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THIS LESSON PLAN IS AS AN EXAMPLE

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BOUNCE FORWARDMENTAL ILLNESS INVESTIGATED

Mental Illness Investigated is a series of seven lessons designed to help build an understanding of mental health and mental illness.

In the context of this curriculum, wellbeing means to feel good and function well. Increasingly, we are concerned about the mental health of young people, and we take seriously the responsibility of preparing young people with the skills they need in life. At Bounce Forward, we know from our research that teaching skills enable young people to improve life satisfaction, general, physical and emotional health. It also helps with better education, attainment and can prevent mental illness. All good reasons to provide good quality teaching and learning about mental health as part of a broad curriculum.

Mental Illness Investigated lessons are designed to be delivered in order, together and cover the following content:

Lesson 1: Defining mental health Lesson 2: The science of mental illness Lesson 3: Understanding mental illness Lesson 4: Mental illness: triggers, protective factors and promoting wellbeing Lesson 5: Mental illness: spotting and supporting Lesson 6: Healthy coping strategies Lesson 7: Reducing mental health stigma

Each lesson is timed to 55 minutes. While lessons need to be pacey, it is equally important to notice your students. More may be gained from spending longer on a discussion if you feel that the students are progressing towards the lesson outcomes.

Alongside this guide is a full set of slides and teaching resources. Everything is provided electronically, so you can decide what you need to print as part of your planning.

Please note that the videos included within the materials:• Are, or have been, available to the public or were either published, broadcast, or posted on

YouTube.• Are for use within the classroom in educational settings and for education purposes only.• Are only used in the course of instruction and for instructional purposes within an

educational setting for educational purposes.

It is strictly prohibited for anyone to deliver these lessons without the proper training from Bounce Forward. If you have any questions about the lessons, then feel free to contact us: [email protected]

Introduction

1 Mental Illness Investigated © Bounce Forward 2020

You will set up a Safe Learning Agreement with the class in the first lesson that will set out the guidelines for how the class will work together. You should follow the school guidelines and use your intuition and judgment, and your role as a teacher should include developing the agreement.

Teaching & Learning Environment

CLIMATE FOR LEARNINGMake sure you are familiar with the school’s safeguarding policy. Consider any sensitivities and prior knowledge about specific students’ circumstances. Where you are aware of any relevant issues, it may be advisable to give prior notice that this subject will be covered. Notice should be given to pastoral staff, and details of local support groups orhelplines should also be made available for further support after the lesson. The materials have been written to maintain a safe way to explore the science of mental illness. The Safe Learning Agreement should be referred to whenever you feel the discussion is heading in an unhelpful direction.

MANAGING THE GROUP DYNAMICSEach class will be unique. Some students will be quieter than others in the discussions which does not necessarily mean they are not engaged or learning. You will want to check that they are involved in the exercises done in pairs or individually. If you have an unusually quiet class, you can adapt many of the activities to allow for more individual work, but the overall aim is to create connection and discussion. It is essential to recognise that individuals engage with this material in different ways and at different times.

GROUP RESPECTThe aim is for open, respectful discussion and debate. The class will need time to feel comfortable to express authentic, personal views as they learn and discover together that we can agree to disagree, and that is healthy.

CONFIDENTIALITYThere should be a shared agreement about confidentiality, ensuring that individuals know the lessons are not intended for solving individual personal problems and no one will be asked to share anything that makes them uncomfortable. It is hoped the learning is shared beyond the class, but that can be achieved without disclosing specific or personal information – also see discussion of problems below. The limits of confidentiality should also be made clear. The class need to recognise where there is concern about the risk to their safety or the safety of others, and then appropriate action will be taken. Please refer to the school Safeguarding and Child Protection Policy for a procedure.


Ground Rule Ideas

OPENESSWe will be open and honest, and as we discuss general situations. We will not put anyone ‘on the spot’.

NON-JUDGEMENTALIt is okay for us to disagree with another person’s point of view, and we will not judge, make fun of, or put anybody down. We can ‘challenge the opinion, not the person’.

LISTEN TO OTHERSWe will listen to each others point of view with respect and not interupt each other.

MAKE NO ASSUMPTIONSWe will not make assumptions about people’s values, attitudes, behaviours, life experiences or feelings.

ASK QUESTIONSWe know that there are no stupid questions. We do not ask questions to try to embarrass anyone else deliberately.

KEEP CONVERSATIONS IN THE ROOMWe feel safe discussing general issues in this lesson as we know our teacher will not repeat what is said unless they think we or someone else are at risk, in which case they will follow the school’s safeguarding policy.

LANGUAGEWe will use the correct terms for the things we will be discussing rather than the slang terms, as they can be offensive. If we are not sure what the correct term is we will ask our teacher. SEEK HELP & ADVICEIf we need further help or advice, we know how and where to seek it confidentially, both in school and in the community. We will encourage friends to seek help if we think they need it.

