Understanding Mental Illness links to Communication

Experiences of mental illness

Video – group discussion of section 1 – uses section 1 of MindMatters Mental Illness video
- page 26

Homework – reading information sheets - page 28

Video discussion sheet – group and whole class discussion questions - 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

Level 5 Listening, viewing and responding

At Level 5 students show respect for others’ ideas by modifying their verbal and non-verbal responses. They interpret complex information and evaluate the effectiveness of its presentation. When responding, they use specialised language and symbols as appropriate to the curriculum. They consider their own and others’ points of view, apply prior knowledge to new situations, challenge assumptions and justify their own interpretations.

Level 6 Listening, viewing and responding

At Level 6 students convey meaning by identifying how their message has been effectively communicated, considering alternative views, recognising multiple interpretations and responding with insight. They use complex verbal and non-verbal cues, subject-specific language, and a wide range of communication forms. Students elaborate and clarify using pertinent questions to explore explicit and implicit meaning.

Mental illnesses – the same but different

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

Sharing the pieces or follow up quiz – to share the information - 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) – quiz - page 53

Community attitude survey (template) - page 55

Survey record sheet - page 56

These are useful activities for classroom learning and connection.

Changing people’s minds & attitudes

Survey collation pages 57–59

Video – changing people’s attitudes – uses section 2 of MindMatters Mental Illness video - 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

These are useful activities for classroom learning and connection.

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’ handout - 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

These are useful activities for classroom learning and connection.

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

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

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

These are useful activities for classroom learning and connection.

Taking actions, creating options

Getting help – uses section 3 of MindMatters Mental Illness video - pages 87–88

Sample questions - page 88

Actions & reactions – role-plays; possible scenarios provided - page 89

Discussion – options for help seeking - page 89

These are useful activities for classroom learning and connection.

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

These are useful activities for classroom learning and connection.