Lesson 1: What is mental health? cont.
Discussion Ask pupils which phrases they were sure were acceptable/unacceptable, and discuss the issues related to language and impact. Ask which phrases they were unsure of and ask how the other groups dealt with those phrases. Ask how it felt to do the task – easy/hard? Do they think this language is always good or bad or can it change over time or in different situations? If necessary, comment on inappropriate/misleading/inaccurate contributions (e.g. ‘taking happy pills’ on the acceptable list).
Activity: Introducing the Mental Health Continuum Show the Mental Health Continuum and explain the four quadrants. The important issue to convey is that we all have mental health and it is not static, as we are affected by life events. There are no absolutes and a key message is that, while a person may have a diagnosis of a serious mental health condition, they can be coping very well with the right support from family and friends. Some individuals may need medication and interventions from health professionals, but others may not. The area is very complex, and every situation is slightly different. For many physical health conditions, diagnosis and treatment is very standardised and straightforward and this is simply not the case with mental health. The subsequent sessions will explore a little further what helps and what does not. Pupils may be asked to quietly reflect on where they fit on the continuum. Discussion may follow if the group safety has been established and people are comfortable to share information which might aid others’ understanding. It is worth highlighting here that for some this might be the first opportunity to talk about mental health and the teacher needs to be aware that issues may arise and that they may require some support. The timing of the session is to be considered prior to starting. It’s important to remind pupils that they should only share what they feel comfortable sharing with the group. The class is divided up into four groups and asked to develop some case studies. The young people created by them will fit into the four quadrants of the continuum. Pupils are provided with a sheet listing some factors to consider (for example, gender, age, ethnicity, hobbies, general health, self-image, relationships, and so on). They are then encouraged to give their young person a name and a real identity, including a drawing with a face.
Examples of acceptable phrases A person who self-harms
Examples of unacceptable phrases
They are disturbed
A current diagnosis of obsessive- compulsive disorder They are accessing support
Their relative committed suicide Taking happy pills
Experiencing depression
They are a victim of trauma
Try to bring the following points out of the discussion if possible: – Many people find it difficult to talk about mental health issues. – The context language is used in is important. – Language can make people feel accepted and supported, or judged and isolated. – People may choose to say nothing rather than risk saying something they are not sure about.
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