Do not use, cite or copy without the written consent of ®Bounce Forward / © 2020 Bounce Forward / All rights reserved 3

Reinforce These

Communication Skills• What have I learnt about myself? • How will it help me be resilient? • How will it help me understand and respect others?

Resilience CompetenciesSELF-AWARENESS & COMPASSIONUnderstanding of self, knowing what is ‘normal’ or usual for me. Being kind and having compassion for self and others.

FLEXIBLE & REALISTIC THINKINGOpen and curious to different perspectives, looking for evidence to problem solve effectively, wedded to reality.

HUMAN CONNECTIONConnected to others, willingness to reach out, have empathy and care for others knowing that will increase personal happiness.

SELF REGULATIONUnderstanding the impact and range of emotions we can feel. Impulse control, calm and focused.

HOPE & OPTIMISMThe belief that the realistic goal can be met, thinking optimistically, focused and upbeat.

Please use opportunities to reinforce how to use the skills to communicate effectively and build the Resilience Competencies. See them as the overall learning outcomes that you are aiming to see in students.


Lesson 5Mental Illness Spotting & Supporting

LEARNING OUTCOMES• I can model how to have a conversation with a friend about their mental health• I know when, where, how and why to get support for myself or a friend and I am aware of the

types of support that are available.• I can recognise the early warning signs of mental illness

RESOURCES• Mental Health Support Mindmap• Mental Illnesses & Behaviours Handouts (lesson 3)• Sources of Further Support (lesson 1)• Recognise the Warning Signs Worksheet• What Next Worksheet • Top Tips for Talking to a Friend Worksheet

OUTLINE• Recap the last lesson & homework activity • Learning outcomes• Mental health support mindmap • How to recognise the warning signs • What to do next • Top tips for talking to a friend


1. Cover the last lesson’s learning outcomes:

• I can explain a range of protective factors that reduce the risk of developing mental illness.

• I understand that physical health underlies mental health and can describe small changes to promote wellbeing.

• I can explain some of the common triggers for mental illness.• I can differentiate between facts and myths about mental health and know where to

seek further information if I am unsure.• I can describe the ‘Five Ways to Wellbeing’ and outline simple changes I could try to make

to promote my own wellbeing.

2. Ask students to share their wellbeing selfie videos or a written blog with a neighbour. As they do, walk round and consider 3 – 5 examples that can be shared to the whole class.

Note: Take opportunities throughout the lesson, discussions and activities to link to the resilience competencies on page 4.

1. Today we will be learning about common triggers for mental illness and the factors that protect us against mental illness and promote wellbeing.

2. Cover this lesson’s learning outcomes:

• I can model how to have a conversation with a friend about their mental health.• I know when, where, how and why to get support for myself or a friend and I am aware of

the types of support that are available.• I can recognise the early warning signs of mental illness.

2

3

REVIEW2 minutes

LEARNING OUTCOMES3 minutes


1. Distribute the Mental Health Support Mindmap (page 71) and ask students to work on their own to write down as many ideas as they can about what support might be helpful to someone who is struggling with their mental health.

2. Animate ideas to help:

• How might friends help?• How might parents / teachers help?• What professional support might be available?• Are there websites or phone lines that might be helpful?• What other support might be available?

Note: Use only one colour, as before, to assess learning progress. Circulate round the class as pupils are working in order to gauge their starting point, using this understanding to adjust teaching during the rest of the lesson.

4 MENTAL HEALTH SUPPORT8 minutes

5 RECOGNISE THE WARNING SIGNS 10 minutes

1. Split the class into the groups they worked in for lesson 3 and distribute the Recognise the Warning Signs Worksheet (page 72).

2. Ask the groups to discuss the ideas on the worksheet and complete the questions.

3. Share some ideas as a class.

4. Next distribute the What Next Worksheet (page 31), copies of Mental Illnesses & Behaviours (lesson 3, pages 41-50) and Sources of Further Support (lesson 1, page 15).

5. In their groups, students discuss and complete the What Next Worksheet (page 31).


1. Distribute the Top Tips for Talking to a Friend Worksheet (page 74).

1. We are going to imagine someone has asked our advice because they are concerned that their friend is showing some of the warning signs we’ve been discussing. As a class we are going to generate our 5 top tips for what to do next, and how our friend could have a conversation with the person they’re concerned about.

2. In your group, agree on your five best tips to share with the class. Discuss what might prevent someone from having this conversation with a friend and how to overcome typical barriers?

3. Here are some ideas to get you started that have been shared by young people who found themselves in this situation.

4. Animate (x6) and read out:

• It took me a lot of time to be honest with my friend. It was about the fifth time she asked that I finally admitted something was wrong.

• My friend finally opened up to me when we were skating in the park. I guess it felt a bit less intense and we were relaxed.

• I didn’t know what to say but eventually realised that the only wrong thing to say was nothing, so I just got on with it and started the conversation. It felt a bit awkward at first but not for long.

