Exploring mental health in unit 1 Area of study 2 Creating a safe and supportive environment when teaching mental health Acknowledge that given 1 in 5 Australians have or will experience a mental health issue in their lifetime and that this can make the exploration of mental health issues emot ID: 474941
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Slide1
Disrupted Development
Exploring mental health in unit 1, Area of study 2Slide2
Creating a safe and supportive environment when teaching mental health
Acknowledge that given 1 in 5 Australians have or will experience a mental health issue in their lifetime and that this can make the exploration of mental health issues emotionally challenging
Establish a
baseline of student knowledge
Communicate resources students can access if they need
additional support Slide3
If you are uncomfortable teaching mental health
Documents in
ResponseAbility
Modules in
Mind Matters
Professional development at the Dax Centre Slide4
The conceptualisation of normality including typical and atypical behaviours; adaptive and maladaptive behaviours; and mental health and mental disorder as a continuum
Mentally healthy
– WHO define mental health as “..a state of well-being in which every individual realises his or her own potential, can cope with normal stresses of life, can work productively and fruitfully and is able to make a contribution to her or his
community”. It is important to remind students that being mentally healthy does not mean we don’t experience negative emotions, it just means that a person has healthy ways to cope with stress and negative emotions (Grivas and Carter, 2010). We call this resilience and it is explored further in dot point 2.
Mental health
problem
– an issue in a person’s life that can compromise one’s mental health and possibly result in a mental
illness
Mental illness
– a psychological dysfunction that
usually
involves impairment in the ability to cope with everyday life, distress and thoughts, feelings and or behaviours that are atypical of that person and may also
be inappropriate
within their culture (Grivas and Carter, 2011)Slide5
Reference:
Government of Canada (2011). The Fundamentals –
Emoployers
Responsibilities. https
://www.tbs-sct.gc.ca/psm-fpfm/ve/dee/dmi-igi/fun-fon/er-re-eng.aspSlide6
Learning Activity: What is normal?
Create a continuum within the classroom with typical at one end and atypical at the other
Describe an ambiguous behaviour e.g.
A man tells you he fell in love with a girl he just met.
Ask the students to place themselves on the continuum from typical to atypical then ask students of different positions why they placed themselves there
Now add the following information to the scenario –
the girl the man is talking about is his newborn daughter
. Now ask if any of the students want to change their position and ask any one who changed for a justification
Other behaviours to explore might include: being scared of cats, listening to heavy metal music alone in a room, never letting anyone see your flesh
This activity allows you to explore the importance of context when determining whether a behaviour is considered typical. Slide7
Resources
Resource
Description
Website
Mind matters “What is mental health?” module video
Short 3 minute video that explores mental health in a clear and concise manner
http://www.mindmatters.edu.au/explore-modules/what-is-mental-health-
Year 12 Dax Pack
has a whole chapter on the mental health continuum including learning activities and can be purchased from
www.daxcentre.org.au
Ted Talk Elyn Saks “ A tale of mental illness”
A great introduction to mental health by a person who has an experience of
schizophrenia. Approximately 15 minutes. https://www.youtube.com/watch?v=f6CILJA110Y&index=9&list=PLAnaLI5PdtdEPjFPoEaUgOAfwJv-TEoh4 Slide8
mental health as a product of internal and external factors which assist individuals to cope with change and challenge Slide9
mental health as a product of internal and external factors which assist individuals
to
cope with change and challenge
Internal factors
External factors
Good social and emotional
skills
Optimistic personality
Positive coping style
Good attachment to primary care givers
Family harmony and stability
Sense of belonging
Access to support services
Strong cultural identity
and pride Slide10
Learning Activity: Bucket model of mental health
Imagine that we all carry around our own bucket and this bucket represents everything that influences our
lives. There
is only so much that we can carry and when the bucket gets too full/heavy our mental health might be affected. For some people this might mean that they have a greater chance of developing a mental illness.
BUT
We can make our buckets bigger or put holes in our bucket to stop it over flowing
Brainstorm with the class –
what factors could determine the size of your bucket?
