Enhancing Resilience 2 links to HPE

Coping

Making meaning

What do we mean by stress? - page 23

Stress spotters - page 24

Making stressburgers - metaphors for stress - page 25

Workbook activity - page 26

Homework - page 26

Stress (handout) - page 27

Level 5 Health knowledge and promotion

At Level 5 students recognise changes that occur as a result of the adolescent stage of the lifespan and describe factors that influence their own development. They analyse a range of influences on personal and family food selection, and identify major nutritional needs for growth and activity. They identify outcomes of risk-taking behaviours and apply harm minimisation strategies.

Level 6 Health knowledge and promotion

At Level 6 students analyse a health promotion strategy and the person and community behaviours and actions which result. They identify and describe the positive and negative health outcomes of this strategy. They explain how external influences affect personal values. They demonstrate appropriate assertiveness and resilience strategies. They identify mental health issues and factors which affect roles and responsibilities in sexual matters and sexual relationships. They identify and differentiate between social and environmental determinants of individual and population health. They identify and describe strategies that address areas of concern related to current trends in the nutritional status of Australians. They analyse and evaluate the factors that affect food selection.

The activities in Enhancing Resilience 1 can be used across the curriculum. They can be used at the beginning of each school year as new class-groups establish a working routine, atmosphere of trust, safety and acceptance.

Coping

Stressful self-talk

Looking under the surface - pages 28-29

What is self-talk?
Picture it - page 30

Stress under the surface (worksheet) - page 31

Getting into your head (worksheet) - page 32

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Start a lesson by commenting on positive behaviour you have noticed in each student.

Coping

Mope, hope or cope

Identifying coping strategies - pages 33-34

Coping collections - pages 34-35

Bunches of fives - page 36

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Use the activities in Enhancing Resilience 1 and Enhancing Resilience 2 in staff professional development sessions as energisers, mixers and starting points for discussion about health and wellbeing. 

Coping

Getting help

Getting help - pages 47-48

Support networks - page 48

Help card - page 48

What if … scenarios (handout) - page 49

Support network (worksheet) - page 50

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Yard/playground duty is a valuable time to make connections with students and develop/reaffirm positive working relationships.

Coping

Getting it said

Role-play explanation - pages 51–52

Persuading a friend to seek help - pages 52–53

Telling someone you need help - pages 53–54

Seeking help for a friend - pages 54–55

Talking heads (worksheet) - page 56

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Coping

Is it the same for boys & girls?

Is it the same for boys & girls? - page 57

Sample questions - page 58

Coping styles (handout) - page 59

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Use 'Thinking Hat' strategies to facilitate students' thinking about emotions.
 

Coping

The 'experts' speak

The 'experts' speak - pages 60–61

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Group support

Smarties relay - pages 67–68

Sample questions - page 68
 

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Trust

Blindfold walk - pages 68–70

Sample questions - page 72

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Grouping games and strategies take pressure off the person choosing and the person being chosen.

Relaxation exercises

Guided relaxation - page 72

Guided relaxation - pages 73–76

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Protective layers

Costume race - pages 77–78

Sample questions - page 78

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Supportive structures

Five ways to lift - page 79

Designing social support - page 80

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Use a 'mind dump' at the start of a lesson (especially after a break). Ask students to record on a piece of paper anything that is 'on their mind'. Adding their name is optional. They fold it up and either give it to the teacher or throw it in the bin.

Goal setting

Hot-air goals - pages 81–83

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Difficult decisions

SharkMeat role-play - pages 84–85

Processing questions for players - page 85

Sample questions - page 86

SharkMeat cards (templates) - page 87

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Conflict maps

Dealing with conflict - pages 88–90

Sample questions - page 90

Conflict map (worksheet) - page 91

Level 5 Health knowledge and promotion

Level 6 Health knowledge and promotion

Conflict management activities, such as conflict maps (p 88 Enhancing Resilience 2), can be repeated every year because, as we change, so do our responses to conflict.