Unseen Hurts: Promoting Positive Mental Health in Schools

UNSEEN HURTS:

Participant Guide

PROMOTING POSITIVE

MENTAL HEALTH IN

SCHOOLS

:

This introductory workshop is based on current ideas in the realm of creative teaching and

learning, but does not provide a comprehensive background. It is designed to be a stimulus for

further exploration of the topic and suggests strategies to enhance a creative teaching and

learning environment. We recommend that teachers participate in extended professional learning

opportunities, particularly those that include collaborative efforts to infuse elements of creativity

into the classroom and school.

Alberta Teachers’ Association, 11010 142 Street NW, Edmonton AB T5N 2R1.

© 2014 by the Alberta Teachers’ Association. All rights reserved.

Published 2014. Printed in Canada.

Any reproduction, in whole or in part, without prior written consent of the

Alberta Teachers’ Association is prohibited.

Special thanks to:

Mary Frances Fitzgerald, Caroline Guilbault,

Geoff MacDonald, and Chantel Walker

for their

invaluable contributions to the development of this workshop

Online Participant Survey

Please complete the online survey using the link provided.

www.surveymonkey.com/r/AIWorkshopEval

Unseen Hurts: Promoting Positive Mental Health in Schools

Participant Guide, p 1

Goals

Understand a vision of positive Mental Health

Raise awareness and decrease stigmatization of mental health issues

Understand the signs of specific mental health issues

Explore response and intervention methods

Learn how to protect your own mental health

Unseen Hurts: Promoting Positive Mental Health in Schools

Participant Guide, p 2

What’s your current state of mind?

Option 1: Because I’m happy! (Pharrell)

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Option 2: Best Day of my Life! (American Authors)

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Option 3: Welcome to my Life! (Simple Plan)

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Option 4: Sad! (Maroon 5)

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Option 5: We’re not gonna take it! (Twisted Sister) __________________________________________________________________

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Option 6: Peaceful Easy Feeling (Eagles)

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Circle the song that best represents your state of mind at this very moment. If you

can identify one contributing factor to your current state of mind, write it on the

line below the song title.

Point to ponder:

How can music be used as a strategy in class to engage, calm or inspire different

moods?

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Participant Guide, p 3

Who’s in the Zoo?

Choose an animal figure which “represents” how you are feeling in some way.

Which characteristics of the animal reflect how you are feeling right now?

How could using this activity with your students promote positive mental health

in the classroom?

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Participant Guide, p 4

My Terrible, Horrible, No-good, Very Bad Day

• What does a bad day look like for you?

• A bad month?

• A bad year?

At what point does a bad day become a mental health problem?

• Mental illness refers to conditions that can be diagnosed, such as schizophrenia,

depression, bipolar condition, obsessive compulsive disorder (OCD) and eating disorders.

These are examples of conditions that usually require medical treatment.

• Mental health problems describes the more common struggles and difficulties that people

experience. When people are stressed, confused or upset, they often feel overwhelmed and

incapable of coping. People with mental health problems could benefit from help, support

and understanding even in the short term. If mental health problems are not addressed, they

can lead to a mental illness.

Unseen Hurts: Promoting Positive Mental Health in Schools

Participant Guide, p 5

What are the foundations for positive mental

health?

'

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Why teach positive mental health at school?

• Increases understanding and decreases stigmatization

• Promotes self-autonomy in children

• Increases pro-social behaviours

• Increases involvement in physical activities

• Reduces high-risk behaviours

• Enhances academic achievement and school attendance

• Decreases oppositional behaviour

• Increases academic confidence and engagement

Other benefits to teach positive mental health at school:

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Participant Guide, p 7

Startling Statistics

• 10–20% of Canadian youth are affected by a mental illness—the single most disabling group

of disorders worldwide.

• 70% of mental illnesses have their onset during childhood or adolescence (Government of

Canada 2006, the Human Face of Mental Health and Mental Illness in Canada).

• Mental illness is the 2nd leading cause of disability and premature death in Canada (Waddell

et all, 2005, a Public Health Strategy to Improve the Mental Health of Canadian Children).

• Nearly 4,000 Canadians die by suicide each year—an average of 11 per day.

• Suicide accounts for 23% of deaths in 15–19 year old Canadians, second only to accidents.

• Each year, over 500,000 Albertans (approximately 16 per cent of the population) receive at

least one mental health service from a physician.

VIP (VERY IMPORTANT POINT!)

As we are discussing specific mental health issues, write down at least three Very Important

Points that resonate within your particular context.

1.

2.

3.

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Participant Guide, p 8

Mental Illness Descriptors

DEPRESSION

• Unusually sad mood most of the day and nearly every day

• Loss of interest in activities that used to be enjoyable

• Weight gain/loss

• Sleeping too much/too little

• Lack of energy

• Moving slowly or unable to settle

• Difficulty concentrating, making decisions

• Recurring thoughts of death

BIPOLAR/MANIC DEPRESSION

• Feelings of euphoria, extreme optimism, exaggerated self esteem

• Rapid speech, racing thoughts

• Decreased need for sleep

• Extreme irritability

• Impulsive behaviour

ANXIETY DISORDERS

• Physical—fast heart rate, shortness of breath, dizziness, nausea, chest pain

• Psychological—irrational fear/worry, feeling unreal, fear of losing control or dying, reliving

images of traumatic event

• Behavioral—obsessive compulsive behaviour, avoiding situations, distress in social

situations, phobic behaviour, increase use of alcohol or drugs

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Participant Guide, p 9

SPECIFIC PHOBIA

• A person with a phobia avoids or restricts activities, places or situations because of the

excessive or irrational fear of an object or situation.

• Social anxiety disorder—fear of being judged or criticized by others

• Obsessive Compulsive Disorder (OCD): characterized by persistent unwanted thoughts

(obsessions) and/ or rituals (compulsions) which the person feels impossible to control.

• Acute Stress and Post Traumatic Stress Disorder (PTSD)—occurs after experiencing a

distressing or catastrophic event

CAN YOU GUESS THE PHOBIA?

Match the phobia name to the fear

Phobia name Fear

Acrophobia Fear of germs

Androphobia Fear of heights

Bibliophobia Fear of speaking in public or trying to speak

Claustrophobia Fear of vegetables

Coulrophobia Fear of women

Ephebiphobia Fear of confined spaces

Glossophobia Fear of computers

Gynophobia Fear of clowns

Lachanophobia Fear of teenagers

Logizomechanophobia Fear of books

Neophobia Fear of drugs

Pentheraphobia Fear of anything new

Pharmacophobia Fear of mother-in-law

Pupaphobia Fear of long words

Rhytiphobia Fear of sleep

Sesquipedalophobia Fear of puppets

Somniphobia Fear of getting wrinkles

Verminophobia Fear of witches and witchcraft

Wiccaphobia Fear of men

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Participant Guide, p 10

Eating Disorders

ANOREXIA

• Extreme weight loss

• Insomnia (sleep problems)

• Skin rash or dry skin (due to dehydration)

• Loss of hair (protein deficiencies)

• Menstrual cycle may stop

• Won’t eat regular meals (less than 1,000 calories a day)

• Over exercising/fainting

BULIMIA

• Recurrent episodes of binge eating and purging

• Eating large amounts of food during binges over a short period of time (5,000 calories/binge)

• Binges carried out secretly

• Self-induced vomiting, laxative abuse, and/or excessive exercise

• May fall within the normal range for age and weight

COMPULSIVE OVER EATING

• Chronic dieting

• Isolated or secretive eating habits

• Self-defeating statements related to food

• Weight gain and associated issues

• Depression

• Insomnia

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Deliberate Self Injury

Highly lethal—hanging, shooting, jumping from high places, poisoning, drowning, stabbing

Less lethal—overdose, cutting, burning

Most visible: cutting, burning, self biting, scratching, gouging, carving, embedding sharp

instruments into skin, interfering with wound healing

Less visible: self hitting, head banging, pinching, pulling hair, exercising to hurt self

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Can We talk?

Who are all of the different people in a child’s life that she/he may turn to for support?

Imagine you are a student, what qualities in a teacher would make you feel safe to talk to

him/her?

Why would a teacher seem like a safe person for a child to confide in?

Teachers play many roles and wear many hats, do you foresee any challenges to playing the role

of counselor in these types of scenarios?

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Participant Guide, p 13

Symptoms of Stress – Self Assessment

Check any of the following symptoms of stress that you have experienced in the last week.

Physical Symptoms

Headaches Sleep difficulties Racing Heart

Indigestion Dizziness Restlessness

Stomach aches Back Pain Tiredness

Sweaty Palms Tight neck, shoulders Ringing in ears

Behavioural Symptoms

Excess smoking Grinding teeth at night

Bossiness Overuse of alcohol

Compulsive gum chewing Compulsive eating

Critical attitude Inability to get things done

Emotional Symptoms

Crying Overwhelming feeling of pressure

Nervousness, anxiety Anger

Boredom, no meaning to things Loneliness

Edginess – ready to explode Unhappiness for no reason

Feeling powerless to change things Easily upset

Cognitive Symptoms

Trouble thinking clearly Indecisiveness

Forgetfulness Thoughts of running away

Lack of creativity Constant worry

Memory loss Loss of sense of humour

Spiritual Symptoms

Emptiness Martyrdom Cynicism

Loss of meaning Looking for magic Apathy

Doubt Loss of direction Need to “prove” self

Unforgiving

Relational Symptoms

Isolation Hiding Lack of intimacy

Intolerance Clamming up Using people

Resentment Lowered sex drive Fewer contacts with

Loneliness Nagging friends

Lashing out Distrust

A high number of stress symptoms can be an indication that you are experiencing chronic activation of

the stress response, which can be damaging and maladaptive until you learn how to respond to the stresses

of life in a healthy way.

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Participant Guide, p 14

You are listening to me when…

You are not listening to me when…

You do not care about me, and you cannot care about me until you know something about me

to care about

You say you understand before you know me well enough

You have an answer for my problem before I have finished telling you what my problem is

You cut me off before I have finished speaking

You feel critical of my grammar, accent, culture, or way of doing and saying things

You are communicating to someone else in the room

You are dying to tell me something or want to correct me

You are trying to sort out the details and are not aware of the feelings behind the words

You sense my problem is embarrassing and you are avoiding it

You get excited and stimulated by what I am saying and want to jump right in before I invite

your response

You need to feel successful

You tell me about your experience which makes mine seem unimportant

You refuse my thanks by saying you haven’t done anything

You are listening to me when…

You come quietly into my private world and let me be

You really try to understand me when I do not make sense

You grasp my point of view when it goes against your sincere conviction

You realize the hour I took from you has left you feeling a bit tired and drained

You didn’t tell me the funny story you were just bursting to tell me

You allowed me the dignity of making my own decisions even though you felt I was wrong

You didn’t take my problem from me, but trusted me to deal with it in my own way

You gave me enough room to discover for myself why I felt upset and enough time to think

for myself what was best

You held back the desire to give me good advice

You accepted my gift of gratitude by telling me it was good to know I had been helped

Anonymous

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Participant Guide, p 15

Top 10 Free Mental Health Apps By SANDRA KIUME

If you’re looking for good mental health apps, those selected here are all solid. But the really

great thing about the apps on this list? Not only are they useful for your personal mental health

mobile toolkit, and for referring to clients, they’re all free.

Keep up with the latest mental health information with thePsychCentral app. It’s free too!

1. MindShift A great tool for anxiety available on iPhone and Android, developed by Anxiety BC. It teaches

relaxation skills, develops new thinking, and suggests healthy activities. Designed for youth, but

useful to anyone.

2. PTSD Coach Helpful for symptoms of combat-related post-traumatic stress, this trusted military app has been

downloaded over 100,000 times for iPhone and Android. Featuring versions in French/Canadian

and more.

3. BellyBio Interactive Breathing Wonderful biofeedback device that monitors your breathing and plays sounds reminiscent of

ocean waves when you relax. Great for anxiety and stress. iPhone only.

4. Positive Activity Jackpot A unique augmented reality tool that uses the functionality of a smartphone in an innovative

way. Combines a professional behavioural health therapy for depression called pleasant event

scheduling (PES) with activities available in the user’s location, mapped with GPS.

For Android only.

5. Take a Break! Guided Meditations for Stress Relief From the excellent developers of relaxation apps at Meditation Oasis comes this free app to

quickly recharge. Listen to a seven-minute Work Break or 13-minute Stress Relief recording

with or without music or nature sounds. iPhone or Android.

6. Previdence An assessment tool that allows users to check for symptoms of depression, anxiety, relationship

issues, drug and alcohol issues, and other problems and makes recommendations for

action. iPhone only.

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7. Operation Reach Out This lifesaving app for iPhone and Android was developed by the military to prevent suicide.

Recorded videos and menu options help users assess their thinking and reach out for help in

crisis.

8. Relax with Andrew Johnson Lite Great guided meditation session for relaxation, helpful with anxiety and stress as well as

a sleep aid. Available in Android and iPhone versions.

9. T2 Mood Tracker Tracks symptoms of depression, anxiety, PTSD, traumatic brain injury, stress and general well-

being. Useful to share with clinicians and chart recovery. Another excellent app developed by the

Department of Defense National Center for Telehealth and Technology (see their complete list),

for Android and iPhone.

10. Relax and Sleep Well with Glenn Harold Twenty-minute guided meditation with music to help you fall asleep. Relaxing and gentle.

For iPhone and Android.

Some More Good Ones: —Depression Monitor

—Bipolar disorder connect

—The panic Attack Eliminator

—Stress Tips

—Mood and Anxiety Diary

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Participant Guide, p 17

Child & Youth Mental Health Toolkits

http://www.shared-care.ca/toolkits

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Participant Guide, p 18

Three Good Things

• Write down three good things that happened each day for a week.

1.

2.

3.

• To each positive event listed, reflect on one of the following:

1. What does this mean to you?

2. Why did this good thing happen?

3. How can you increase the chances of having more of this good thing in the future?

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Participant Guide, p 19

Positive Self Talk

“A man is but the product of his thoughts. What he thinks, he becomes” Mahatma Gandhi

YOU have the power to talk back to your inner voice. Let’s practice reframing what we say to

ourselves.

Write down a negative thought you had today or one that comes up often.

Rewrite that so that it is positive and affirms only positive experiences.

Example:

“What a horrible day. I am a terrible person for letting ____________ happen (or not happen).”

“Today I experienced all that I was meant to. I did the best I could with what I had and so did

everyone else.”

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Participant Guide, p 20

Family Tree of Strengths

Think of an areas that is NOT among your Top 5 strengths: ______________________________

Who could you look to for support in developing this area? ______________________________

My siblings’Strengths

My grandparents’Strengths My Strengths

My pets’Strengths

Other family members’Strengths My parents’Strengths

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Participant Guide, p 21

Hope Bag

There is archaeological evidence that shows medicine bags were used by indigenous people

thousands of years ago. Medicine bags held medicinal plants and ritual objects. In some First

Nations cultures, only the healer carried a medicine bag and in doing so held great responsibility

for maintaining its spiritual properties. In some first Nations cultures, ordinary people carried

medicine bags and they used these to collect objects and substances that held meaning for them

or had practical uses. Because medicine bags usually hold items of spiritual importance they

need to be treated with respect and according to local protocols. Use your personalized Hope Bag

to collect relevant items that will remind you of important ideas and learnings in this workshop.

While this practice parallels a Medicine Bag, it is not a Medicine Bag.

The gesture of giving a Hope Bag symbolizes several important ideas. It:

1. Models the spirit of generosity

2. Provides a place to keep important objects, scripts and scrolls

3. Demonstrates a strategy that can be duplicated with students (so that they can collect

important artifacts related to their understanding and awareness of Aboriginal history, culture

and teachings.)

This activity has been adapted with permission from the Hope Foundation.

Tip: One way to connect with First Nations, Métis and Inuit students is to use strategies and

practices that originate in their culture. Mention this fact to all students when you use a strategy

or practice that has Aboriginal origins.

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Participant Guide, p 22

Design and Use a Hope Bag with Your Students

Hope Bags can be used to help students collect important artifacts of learning and show creative

ability, while modeling an Aboriginal practice. It is important that Hope Bags not be confused

with sacred Medicine Bags.

Remind students that this bag is not a Medicine Bag. However, it can contain important items

that…

Making a Hope Bag

Part of the fun of having a Hope Bag is to design and make it your own. Students make their own

bags. They can research textiles, design logos or symbols and sew the bags.

Possible items that might be contained in the Hope Bag are:

Sage in a cloth or small can

Sweet grass (matches in a small can)

Hope Mind Maps

Special poems

Pictures (ie, grandchildren, family)

Picture of role models

Mini photo album (pictures of special people you love, special occasions, vacations etc)

Pen (special)

Journal or small diary

Special love letter (ie, dad, mother, girlfriend, boyfriend or relative)

Special award (ie, basketball, medal, etc)

Mini bible for Christians or small cross

Eagle feather (don’t buy, give tobacco to an elder)

Mini fragrant pillows (to keep bags smelling nice)

Landscape picture (to remind you of home)

Herbs (ask elder)

Picture of a beautiful place on earth (from calendar or magazine)

Something you made yourself (ie, drawing, a small craft)

An exam you felt proud of

Something special that someone has given you

Favourite CD

Special rocks or crystals

This idea can be adapted to various ethnic artifacts or literature.

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Participant Guide, p 23

Hope for Yourself

Unseen Hurts: Promoting Positive Mental Health in Schools

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Hope from Others for You

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Hope for Others

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Unseen Hurts: Promoting Positive Mental Health in Schools

Participant Guide, p 27

Mental Health Resources Walk Through

Take time to browse the resources and make notes on which ones you want to pursue further for

your class.

The Alberta Health Service

1. The Bounce Back Book, Building Resiliency Skills in the Early School Years (age five to

nine)

2. Addiction and Mental Mobile Application Directory 2013

3. Anxiety: it is more common than you think (Booklet)

4. Exam Stress? (Booklet)

5. Depression: it is more common than you think (Booklet)

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Participant Guide, p 28

6. Stressed?

7. Mental Health Matters Activity: Grade K-12: www.education.alberta.ca/mentalhealthmatters

English and French versions

8. Mental Health Kit: Be Kind to Yourself and Others: an activity kit to help teach students in

Grade 4 to 6 about mental wellness

9. Mental Health kit: Be Kind to Yourself and Others: an activity kit to help teach students in

Grade 7 to 9 about mental wellness

10. Pan Canadian Joint Consortium for School Health: Positive Mental Health Toolkit

(Pan-Canadian Joint Consortium for School Health)

The Alberta Teachers’Association

11. Compassionate classrooms: Understanding student mental health

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Participant Guide, p 29

School Floor Plan

Mapping Positive Mental Health Throughout the School

Second

Languages

Other

Other

Drama Music

Art

Social

Studies Math

Guid

ance

Co

unse

llo

r

Par

ent

Wel

com

e

Ro

om

Lan

gu

age

Art

s

Sci

ence

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Participant Guide, p 30

Using the rooms in the school floor plan, think of activities or initiatives that could take place in

each area to promote positive mental health

Library:

Drama:

Music:

Second Languages:

Art:

Social Studies:

Math:

Guidance Counsellor:

Unseen Hurts: Promoting Positive Mental Health in Schools

Participant Guide, p 31

Parent Welcome Room:

Principal Office:

Teacher’s Lounge:

Language Arts:

Science:

Teacher’s Lounge & Workroom:

Gym/Auditorium:

Other:

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Participant Guide, p 32

Positive Mental Health Mind Map

Unseen Hurts: Promoting Positive Mental Health in Schools

Participant Guide, p 33

A Dozen Things I Love To Do

1. __________________________________

2. __________________________________

3. __________________________________

4. __________________________________

5. __________________________________

6. __________________________________

7. __________________________________

8. __________________________________

9. __________________________________

10. __________________________________

11. __________________________________

12. __________________________________

Unseen Hurts: Promoting Positive Mental Health in Schools

Participant Guide, p 34

The Phobia List

Answer Key

Phobia Name Fear

Acrophobia Fear of heights

Androphobia Fear of men

Bibliophobia Fear of books

Claustrophobia Fear of confined space

Coulrophobia Fear of clowns

Ephebiphobia Fear of teenagers

Glossophobia Fear of speaking in public or trying to speak

Gynophobia Fear of women

Lachanophobia Fear of vegetables

Logizomechanophobia Fear of computers

Neophobia Fear of anything new

Pentheraphobia Fear of mother-in-law

Pharmacophobia Fear of taking medicine

Pupaphobia Fear of long puppets

Rhytiphobia Fear of getting wrinkles

Sesquipedalophobia Fear of long words

Somniphobia Fear of sleep

Verminophobia Fear of germs

Wiccaphobia Fear of witches and witchcraft