Lesson 1: Starter Task Brain storm words associated with mental health – write them down on the poster paper Maybe create a display with the feedback?

Complete Pre-course questionnaire

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

Understanding mental health
Ginger man activity Ginger bread men – analysis of feelings, colours, breathing, images to provoke a reaction

What is Stigma?

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

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

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

Lesson 2

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

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

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

Gok Wan – Fashion Expert Kerry Katona – Reality TV contestant
Frank Bruno - Boxer Patsy Palmer - Actress Gok Wan – Fashion Expert Kerry Katona – Reality TV contestant Bi-Polar Disorder Panic Attacks Obsessive Compulsive Disorder

Gail Porter – TV presenter Marcus Trescothick – Cricketer
Britney Spears – Singer Stephen Fry – Writer/ presenter Post Natal Depression Depression Bi-Polar Disorder

Terry Pratchett – Discworld Author Catherine Zeta-Jones Actress
Jim Carrey – Actor Susan Boyle – Singer Terry Pratchett – Discworld Author Catherine Zeta-Jones Actress Depression Stress-Related Illness Alzheimer’s Disease (Dementia) Bi-Polar Disorder

Resources - Tackling Mental Health Stigma
Video Resources - Tackling Mental Health Stigma This video is within session 1 on the website

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

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

Myth or fact questionnaire

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

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

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

Things that affect my wellbeing
positively (make me happier) negatively (make me less happy)

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

What to do: At the start of the class put one red or one white circle on the desk of each pupil. (Ratio of three white circles to one red – for example, in a class of 40 there will be 10 pupils with a red circle and 30 with a white). Ask everyone to stand up. Then ask those with a red circle to remain standing while everyone else sits down. Ask them how they feel to be the select few left standing up. (Suggested questions: do you feel different, special, weird or lonely?) After you have heard their answers, you should explain that the ‘red circles’ represent the 1 in 4 people who will experience mental ill-health at some point in their lives. (NB please clarify that the 1 in 4 statistic is based on someone’s ‘lifetime’ and the statistic for young people is much lower, 1 in 10). Then ask all those with a white circle to stand up (the rest of the class). Everyone should be standing again. Ask those with the red circles if they feel different or if they feel better. Then explain that the ‘white circles’ represent the 3 in 4 people who will know someone with mental ill-health, and therefore they represent supporters. End by highlighting that everyone has an active role in de-stigmatising mental ill-health whether you experience mental ill-health or not. The role is one of support and understanding, and this support is key in helping someone recover from mental ill-health. Some Notes: The short exercise is intended to show that the number of people who will experience mental ill-health is larger than what you might have thought. It is also intended to show young people that mental ill-health affects us all. When everyone stands up for the last time, the unity felt at the beginning of the class is felt again at the end, regardless the different coloured circles we have. Learning Outcome: This activity explains how support and understanding is key – we might not all be the same but our actions and support for one another should mean that no one feels isolated and alone. 'HWB 0-08a / HWB 1-08a / HWB 2-08a / HWB 3-08a / HWB 4-08a I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.'

Use play dough to make something that show positive mental health
Lesson 4: Starter Task Use play dough to make something that show positive mental health Maybe create a display with the feedback?

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

Homework: Hand in C me card
” Ask how facebook affects your mental health

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

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

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

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

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

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

Lesson 5: Starter Task Complete the matching exercise

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

Mental Health Problems Quiz using the information sheet

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

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

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

Group Agreement

What words/phrases do you associate with…?
Physical Health Physical Illness Mental Health Mental Illness

Graffiti Wall

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

Complete research task & present to the class.
Powerpoints/poster etc to be displayed on screens or on display boards

Preparation Preparation of Visual aids Practise Resources

http://www.seemescotland.org.uk/whatsonyourmind/teachers Complete task
Lesson 7: Starter Task Complete task Video on page Preparation: Print out the blank thought bubbles and the statement speech bubbles, one per group. What to do: Split the class into groups of two or three. Hand out a large speech bubble already filled in with a sentence from the film to each group. Then hand each group an empty thought bubble to fill in with what they think Kirsty is really feeling. Give the class 5 minutes for this. After they have finished ask each group to read out their bubbles. Engage the whole class in a discussion on what each group has written and why. Some suggestions: Laminate the speech bubbles so you can re-use them. Stick all the speech and thought bubble pairs up on a wall to create a feature “Wall of Support” in the classroom. This activity can be run individually, not just in groups. Learning Outcome: Pupils develop an understanding that feelings and reactions can change depending upon what is happening within and around them. This leads to an understanding of the pupil’s own behaviour and the way others behave as the activity helps pupils think about Kirsty’s problems and how they impact those around her. 'HWB 0-04a / HWB 1-04a / HWB 2-04a / HWB 3-04a / HWB 4-04a I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.'

