Understanding Mental Illness links to English

Understanding mental illnesses 

Exploring understandings of mental health/illness - page 17

Introducing the Understanding Mental Illness unit - page 18

Language brainstorm - page 18

Understanding what we mean by mental illness - page 19

Mental illness - the facts (handout) - pages 20-22

Learning the language of mental illness (worksheet) - pages 23-24

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

7 - thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

10 - questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Experiences of mental illness 

Video Understanding Mental Illness - group discussion of section 1 - page 26

Homework - reading information sheets - page 28

Video discussion sheet - page 29

Eating disorders (information) - pages 30-32

Depression (information) - pages 33-35

Anxiety disorders (information) - pages 36-38

Bipolar mood disorder (information) - pages 39-41

Schizophrenia (information) - pages 42-44

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

3 - selects, uses, describes and explains how different technologies affect and shape meaning

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

7 - thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts

8 - investigates the relationships between and among texts.

9 - demonstrates understanding of the ways texts reflect personal and public worlds

10 - questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Mental illnesses - the same but different 

Specialist groups - recording information about specific illnesses - pages 45-46

Sharing the pieces or follow up quiz - page 46

Answers for quiz - page 47

Understanding anxiety disorders (record sheet) - page 48

Understanding depression (record sheet) - page 49

Understanding schizophrenia (record sheet) - page 50

Understanding eating disorders (record sheet) - page 51

Understanding bipolar mood disorder or manic depression (record sheet) - page 52

Mental illness. How much do you understand? Quiz (worksheet) - page 53

Community attitude survey (template) - page 55

Survey record sheet - page 56

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

7 - thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

10 - questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Changing people’s minds & attitudes 

Survey collation - pages 57-59

Video - changing people’s attitudes - pages 59-61

Script your own advertisement - pages 61-62

Exploring attitudes - page 62

The kindness of strangers (handout) - page 63

Key communication messages (handout) - page 64

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

3 - selects, uses, describes and explains how different technologies affect and shape meaning

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

7 - thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

10 - questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Labels are for jars 

Labels - pages 65-67

Option A if the shoe fits - pages 65-66

Option B labelling jars not people - page 66

Fact, fear, furphy or fiction - a summary quiz - page 67

Creative writing - uses ‘A thesaurus of madness’ - page 68

Newsletter - page 68

Labels (worksheet) - page 69

Jam-jars (worksheet) - page 70

Fact, fear, furphy or fiction (worksheet) - pages 71-72

A thesaurus of madness (handout) - page 73

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

3 - selects, uses, describes and explains how different technologies affect and shape meaning

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

7 - thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

10 - questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Seeking help, finding support 

Identifying the need for support - page 75

Local services - page 75

Care of the seriously mentally ill in Australia - page 76

Something is not quite right - getting help early for mental illness (handout) - pages 77-78

Scenario cards (handouts) - pages 79-82 - 8 scenarios provided

Care of the seriously mentally ill in Australia (handout) - pages 83-86

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

7 - thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

10 - questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Taking actions, creating options 

Getting help - pages 87-88

Sample questions - page 88

Actions & reactions - page 89

Discussion - options for help seeking - page 89

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

7 - thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

10 - questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness

Face to face 

Guest speaker - page 90

Reflecting upon the new information - page 91

Selected video - personal experiences of mental illness - page 91

Sample questions - considering prior and current beliefs and understandings - page 91

1 - responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

2 - uses and critically assesses a range of processes for responding and composing

3 - selects, uses, describes and explains how different technologies affect and shape meaning

4 - selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning

5 - transfers understanding of language concepts into new and different contexts

6 - experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

7 - thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts

8 - investigates the relationships between and among texts

9 - demonstrates understanding of the ways texts reflect personal and public worlds

11 - uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness