1 Level 5: Mental Health

Level 5: Mental Health Unit Plan

Purpose: To engage students in taking action to improve an aspect of developing a safe and supportive learning community.

Curriculum Level(s) 5

Curriculum Areas

Incorporated

Achievement Objectives

Relevant to the activity, including possible links

Specific Learning Outcomes.

Students will be able to:

Health and

Physical

Education

Health Personal health and physical development

Personal identity

• Investigate and describe the ways in which

individuals define their own identity and sense

of self-worth and how this influences the ways

in which they describe other people.

• describe differences between

themselves and their peers and identify

how they can feel valued, connected and

secure when acknowledging own identity

and the identity of others.

Relationships with other people

Relationships

• Identify issues associated with relationships

and describe options to achieve positive

outcomes

Interpersonal skills

• Demonstrate a range of interpersonal skills and

processes that help them to make safe choices

for themselves and other people in a variety of

settings.

• describe why individuals bully and the

impact this can have on the victim

• identify a range of strategies that can

be used to empower students to take

responsibility for ensuring a safe and

supportive learning environment for all

• carry out a needs analysis on one

particular aspect of wellbeing using a

focus group from the school community

• take collective action to enhance the

wellbeing of students – physically and/or

emotionally.Healthy communities and environment

People and the environment

• Investigate and evaluate aspects of the school

environment that affect people’s well-being

and take action to enhance these aspects.

English Listening, reading, and viewing

Processes and strategies

• Integrate sources of information, processes,

and strategies purposefully, confidently

and precisely to identify, form, and express

increasingly sophisticated ideas.

• make connections by interpreting ideas

within and between texts from a range of

contexts.

Speaking, writing, and presenting

Processes and strategies

• Integrate sources of information, processes,

and strategies purposefully, confidently

and precisely to identify, form, and express

increasingly sophisticated ideas.

• develop and communicate

comprehensive ideas, information and

understandings

• use a wide range of oral, written and

visual language features with control to

create meaning and effect and to sustain

interest

• organise and develop ideas and

information for a particular purpose or

effect, using the characteristics and

conventions of a range of text forms.

2 Level 5: Mental Health

Purpose: To engage students in taking action to improve an aspect of developing a safe and supportive learning community.

Mathematics

and Statistics

Statistics Statistics

Statistical investigation

Plan and conduct investigations using the

statistical enquiry cycle:

• determining appropriate variables and

measures

• considering sources of variation

• gathering and cleaning data

• using multiple displays and re-categorising

data to find patterns, variations, relationships,

and trends in multivariate data sets

• comparing sample distributions visually, using

measures of centre, spread and proportion

• presenting a report of findings.

• identify questions that need to be posed

to complete a needs analysis, using an

identified target group representative of

the school community

• gather, sort and display data using

graphs to support the answering of the

questions

• make summary statements to

communicate findings.

3 Level 5: Mental Health

Links to Curriculum

To be encouraged, modelled and explored (NZC p9–11). What aspects of the values does this activity explore, encourage

or model?

Vision

What we want for our

young people.

Principles

Beliefs about what is

important.

Values

Expressed in thought

and actions.

Key competencies

Which of the key

competencies (NZC

p12–13) are used in

the activity? Specific

examples rather than

just thinking, what type

of thinking?

Pedagogical

approaches

Based on the HPS

Inquiry Model. All units

follow this process.

Aspects of effective

pedagogy (NZ p34–

36) are highlighted in

the activity.

• Confident

• Connected

• Actively involved

• Lifelong learners

• High expectations

• Treaty of Waitangi

• Cultural diversity

• Inclusion

• Learning to learn

• Community

engagement

• Coherence

• Future focus

• Excellence

• Innovation, inquiry

and curiosity

• Diversity

• Equity

• Community and

participation

• Ecological

sustainability

• Integrity

• Thinking

e.g. planning and,

reflecting

• Using language,

symbols and texts

e.g. collecting,

interpreting and

presenting data

• Managing self

e.g. preparing a

survey on time,

making good use of

resources

• Relating to others

e.g. carrying out

interviews

• Participating and

contributing

e.g. contributing

constructively to

pair and group

work, making a

presentation

• Creating a

supportive learning

environment

• Encouraging

reflective thought

and action

• Enhancing the

relevance of new

learning

• Facilitating shared

learning

• Making connections

to prior learning

• Providing sufficient

opportunities to

learn

• E-learning

• Engaging Māori/

Pasifika students

and their

communities

http://www.

educationalleaders.

govt.nz/Leading-

change/Maori-

education-success/

Podcast-Professor-

Russell-Bishop

Assessments

Planned Assessments

Assessments should include both formative and summative, and any suggestions made in this unit need to be cognisant of

student needs and abilities. Within the inquiry model, assessment should be on-going, reflecting understanding at key points

along the way.

