the toilet as well'."
He said it was the first time Lauren had raised the subject of her homecoming with him, after asking her mother, Christine, earlier this week.
Lauren is recovering in Westmead Hospital after the brutal attack in the family's Northmead home, in Sydney's north west, last November.
Part
of the home was destroyed by the fire and the Huxley family have since moved to a block of units in the same suburb.
Mr Huxley said Lauren cannot remember the attack, but it had "rocked the family right off course".
"All our concentration just goes right on to Lauren all the time," Mr Huxley said.
"Everything else has stood still ... except for Lauren."
"I haven't been doing emails or on the internet, nothing to do with any of that, I've just been at the unit here, I'll make some sandwiches and then back down (to the hospital) to see Lauren again."
He said Lauren is learning how to balance again and walked 500 metres, helped by a nurse and another assistant.
"They put a belt around her that's got a bit of velcro on it and little handles, and you hold on to the handles so it keeps her balance up and keeps her going steady in case she tilts to one side or falls," Mr Huxley said.
She can drink a thickened cordial, but is fed through a tube that goes directly into her stomach and is unable to go to the toilet unassisted.
Mr Huxley, a carpenter, said he quit his job to visit Lauren in hospital every day and his wife only works part-time.
The Northmead Bowling, Recreation and Sporting Club will auction sports memorabilia at a lunchtime fundraiser for the Huxley family tomorrow.

Group 5: Sophie Delezio

Sophie Delezio, the five-year-old Sydney girl who suffered horrific injuries when a vehicle ploughed into her daycare centre in 2003, was tonight fighting for her life again after being struck by a car.
Father Ron Delezio said his daughter was struck by a small sedan as she was pushed across the road outside her primary school on Frenchs Forest Road in Seaforth, in Sydney's north, this afternoon.
She was thrown 18 metres by the impact, an ambulance officer on the scene said.
Sophie suffered head, facial, chest and leg injuries and was airlifted to Sydney Children's Hospital at Randwick in a critical condition, an ambulance spokeswoman said.
The NRMA CareFlight helicopter landed in the grounds of the Balgowlah Heights Public School, where Sophie began kindergarten in February.
The little girl lost both feet, some fingers and suffered third-degree burns to 85 per cent of her body when she was trapped under a car that crashed into the Roundhouse Childcare Centre at Fairlight, in Sydney's north, on December 15, 2003.
She underwent months of operations, but captured people's hearts with the cheerful way she dealt with her injuries.

Task 2: Student Reflection

This task involved students writing three positive traits of resilience and three negative traits on a piece of paper. Each student will then tell the class their opinion. Teacher will compile a list of common traits identified by students and write then on the white board. Discussion to take place centred on the main traits that students have identified and their importance to both the individual and society in developing health stable relationships and a balanced individual.

Monday, November 3, 2008

Substance Abuse - Alcohol


Strand 3: Individual and Community Health


Outcome:


5.6 - Students analyse attitudes, behaviours and consequences related to health issues affecting young people


5.1 - Students analyse how they can support their own and others sense of self


SLA: Influences on alcohol use and binge drinking


SLT: Examine the consequences of alcohol use on the individual and community


Skills: Decision making



Task 1: Small Group Experts.


Students are to be devided into groups of 5. Each group is provided with an excerpt from the Australian Institute of Health and Welfare Report,"Young Australians. Their Health and Well being 2007. Student groups are to read and take notes on each part of the report. At the conclusion of this session each group is to relay their knowledge to the rest of the class.
This activity is designed to provide a base of understanding to students as to the prevalence and problems associated with excessive alcohol consumption.


Short Term Risk Factors - Group 1


Excessive alcohol consumption is a major risk factor for morbidity and mortality. In the short term,
high doses of alcohol severely impair brain function and can result in coma or death from direct
intoxication (NHMRC 2001). The immediate effects of excessive alcohol consumption include
a lowering of inhibitions and impairment of motor, sensory and thought processes. When these
effects are combined with the typical risk taking behaviours associated with adolescence, the risk
of serious injury and death is high. Young people are the group at greatest risk of alcohol-related
harm such as motor vehicle accidents, physical and sexual assault, falls, drowning and suicide
(NHMRC 2001).


Long Term Risk Factors - Group 2


In the long term, excessive alcohol consumption can impair liver function, resulting in alcoholic
hepatitis and cirrhosis of the liver, and have toxic effects on the cardiovascular system, resulting
in high blood pressure and stroke (NHMRC 2001). Alcohol consumption is also a major factor
in the development of certain forms of cancer, including cancers of the oral cavity, cancer of the
oesophagus, cancer of the liver, cancer of the larynx, and female breast cancer (AIHW & AACR
2004). Other long-term health problems related to excessive alcohol consumption include sexual
dysfunction, gastric ulcers, metabolic conditions such as gout, nutritional conditions such as folate
deficiency, and nervous system disorders such as alcohol-related brain damage (NHMRC 2001).

