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

Teacher Talk

Use the Understanding Mental Illness video with staff and/or parent groups.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Communication

1. Understanding the complexity and power of language and data and their pivotal role in communication

Is aware of the ways in which language and data can be used for change or social control, exclusion or inclusion, equity or inequity.

Experiences of mental illness

Video - group discussion of section 1 - page 26

Homework - 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

Teacher Talk

Work with Mental Illness Education Australia (MIEA) to invite guest speakers who have lived with a mental illness.

Mental illnesses - the same but different

Specialist groups - 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? (worksheet) - page 53

Community attitude survey (template) - page 55

Survey record sheet - page 56

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Identity

1. Understanding self, group and others

Describes aspects of personal and group identity, eg cultural, behavioural, social, emotional and intellectual.

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

Teacher Talk

Use local media reports on mental illnesses to illustrate levels of stigma.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Identity

1. Understanding self, group and others

Describes aspects of personal and group identity, eg cultural, behavioural, social, emotional and intellectual.

2. Understanding the social construction of identities

Appreciates that identities are constructed around personal and social values, ethics, systems, policies, practices and economics, eg age, race, ethnicity

Understands and critiques these social constructs to identify issues of power, justice and injustice, and identifies examples of ways in which groups can consequently be advantaged or disadvantaged

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 - 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

Teacher Talk

Use video clips and movies to discuss society's attitude to mental illnesses.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Communication

1. Understanding the complexity and power of language and data and their pivotal role in communication

Is aware of the ways in which language and data can be used for change or social control, exclusion or inclusion, equity or inequity.

3. Making effective use of language, mathematical and information and communication technology tools

Researches, collects, plans and organises information and shares findings with others.

Uses a variety of media and modifies communication for different audiences and contexts.

Interdependence

4. Taking civic action to benefit community

Shares experiences about making a difference in the communities we are part of, and how this impacts on a changing society.

Contributes to the creation of a culture of learning in communities.

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

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

Teacher Talk

Involve student representative councils (SRCs) or other student bodies in making links with local community services.

English
Texts and Contexts

5.3 Reads and views a range of texts containing challenging ideas and issues and multiple views of the past, present and future and examines some relationships between texts, contexts, readers and producers of texts.

5.4 Composes a range of texts that include detailed information and explore different perspectives about diverse topics or issues and adjusts the text to produce an intended effect upon the audience.

Language

5.7 Identifies and critically appraises combinations of features in texts when reading and viewing a broad range of texts dealing with abstract themes and sociocultural values.

Thinking

2. Drawing on a thinking from a range of times and cultures

Applies solutions that accommodate diversity and demonstrate holistic thinking and understanding in a range of contexts.

Interdependence

1. Understanding cultural and global connections, patterns and evolutions

Understands the ways in which environments, languages, beliefs and practices can be both culturally cohesive and divisive.

Identity

2. Understanding the social construction of identities

Understands and critiques these social constructs to identify issues of powers, justice and injustice, and identifies examples of ways in which groups can consequently be advantaged or disadvantaged.

3. Relating effectively to others regardless of their identities

Identifies actions taken individually or structurally to address issues around identity, eg harassment, racism, sexism, homophobia, employment/unemployment.

Taking actions, creating options

Getting help - pages 87-88 

Sample questions - page 88

Actions & reactions - page 89

Discussion - page 89

Teacher Talk

Ensure staff know who they can contact for support with their own mental health issues. Include this information in induction material.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Interdependence

3. Acting cooperatively to achieve agreed outcomes

Considers ways to achieve preferred social and physical environments, taking into account ethical and equitable principles for living and working cooperatively.

Face to face

Guest speaker - page 90

Reflecting upon the new information - page 91

Selected video - page 91

Sample questions - page 91

Resource list - page 92

Teacher Talk

As a staffroom topic, discuss how you would re integrate a student back into school life.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Thinking

1. Using a wide range of thinking modes

Understands and knows oneself as a thinker and learner (Metacognition).

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

Shows the ability to operate on several planes - physical, emotional, cognitive, spiritual, social - and understands how thinking operates through these forms, often simultaneously.