Inquiry Learning – Developing Rubrics http://www.galileo.org/research/publications/rubric.pdf

Spotlight on: Inquiry-based learning, e-learning

4 Level 5: Mental Health

Links

TKI

Digistore http://digistore.tki.org.nz/ec/search?topic=Statistical+data

English exemplars http://www.tki.org.nz/r/assessment/exemplars/eng/index_e.php

Student Wellbeing Case Studies http://healthylifestyles.tki.org.nz/student-well-being-case-studies

Statistical investigations http://www.nzmaths.co.nz/statistical-investigations-units-work

Positive Behaviour for Learning http://pb4l.tki.org.nz/Bullying-prevention-and-response

Ministry of Education

Ministry of Education resource catalogue http://www.thechair.minedu.govt.nz/

Step Up, Be Safe, Be Proud – secondary booklet (Code: 116109)

New Zealand Police

Building Resiliency – A programme designed for year 9–13 students

Topics covered include recognising and avoiding abuse, sexual harassment, getting help, safety in cyberspace, abuse and

the law, violence and the media, domestic violence and building positive relationships. http://www.police.govt.nz/about-us/

publication/resources-scs-keeping-ourselves-safe-programmes

Kia Kaha http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/

kia-kaha

Other resources

Youth2007 Report http://www.youth2000.ac.nz/publications/reports-1142.htm

Office of the Children’s Commissioner – School Safety: An Inquiry into the safety of students at school http://www.occ.org.nz/

assets/Uploads/Reports/Education/School-safety.pdf

Human Rights Commission http://www.hrc.co.nz

The Peace Foundation http://www.peace.net.nz/index.php?pageID=1

Mind Matters resources

http://www.mindmatters.edu.au

Enhancing Resilience http://www.mindmatters.edu.au/docs/default-source/resources-archive/enhancing-resilience-i

A Whole School Approach to Dealing with Bullying and Harassment http://www.mindmatters.edu.au/docs/default-source/

resources-archive/dealing-with-bullying-and-harrassment

5 Level 5: Mental Health

Unit Plan: Lesson Sequence

Resources Structure Assessment

Lesson 1–2

1. Reflection

• Needs analysis

• What things help us do well at school/work?

• What can we do better?

• Students survey

• Self

• Peers (4)

• Family (4)

• Identify most popular things

• Class, collect, analyse, prioritise

• Quotes

• A4 paper

• Butcher Paper

• Resource 1 – Resiliency Quotes

• Resource 2 – Resiliency Activity

• Resource 3 – Reflection Journal

Prepare – It is essential for a class to have developed a safe,

supportive learning environment prior to commencing any unit in

health education. This should involve the students in developing

safety guidelines ensuring all feel comfortable.

• Laminate quotes from Resource 1 – Resiliency Quotes

• Unlined A4 paper for each student

• Long piece of butcher paper for graffiti wall

Connect – In pairs, allow students to choose a quote and share

any thoughts relating to what the quote means for them. Allow

opportunity for feedback (optional).

Activate – Run Resource 2 – Resiliency Activity. Ensure that the

students complete this activity in the correct order.

Demonstrate – Have students record an entry in Resource 3 –

Reflection Journal of a time when they may have used one of the

factors from the resiliency activity.

Consolidate – Summarise this lesson reinforcing the importance

of feeling valued, connected and secure to building resiliency

so that we may enhance our wellbeing. Create a graffiti wall with

these 3 words recorded on it, and encourage students to add

to the graffiti wall throughout the unit. Ensure that the graffiti

wall is used only to reflect thoughts and feelings relating to the

resilience factors valued, connected and secure – that is, it is a

recording of our combined strengths.

Set the students the homework task of reflecting on:

• How can we build on or improve an aspect of our school

environment to ensure everyone feels valued, connected and

secure?

Formative

6 Level 5: Mental Health

Resources Structure Assessment

Lesson 3

2. Knowledge Attack

• Most popular items from needs survey

• The class or students choose one area for study

A Whole School Approach to Dealing

with Bullying and Harassment http://

www.mindmatters.edu.au/docs/

default-source/resources-archive/

dealing-with-bullying-and-harrassment

Kia Kaha http://www.police.govt.nz/

advice/personal-and-community-

advice/school-portal/resources/

successful-relationships/kia-kaha

Prepare –

Safety checkpoint:

• Ensure that the students are aware that this topic covers

bullying and harassment and identify the structures in place

should a student need to remove themselves from an activity

or the class.

• Ensure that, when students identify an instance of bullying, it

is a past instance, for example, one that occurred more than a

year ago, and individual names are not used.

• Large body shapes (prepare these in advance as in some

cultures it is offensive to trace around the body).

• Collection of media articles/stories that reflect examples of

bullying.

Connect – Recap on the visual pictures created on resiliency

and with a partner see if you can recall the factors required to

be a resilient person. Brainstorm ideas from the homework task

question:

• How can we build on or improve an aspect of our school

environment to ensure everyone feels valued, connected and

secure?

This question is designed for students to consider their school

environment and in particular aspects of inclusiveness. Share

with the students the connection between the absence of the

three resiliency factors leading to an environment that does not

allow students to achieve academically and emotionally. This

may or may not include bullying and/or harassment.

Activate & Demonstrate – Consider students’ knowledge,

understanding and needs and decide which activities

from A Whole School Approach to Dealing with Bullying

and Harassment would be most beneficial for the students.

Alternatively, you may wish to consider completing an activity

from the NZ Police Resource – Kia Kaha.

Suggested progression would be to complete Activity 3:

Bullybodies from A Whole School Approach to Dealing with

Bullying and Harassment. This activity allows the students to

define and give examples of different types of bullying and

harassment.

Consolidate – Encourage students to bring along a media

article/story that claims to be about bullying/harassment.

Formative

7 Level 5: Mental Health

Resources Structure Assessment

Lesson 4

• Collection of media articles/stories

that reflect examples of bullying/

• harassment http://www.stuff.co.nz/

searchresults?Search+Site=Search+

Site&cof=FORID%3A9&cx=0067307

14154542492986%3Aoh6vl0ybuqy

&ie=UTF-8&q=Bullying#843

• A Whole School Approach

to Dealing with Bullying and

Harassment http://www.

mindmatters.edu.au/docs/default-

source/resources-archive/dealing-

with-bullying-and-harrassment

• Resource 3 – Reflection Journal

Prepare – Collection of media articles/stories that reflect

examples of bullying/harassment.

Connect – In pairs, read a media article. On post its, record what

you think is a definition of bullying and harassment. Place these

on the big charts by one pair sharing theirs with the large group

and inviting another pair to do the same if they have a definition

that is similar.

Activate & Demonstrate – Complete Activity 4: Identifying

reasons for bullying from A Whole School Approach to Dealing

with Bullying and Harassment.

Consolidate – Using Resource 3 – Reflection Journal, record

responses to some or all of the tasks/questions from pg 26

of A Whole School Approach to Dealing with Bullying and

Harassment.

Formative and

summative

Lesson 5

Problem/Essential Question

• What can we do better at school to ensure we stay safe?

• How will we go about answering the question?

• Do we understand the question/ problem?

• Brainstorm possible solutions to the question

Resource 4 – Violence Fact Sheet

School Safety: An Inquiry into the

safety of students at school http://

www.occ.org.nz/assets/Uploads/

Reports/Education/School-safety.pdf

Resource 5 – Unpacking Data

Prepare – Copies of:

• Resource 4 – Violence Fact Sheet

• School Safety: An Inquiry into the safety of students at school

pages 50–52

• Any school data that might exist relating to bullying

Connect – Brainstorm with the students the importance of using

relevant and well researched data to keep an open mind to

preconceived ideas we may have about a perceived issue.

Activate – Unpack with the students, by modelling, what is

required of a summary statement, a question enquiring further

into the information given and questions that allow us to

consider how our school could connect with the findings of the

data (refer to Resource 5 – Unpacking Data).

Demonstrate – In groups of 3-4 and using one of the examples

of data provided as well as a copy of Resource 5 – Unpacking

Data, read the information provided. Discuss within your group

and record any ideas under the appropriate headings on

Resource 5 – Unpacking Data.

Consolidate – Allow each group to report back one key point

from each of the headings. Reinforce with the class that these

wonderings will be used in the next lesson when we identify

a possible key question our inquiry will be based on – the

essential question.

Formative

8 Level 5: Mental Health

Resources Structure Assessment

Lesson 6

• Resource 6 – Developing

Questions

Prepare –

Jigsaw – divide Resource 6 – Developing Questions into

sections, separating the headings from the text – enough for the

students to work in groups

Master sheet of Resource 6 – Developing Questions

Connect – In groups of approximately 3, students put the jigsaw

together, matching the headings with the statements. When

completed, they check this off with a master sheet. Using

highlighters, allow the students to underline any key vocabulary

on the master sheet.

Activate – Allow opportunity for groups to feed back and ensure

students can identify an essential question, a subsidiary question

and a hypothesis.

Demonstrate – Using the bus stop strategy and after recapping

on previous lessons, allow the students to record on large

pieces of paper, in one colour ink:

• suggestions for our essential question

• possible subsidiary questions

• hypotheses.

Allow the group that is at each stop at the end of the activity to

report back.

Consolidate – Negotiate an essential question that overarches

suggested subsidiary questions. Brainstorm on post-its possible

solutions to the essential question – hypotheses. Keep these for

future reference. Clarify with the students that their subsidiary

questions will be developed within each group.

Formative

9 Level 5: Mental Health

Resources Structure Assessment

Lesson 7

4. Plan

• How will we design our study?

• What should we measure/research and how should this be done?

• Recording results?

Resource 7 – Group Inquiry Planner

Resource 8 – Question Cube

Template

Prepare – Resource 7 – Group Inquiry Planner

Connect – Ensure, at this planning stage, students understand

the need to gather data from those who will be impacted by any

health action. This could include students, family and whānau.

This should influence the development of subsidiary questions.

Activate – Go through Resource 7 – Group Inquiry Planner with

the students identifying expectations of what is required at the

planning stage. Organise students into groups of around three

or four in size using a grouping game (see Games Collection in

Enhancing Resilience 1).

Demonstrate – In groups, students consider possible subsidiary

questions ensuring that they link to the essential question.

Record these on Resource 7 – Group Inquiry Planner. You may

wish to use a question cube to encourage students to develop

deep thinking questions (refer to Resource 8 – Question Cube

Template).

Consolidate – Groups report back on initial thinking with

opportunity for constructive comment on subsidiary questions.

10 Level 5: Mental Health

Resources Structure Assessment

Lessons 8–9

• Resource 7 – Group Inquiry Planner

• Resource 9 – Needs Analysis

Resource List

Prepare – Examples of student/parent/whānau needs analysis.

A variety of examples dependent on the needs of the school

community is recommended. Refer to Resource 9 – Needs

Analysis Resource List for some examples.

Connect – Reflect back on lesson 7 ensuring that all students

are clear on the essential question and that their subsidiary

questions link to this.

Activate – Brainstorm with the students what particular groups

within our school community we may wish to complete a needs

analysis with and the most effective ways in which we could

gather information from the identified group. It is important

to identify the many ways students can go about gathering

information: photo stories, video clips, focus groups, surveys,

videoing etc. You may wish to model the process of writing a

set of interview questions (approximately 5) using one of the

examples from Resource 9 – Needs Analysis Resource List and

unpack with the students how the questions might need to be

altered to meet the needs of the school community.

Demonstrate – Working in their inquiry groups, students

identify a focus group in the school community who they wish

to work with. Work through Resource 7 – Group Inquiry Planner

recording the strategies the group will use to carry out their

inquiry. Record specific detail of how you will do your needs

analysis.