Risky Drinking - Group 3


Risky and high-risk drinking
Alcohol consumption is measured in standard drinks—one standard drink is any drink containing
10 g (equivalent to 12.5 ml) of alcohol. Consumption levels associated with harm are presented in
Table 3.10. These levels relate to consumption among people aged 18 years and over. Young people
under 18 years of age are more vulnerable to the risks of alcohol consumption than adults—they
are physically smaller, they lack experience with drinking and its effects, and do not have a built-up
tolerance to alcohol (NHMRC 2001).
NHMRC guidelines recommend that young people under the age of 18 years should not drink
beyond the levels set for low-risk drinking by adults—for males, no more than 4 standard drinks
per day on average, and never more than 6 standard drinks on any one day and for females, no more
than 2 standard drinks per day on average, and never more than 4 standard drinks on any one day
(NHMRC 2001).


Consumption Statistics - Group 4


According to the 2004 National Drug Strategy Household Survey, 31% of 12–24 year olds drank,
once or more a month, at levels that put them at risk or high risk of alcohol-related harm in the
short term, and 11% drank at levels that put them at risk or high risk of alcohol-related harm in
the long term.
• An estimated 37% of 16–19 year olds and 45% of 20–24 year olds drank at risky or high risk
levels for short-term harm. These rates are almost twice the rate for all Australians (21%;
see AIHW 2005a). A much smaller proportion (4%) of young people aged 12–15 years were
drinking at risky or high-risk levels for short-term harm.
• Relatively high proportions of young people were also drinking at risky or high-risk levels for
long-term harm: 14% of young people aged 16–19 years and 17% of young people aged
20–24 years. This compares with 10% of all Australians. Less than 2% of young people aged
12–15 years drank at levels that were risky or high-risk for long-term harm.
In their same groups students are asked to examine on of the following subject areas and brainstorm ideas and solutions.
Group 1
What negative effects can alcohol abuse have on individuals/families
Group 2
What are the consequences for society as a result of alcohol abuse
Group 3
How much of a role does peer pressure play in under age binge drinking
Group 4
What strategies could be put in place to make people more aware of the dangers of alcohol abuse
At the conclusion of this session each group is asked to discuss their findings with the rest of the class. Teacher is to document in dot point form each groups findings on the white board.
Debrief: General class discussion on the dangers of alcohol abuse, the ramifications on society and the individual and how we can provide assistance to ourselves and others.

Mental Health


Strand 3: Individual and Community Health


Outcome 5.6 - Students analyses attitudes, behaviours and consequences related to health issues affecting young people


SLA: Understanding mental health, help seeking behaviours and reaching out (helping yourself and helping others).


SLT: Challenge negative community perceptions of mental health and identify reasons why these have developed.


Skills: Decision making and problem solving


The topic of Mental Health can also be integrated with Strand 1 Self and relationships by allowing students the scope to incorporate 5.1 (students analyse how they can support their own and others sense of self) into this topic. Engagement activities and stimulus can reflect the importance of how mental health issues can affect students and the relationships they have.


Scope of Task 1:


Provide students with a blank piece of paper. On the white board write the following questions for students to think about.


1. Do you think the majority of people feel comfortable disclosing a mental health issue?


2. What do you think could be some of the reasons as to why people would not disclose a mental health issue?


3. How do you think mental health issues are viewed by the wider community


4. How would you react if someone told you that they suffered from a mental health issue?


5. Who could people go to for support?


6. What could you do as an individual to assist?


Ask students to write some key points answering the above questions. Allow 5 to 10 minutes for students to complete this task.


This task is designed to get students thinking holistically about the issue of mental health from their perspective.


Once students have completed this task a class brainstorming activity is undertaken with the teacher facilitating discussion. Commence discussion with students answers to question 1 and progress through to question 6. As students provide answers write dot points under each question on the white board.


Identify the key issues that students have provided and circle them on the board.



Task 2: Small Group Exercise


Divide class into groups of 5 students in this case the class has 20 students. Provide each group with the following points to concentrate on.


1. Does mental health carry a societal stigma and if so why?


2. What could be some of the reasons why people may feel reluctant to seek help for a mental illness?


3. What could be some of the wider community effects of mental health issues?


4. How could mental health effect relationships?


Allow each group 5 minutes to document their ideas. Ask for a spokesperson from each group to stand up and relay to the class what their group came up with. Provide positive feedback to all student groups throughout this exercise and reinforce their answers.


Task 3: Stimulus Picture's


Google Mental Health Images



Students are to view to above hyperlink with the aid of the following discussion questions
1. What are some of the effects of mental health issues on
The individual
Family
Friends
Work
The Government/Economy
Health spending
2. What do the images reflect about mental health issues?
3. What feelings do the images reflect?
4. Who can be affected by mental health issues?
5. What do some of the images tell you about the people that suffer from mental health issues?

Teacher to facilitate discussion of the above questions with a view to providing students with balanced understanding of mental health.