(predisposing factors)
What factors can fill up our bucket?
(precipitating factors)
What factors can put holes in our bucket?
(protective factors)
You can then get your students to analyse the effectiveness of this model Slide11
Learning Activity: can colouring
be considered a
useful coping strategy
Aim
:
to discover
if colouring in can reduce stress and thus be used as a positive coping strategy
Hypothesis:
that people who colour in after a stress inducing event will return to a baseline of stress (as indicated by heart rate) quicker than those who do nothing after the stress inducing event
Materials:
Coloured pencils
Photocopies of some colouring in sheets
http://www.coloring-pages-adults.com/coloring-zen/
Heart rate monitor
A clip of a new born crying Slide12
Method
Part 1
Measure the participants baseline heart rate for
3
minutes
Play a clip of a newborn crying for
3
minutes to induce a stress response (
https://
www.youtube.com/watch?v=6TjmHkVMEdI) Stop playing the clip of a newborn crying and record how long it takes the participant’s heart rate to go back to baselinePart 2
Measure
the participants baseline heart rate for 3 minutes
Play a clip of a newborn crying for 3 minutes to induce a stress response
Stop playing the clip of a newborn crying and ask the participant to
colour on the
paper provided. Record how long it takes for the participants heart rate to go back to baselineSlide13
Results and Discussion
Gather the classes results and find the mean time to return to baseline of all participants for both part 1 and part 2 and graph the results
Q
uestions
:
Q1. Which
groups heart
rate returned to normal first? What conclusions can you draw from this?
Q2. Can you generalise this conclusion to the wider population?
Q3. This experiment used a repeat measures design. What are the advantages and disadvantages of this design method?Q4. Would you recommend colouring as a positive coping technique? Why/ why not?Slide14
Useful resources for exploring resilience
Resource
Useful for
Link
Ted Talk “Cultivating Resilience” by Greg
Eells
A 15 minute video discussing how individuals can improve their resilience to protect their mental health
https://
www.youtube.com/watch?v=eLzVJVM1BUc
Mind matters module 1.3 developing resilience
This module is designed for teachers trying to improve mental health in schools but is good at explaining how resilience improves mental health
http://
www.mindmatters.edu.au/explore-modules/developing-resilience
Reach Out “Building resilience in young
people”
This resource aims to explain resilience and implement resilience building skills in the classroom
http://au.professionals.reachout.com/building-resiliency-in-young-people-resource
Beyond
Blue “
SenseAbility
”
A strengths based resilience program,
too many activities for you to complete the whole module but you may might to include one or two of the activities
https://das.bluestaronline.com.au/api/prism/document?token=BL/1423
Slide15
major categories of psychological disorder: addiction disorders; anxiety disorders; mood disorders; personality disorders; and psychotic disorders
Category
Definition
Example
Resources
addiction disorders
Addiction is a state characterized by compulsive engagement in
rewarding
stimuli
, despite adverse consequences
Alcoholism
Mental illness
fellowship
Reach Out
anxiety disordersAn Anxiety disorder is a medical condition characterised by persistent, excessive worry
General anxiety disorder
Beyond blue
SANE
Australia
mood disorders
a psychiatric
disorder
in which the principal
feature
is mood disturbance.
Major depression
Beyond blue
Black
Dog Institute
personality
disorders
Personality disorders are mental health conditions that negatively affect how people manage their feelings and how they relate to other people.
Borderline personality disorder
SANE Australia
Mental Illness Fellowship
psychotic disorders
Psychotic disorders are severe mental disorders that cause abnormal thinking and perceptions. People with psychoses lose touch with reality.
Schizophrenia
SANE Australia
Orygen
Slide16
Learning Activity: Psychological Disorder Jigsaw
Divide the class into 5 groups and assign each group one of the major psychological disorder categories and ask each group to find out the following information:
General symptoms of the category
Three associated illnesses
What factors can contribute to its development?
How common are these disorders in society?
What treatment options are available?