Consolidate – Teacher has individual time with each group to

complete Checkpoint 1 in Resource 7 – Group inquiry Planner,

ensuring the students have clearly identified the process in

which they will go through to inquire into an aspect of improving/

developing a safe, supportive school environment. Make sure all

planning sheets are passed in.

11 Level 5: Mental Health

Resources Structure Assessment

Lesson 10

• Data-gathering folders

• Resource 7 – Group Inquiry Planner

• Resource 9 – Needs Analysis

Resource List

Prepare – Checkpoint: The teacher needs to reflect on each

Group Inquiry Planner and identify curriculum connections to

focus on as the students move into data gathering.

Folders for data gathering for each group, which will be added

to, but at this stage could include:

• Group Inquiry Planner (Resource 7)

• Identified tools from Resource 9 – Needs Analysis Resource

List

Connect – Brainstorm with the students the key competencies

that the students will be using/developing to carry out their

investigation. Expectations of group work and individual

responsibility can be established at this stage. Use the Group

Inquiry Planner to unpack these expectations. Alternatively,

these can be designed by the students.

Activate – Check against your Group Inquiry Planner that you

have the equipment/tools required to complete your needs

analysis.

Demonstrate – Each group pair up with another group and

share your plan for carrying out your needs analysis. Allow

opportunity for constructive comment encouraging students to

clarify any areas of uncertainty.

Consolidate – Make sure the necessary paperwork is added to

the data-gathering folders including the Group Inquiry Planner

and handed to the teacher for checking.

Formative

Lessons 11–12

5. Gathering Data

• Collection (how?)

• Management

• Cleaning

• To find out

• What do we currently do?

• What does research says we should be doing as individuals, class, school, family and community?

Data-gathering folders for each group

Optional – digital cameras

Resource 10 – PMI

Prepare – Data-gathering folders for each group.

Check that any identified focus group participants have been

asked and have accepted invitations in advance.

Digital camera (optional) to record snapshots of process.

Connect – Identify the elements of speaking, listening and writing

that will be required to carry out the interviews. Depending on the

needs of the students, you may wish to use some of the English

exemplars (specifically oral language) to model what this means.

Activate – Each group check off against their Group Inquiry

Planner that they have all the equipment they need.

Demonstrate – Carry out needs analysis action with identified

group. The students may require more than one lesson to

complete this.

Consolidate – Regroup back in class. Collect in folders. Each

group reflect using a PMI (Resource 10) – these could be added to

the Reflection Journals.

Formative

12 Level 5: Mental Health

Resources Structure Assessment

Lessons 13–14

6. Analysis

• Sort data

• Construct tables and graphs

• Look for patterns

• Identify gap between what we do and what research says we should be doing

• Re look at our first hypotheses

• Data-gathering folders

• Butcher paper

• Computers

• http://digistore.tki.org.nz/ec/

search?topic=Statistical+data

Prepare –

• Data-gathering folders

• Butcher paper

• Computers

Connect – Using one of the Level 5 Maths digistories available

from http://digistore.tki.org.nz/ec/search?topic=Statistical+data

(possibly ‘World Religions’), model how to sort data and construct

the necessary tables and graphs to represent the information

gathered.

Follow up by writing on the whiteboard: We will need to ...

Activate – In groups, students identify the tasks and allocate.

This may also be done by the teacher using cooperative learning

model.

Demonstrate – Students carry out the following tasks:

• Sort data

• Record any anecdotal comments (if gathered)

• Record findings using chosen graph

• Make four initial statements from the process.

Consolidate – Each group shares how the process went for

them.

Formative and

summative

13 Level 5: Mental Health

Resources Structure Assessment

Lesson 15

7. Conclusion/Report

• Interpretation

• Conclusion

• New ideas

• Communication of recommended actions

Data-gathering folders including initial

statements recorded in lesson 14

Prepare – Data-gathering folders including initial statements

recorded in lesson 14.

Connect – Teacher to share with the students that when

inquiring about an aspect of health, namely safe learning

communities for all, it is not only important for us to think

critically but also to take responsibility by taking action to

improve our environment.

Activate – Each group pair up with another group and share

their initial findings. Provide opportunity for students to ask

questions of the group.