• My Mum gave me some really good advice, she said ‘He’s still your friend, nothing can change that, just talk to him like you would about anything else, he might be ill but he’s not a different person.’

• I was worried what my friends would think about me – it was really important to me to know that they wouldn’t judge me because of my self-harm.

• The most helpful thing my friend did was just listen and let me talk. I was too scared to ask for any help, but my friend helped me realise why it was important, and she came with me too.

5. Encourage pupils to really consider how it would feel to have the conversation and how it might feel both from the point of view of the person causing concern and the friend trying to help them.

6. As a class, agree on the class’s top five tips, either by discussion or by looking at the ideas most groups came up with.

Note: This is a good opportunity to make links to assertive communication from Resilience Skills.

6TOP TIPS FOR TALKING TO A FRIEND25 minutes & 6 animation


TOP TIPS FOR TALKING TO A FRIEND25 minutes & 6 animation

1. Return to their Mental Health Support Midmap and, using a different colour pen, add any new understanding, things they have learned from the lesson and something they would like to know more about.

7REVIEWING MENTAL HEALTH SUPPORT5 minutes

81. Summarise the lesson by repeating the learning outcomes:

• I can model how to have a conversation with a friend about their mental health.• I know when, where, how and why to get support for myself or a friend and I am aware of

the types of support that are available.• I can recognise the early warning signs of mental illness.

2. Home Activity - Share the top tips agreed today with someone you know (ideally not in this class).

SUMMARY & HOME ACTIVITY2 minutes


WORKSHEET (lesson 5)

MINDMAP

MENTAL HEALTHSUPPORT

Do not use, cite or copy without the written consent of ®Bounce Forward / © 2020 Bounce Forward / All rights reserved




How might their behaviour change?

What might they say or do?

What other things might you notice?

What physical signs might you see?

RECOGNISE THE WARNING SIGNS

Think back to the character you created in lesson 3. What warning signs do you think your character’s friends, classmates, family members or teachers might be able to pick up on that indicate they are in need of support? Imagine you were their friend or someone in their class:




WHAT NEXT?

Who could help you/ who should you talk to?

What help is available through the school?

Are there any local services that might be able to support?Don’t forget to refer to your ‘Information About a Range of Mental Illnesses’ handout

Are there any safe websites or helplines that might help?



1

2

3

4

5

TOP TIPS FOR TALKING TO A FRIEND


MENTAL ILLNESS INVESTIGATED LESSON 5MENTAL ILLNESSSPOTTING & SUPPORTING

WHAT DID WE LEARN LAST TIME?• I can explain a range of protective factors that reduce the risk of developing mental

illness.• I understand that physical health underlies mental health and can describe small

changes to promote wellbeing.• I can explain some of the common triggers for mental illness.• I can differentiate between facts and myths about mental health and know where to

seek further information if I am unsure.• I can describe the ‘five ways to wellbeing’ and outline simple changes I could try to make

to promote my own wellbeing.

DID YOU• Create a ‘wellbeing selfie videos’ or a written blog which summarises a range of simple

ways that young people can fulfil one or more of the five ways to wellbeing?

TODAY’S LEARNING OUTCOMES• I can model how to have a conversation with a friend about their mental

health.

• I know when, where, how and why to get support for myself or a friend and I am aware of the types of support that are available.

• I can recognise the early warning signs of mental illness.

CREATE A MENTAL HEALTHSUPPORT MINDMAP• How might friends help?

• How might parents/teachers help?

• What professional support might be available?

• Are there websites or phone lines that might be helpful?

• What other support might be available?

COMPLETE THEWORKSHEETS

TOP TIPS FOR TALKING TO A FIREND• It took me a lot of time to be honest with my friend. It was about the fifth time she asked that I

finally admitted something was wrong.

• My friend finally opened up to me when we were skating in the park. I guess it felt a bit less intense and we were relaxed.

• I didn’t know what to say but eventually realised that the only wrong thing to say was nothing, so I just got on with it and started the conversation. It felt a bit awkward at first but not for long.

• My Mum gave me some really good advice, she said ‘He’s still your friend, nothing can change that, just talk to him like you would about anything else, he might be ill but he’s not a different person.’

• I was worried what my friends would think about me – it was really important to me to know that they wouldn’t judge me because of my self-harm.

• The most helpful thing my friend did was just listen and let me talk. I was too scared to ask for any help, but my friend helped me realise why it was important, and she came with me too.

ADD TO YOURMENTAL HEALTHSUPPORT MINDMAP• Something new you have learnt

from the lesson.• Something you would like to

know more about.

WHAT DID WE LEARN?• I can model how to have a conversation with a friend about their mental health.

• I know when, where, how and why to get support for myself or a friend and I am aware of the types of support that are available.

• I can recognise the early warning signs of mental illness.

HOME ACTIVITY• Share the top tips agreed today with someone you know (ideally not in this class).

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