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

Preparation Preparation of Visual aids Practise Resources

Public Health Campaigns
Change 4 Life THINK! Government road safety campaign 'Catch It. Bin It. Kill It‘ STOP Smoking Stroke: Act F.A.S.T Hands-Only CPR (BHF campaign with Vinny Jones) Here are a few suggestions of government campaigns to review. These are current at time of writing (April 2012). A Google search will find older ones (including some of the campaign material). It might also be worth looking for examples campaigns specifically aimed at young people on Facebook / Twitter and for campaigns from other countries too (Australia has a particularly good record on both public health, for example their 'Slip, Slap, Slop' Sun Safety campaign) and mental health) The students will probably be able to come up with more suggestions of campaigns they've seen. Change 4 Life THINK! Government road safety campaign 'Catch It. Bin It. Kill It‘ STOP Smoking Stroke: Act F.A.S.T Hands-Only CPR (BHF campaign with Vinny Jones) more information about teaching Emergency Life Saving Skills to young people see our Heartstart website)

Mental Health Campaigns
Time to Change See-Me Scotland Stamp Out Stigma Specific Mental Health Campaigns Here are some current Mental Health / Anti-Stigma Campaigns for students to consider as part of their research: See Me Scotland Five Scottish mental health organisations have formed an alliance called See Me, which is Scotland's national campaign to end the stigma and discrimination of mental ill-health. What's On Your Mind? 'see me's new young people's campaign. Brilliant new campaign from See Me Scotland aimed year olds. Excellent activity ideas and information based on a powerful film about the importance of being a friend to someone with a mental health problem. Time to Change National anti-stigma campaign run by the leading mental health charities Mind and Rethink. Stamp Out Stigma This local but ambitious campaign in the NW England aims to change the way we see, think and talk about mental health by addressing people's fears, breaking down walls and stamping out the stigma. Excellent website and campaign ideas.

Write a message of support for someone with a physical health problem
Lesson 8: Starter Task Collect a post-it Write a message of support for someone with a physical health problem A fun interactive activity that shows young people how easy it is to support someone. What you will need: Cast template provided, two different coloured post-it notes What to do: Stick the cast template on a wall in the classroom (or draw your own cast on the whiteboard). Hand out post-its to the pupils and ask them to write down a message of support for someone with a physical health problem (for example a broken arm) and ask them to jot down some ideas of things they can do to help. Give them 5 minutes to do this. Once they have finished ask each pupil to read out their message and stick it up on the cast on the wall. Discuss the messages and show how the same support should be applied to mental ill-health. Some suggestions: If you have more time, repeat the exercise with messages of support for a mental health problem (such as depression) on different colour post-it notes. Laminate the cast so pupils can write directly on it. Learning Outcome: Pupils become aware that being supportive towards someone with mental ill-health is not different from being supportive towards someone with a physical health issue; even if one cannot see anything being “broken” or wrong on the outside. 'HWB 0-08a / HWB 1-08a/ HWB 2-08a / HWB 3-08a / HWB 4-08a I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.'

Write a message of support for someone with a mental health problem
Collect a post-it Write a message of support for someone with a mental health problem A fun interactive activity that shows young people how easy it is to support someone. What you will need: Cast template provided, two different coloured post-it notes What to do: Stick the cast template on a wall in the classroom (or draw your own cast on the whiteboard). Hand out post-its to the pupils and ask them to write down a message of support for someone with a physical health problem (for example a broken arm) and ask them to jot down some ideas of things they can do to help. Give them 5 minutes to do this. Once they have finished ask each pupil to read out their message and stick it up on the cast on the wall. Discuss the messages and show how the same support should be applied to mental ill-health. Some suggestions: If you have more time, repeat the exercise with messages of support for a mental health problem (such as depression) on different colour post-it notes. Laminate the cast so pupils can write directly on it. Learning Outcome: Pupils become aware that being supportive towards someone with mental ill-health is not different from being supportive towards someone with a physical health issue; even if one cannot see anything being “broken” or wrong on the outside. 'HWB 0-08a / HWB 1-08a/ HWB 2-08a / HWB 3-08a / HWB 4-08a I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.'

Evaluation & reflection original questionnaire

Lesson 1: Starter Task Brain storm words associated with mental health – write them down on the poster paper Maybe create a display with the feedback?

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Lesson 1: Starter Task Brain storm words associated with mental health – write them down on the poster paper Maybe create a display with the feedback?

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