Demonstrate – Back in initial groups, students discuss how

they can best share their findings. This will vary depending on

the collective skills of the group, and differentiation should be

encouraged. Examples could include photo stories, slide shows,

and oral presentation with supporting materials.

Collectively identify what we need to include in our report, e.g.

• data analysed – graphs

• photos taken during the process

• our statements about our data

• identify possible action (one area only)

• time limit for sharing e.g. 5–10 minutes.

Consolidate – Groups share their reports – allow opportunity

for feedback from peers. This should involve peers offering

one positive about other groups’ presentations followed by a

reflective question (you may get the students to record this as a

peer assessment).

Formative

14 Level 5: Mental Health

Resources Structure Assessment

Lessons 16–19

8. Actions Taken

Develop action plan

Carry out plan/project

Report findings in public forum e.g.

• School newsletter

• Report/presentation to Board of Trustees

• Letter to editor of newspaper

• Letter to principal and staff presentation

• Letter to local council

• Presentation to parents

• Resource 11 - Health Action

Planning Sheet

• Resource 12 – Health Action

Planning Sheet Example

Prepare –

• Resource 11 – Health Action Planning Sheets A3 size, copies

for each group.

• Copies of each group’s suggested action – refer to lesson 15

Connect – Discuss with the students how they could share their

health action digitally with students in other schools, e.g. case

study on website, wiki, podcast etc.

Activate – Brainstorm ideas for possible action making sure

that questions are posed to ensure that the students’ action

is manageable. Go through the Health Action Planning Sheet

engaging the students in how to use it – model an example

(Resource 12). At this stage a basic assessment rubric could be

developed by the teacher and the students.

Demonstrate – The necessary time will need to be given for the

students to develop the plan, carry out the action and reflect on

the process as well as the end result. On-going monitoring by

the teacher is required at each step.

Consolidation – To ensure on-going progress towards the

students’ health action goals, after each lesson, the students

need to have opportunity to share:

• what is going well

• one thing we could be doing better.

The focus is on the students taking action, and it is important

that the teacher is seen as a facilitator of supporting the students

to take action (health promotion).

Formative and

summative

15 Level 5: Mental Health

Resources Structure Assessment

Lesson 20

9. Evaluation of Progress of Actions

• Did the actions achieve the desired outcome?

• Have our actions helped us to do better work at school/ work?

Prepare –

• Any equipment/materials identified in action plans

Connect – Brainstorm with the students all the people who

have been involved in achieving their health action goal, such

as:

• those who may benefit from this action

• other interested people e.g. parent community/whānau

• neighbouring early childhood centres.

This is the audience to whom they need to share their

achievements.

Activate – With the class, model, identifying each step, how

to create a presentation for their audience. This will vary

depending on strengths/abilities of students within each group.

Differentiation should be encouraged.

Demonstrate – Students brainstorm possible format for

presentation. Negotiate, with the advice of the teacher. Using

evidence accumulated from carrying out the action plan, prepare

presentation. Students may choose to share their digital story as

a presentation of their health action.

Consolidate – Students share their presentations to an invited

audience in a celebration of our health action. Allow opportunity

for feedback.

Formative

Lesson 21

• Resource 3 – Reflection Journal

• Resource 13 – Group Inquiry

Reflection Sheet

Prepare –

• Presentations are displayed

• Resource 13 – Group Inquiry Reflection Sheet

Connect – Allow the students the opportunity to share how their

presentations went.

Activate – Provide opportunity for the students to self-assess

their work identifying their learning and possible next steps (this

may include the use of a rubric).

Demonstrate – Teacher provides feedback to individuals and

groups including reflection on next steps.

Consolidate – In Resource 3 – Reflection Journal, consider how

improved wellbeing can be sustained and what other action

could be taken as a result of our health action.

Formative

16 Level 5: Mental Health

Resiliency QuotesResource 1

“Never say you can’t because you’ll never know until you try.”

(Anon)

“Never let the fear of striking out keep you from playing the game.”

(Anon)

“You can’t learn if you don’t make a mistake.”

(Unknown)

“There are no shortcuts to life’s greatest achievements.”

(Unknown)

“When the going gets tough try harder and you will succeed.”

(Brooke Blaney)

“Resilience can be defined as the capacity to spring back, rebound, successfully adapt in face of

adversity and develop social and academic competence despite exposure to severe stress... or simply

the stress of today’s world.”