Three helpful websites
Then either have each group present to the class or have a member of each group create several new groups in order to share information.
Click here
for grid for students to fill in.Slide17
the ‘two-hit’ hypothesis as an explanation for the development of particular psychological disorders, illustrated by schizophrenia.
Mental Illness
Vulnerable
Brain
Developing
Brain
Developmental
disruptions
eg
. Maternal factors,
Gene deficit
Late environmental disruptions
eg
. Drug abuse, social stress
Slide18
Summary of Research in the two hit hypothesis
Klug
M,
Hill RA
, Choy KH,
Kyrios
M,
Hannan
AJ, van den
Buuse M. (2012). Long-term behavioral and NMDA receptor effects of young-adult corticosterone
treatment in BDNF heterozygous mice.
Neurobiol
Dis. 2012 Jun;46(3):722-31.
doi
: 10.1016/j.nbd.2012.03.015. Epub 2012 Mar 9. Slide19
Background
What
is
Brain derived
neurotrophic
factor (BDNF)?
A growth factor that
promotes synaptic growth and cell
survival
BDNF is reduced
in both the blood and brain tissue in human
patients with
schizophrenia
The amount of BDNF produced by a person is genetically determined What is corticosterone ? Steroid hormone involved in regulating a stress responseWhat is spatial memory?The part of memory responsible for recording information about your physical environment and your orientation with respect to other things within that environment. This type of memory is known to be impaired by people with an experience of schizophrenia. Slide20
Learning Activity: Analysis of Data/results including generalisations and conclusions
Source:
Klug
M,
Hill RA
, Choy KH,
Kyrios
M,
Hannan
AJ, van den
Buuse
M. (2012).
Long-term
behavioral
and NMDA receptor effects of young-adult corticosterone treatment in BDNF heterozygous mice.
Neurobiol Dis. 2012 Jun;46(3):722-31. doi: 10.1016/j.nbd.2012.03.015. Epub 2012 Mar 9.Slide21
Discussion Questions
What information is on the x-axis?
What information is on the y-axis?
Summarise the female data
Summarise the male data
What is a reasonable
conclusion
the
researcher could
draw from this data?
What implications does this conclusion have for schizophrenia research?
Are these conclusions generalizable to humans? Why/ why not?
Could this experiment be performed on humans? In your response ensure you address both scientific method and ethics.
Based on these results, describe an interesting line of research to pursue. Slide22
Other research in the field
Feigenson
, K. A.,
Kusnecov
, A. W., & Silverstein, S. M. (2014). Inflammation and the two-hit hypothesis of schizophrenia.
Neuroscience &
Biobehavioral
Reviews
,
38, 72-93.Dalton, V. S., Verdurand, M., Walker, A., Hodgson, D. M., & Zavitsanou, K. (2012). Synergistic Effect between Maternal Infection and Adolescent Cannabinoid Exposure on Serotonin 5 H T 1 A Receptor Binding in the Hippocampus: Testing the “Two Hit” Hypothesis for the Development of Schizophrenia.
ISRN psychiatry
,
2012
.Slide23
References
Australian Government and Beyond Blue (2012). Kids matter.
www.kidsmatter.edu.au
Australian Government Department of Health and Hunter Institute of Mental Health (2012). Response Ability.
www.responsibility.org
Australian Government and Beyond Blue (
2015). Mind matters.
www.mindmatters.edu.auGrivas, J., Letch, N., Down, R. and Carter, L. (2010). Psychology VCE units 3 &4 (4
th
ed.).
Macmillian
, South Yarra.
The
Dax Centre (2011). Year 12 Dax Pack. The Dax Centre, Melbourne. World Health Organisation (2012). Mental Health Action Plan 2013-2020. www.who.int/mental_health/action_plan_2013/en/ Slide24
PROFESSIONAL HELP
Your
local council.
Each council usually has a Youth Services Department that provides free and confidential counselling for young people..
Your
school counsellor
.
HEADSPACE –
www.headspace.org.au
Kids helpline – 1800 55 1800
Lifeline – 13 11 14