(Rirkin and Hoopman, 1991, cited in Henderson and Millstein, 1996)

“Next to families, schools are the most likely places for students to experience conditions that foster

resiliency.”

(Henderson and Milstein, 1996)

“Fostering resilience is a process of connectedness, of linking people to interests and ultimately

to life itself.”

(Bernard, 1999)

“It’s not that you won or lost ... but how you played the game.”

(Grantland Rice)

“Resilience – the capacity to cope with change and challenge and to bounce back during difficult times.”

(MindMatters)

17 Level 5: Mental Health

Resiliency ActivityResource 2

• Give each student a piece of A4 paper and ask them to follow the instructions, firstly placing the paper

landscape on their desk.

• Write the word ‘Resiliency’ in the middle of your page and do not write any other words on this side.

• Using symbols and visual sketches, represent each of the nine points as they are called out – stick

figures are fine.

• Call out each of the nine points giving time for sketching.

• In pairs, share your visual sketches and try and recall what each one represents.

• Individually turn your page over and see if you can write down the nine key points of resiliency. Check

them off.

• Display the visual images around the room so that they can be referred to on a regular basis.

RESILIENCY1. Resiliency can be built.

2. Resiliency gives the person the ability to bounce back.

3. Resilient people feel valued, secure and have connections.

4. Resilient people know how to problem solve.

5. Resilient people communicate how they are feeling.

6. Resilient people have a sense of personal identity.

7. Resilient people recognise their own strengths.

8. Resilient people believe they can transform or change events in their lives that are having a negative

effect on them.

9. Resilient people use positive self-talk and will develop a vision for their future.

18 Level 5: Mental Health

Reflection JournalResource 3

Learning intention:

Developing ideas:

Next steps:

Feedback:

19 Level 5: Mental Health

Violence Fact SheetResource 4

Youth’07Young People and Violence This fact sheet presents key findings on the incidence and effects of violence among young people in New Zealand from the Youth’07 report Young People and Violence. The results are drawn from Youth’07, the national survey of the health and wellbeing of 9,107 secondary school students from throughout New Zealand in 2007. Some comparisons are made with the previous survey conducted in 2001.

The results show that most students attending secondary schools in New Zealand are not involved in violent behaviour. Furthermore, many violent behaviours have decreased since 2001. Most young people are happy, involved in their communities and have caring relationships.

However, for considerable numbers of young people, being victims of violence is a part of their life, and this has serious consequences for their physical and mental health. Young people who are victims of violence at home, at school or in the community, are much more likely to be involved in further violence, both as victims and as instigators. Students who experience violence in their lives are much more likely to show signs of depression, and much more likely to attempt suicide than students who have not been the victims of violence.

Assaults: being hit or physically harmed

• 48% of male students and 33% of females reported that they had been deliberately hit or physically harmed within the last 12 months.

• For the students who had been hit or harmed, some of the incidents were reported as minor, but 24% reported that the violence had been pretty bad, really bad or terrible.

Bullying

Bullying is a common experience for many young people. Students reported various forms of bullying, including: people spreading lies and false rumours about them (48%); making sexual jokes, comments or gestures (38%); using hurtful names (41%); or threatening physical violence (33%).

Of the students who were bullied in all these forms 32% reported that it was pretty bad, really bad or terrible. 57% said that they did not know why they were picked on; 5% said it was because of their body shape; 13% because they were smaller than other people; 24% because of their ethnic group or culture; and 8% because people thought they were gay.

Some students were victims of regular ongoing bullying at school: 6% of students reported they were bullied at school one or more times every week. Of these 51% reported that the bullying was pretty bad, really bad or terrible.

Violence in the home

Some homes are violent places. 12% of students reported that they had been physically hurt at home in the previous 12 months. 10% of students reported seeing adults physically hurting each other, and 17% reported seeing an adult hitting a child in their home.

Students were particularly concerned by witnessing violence between adults in their home. Of the students who witnessed this, 48% described it as pretty bad, really bad or terrible. The proportion of students who reported witnessing adults physically hitting or hurting each other increased from 6% in 2001 to 10% in 2007.

Forms of violence and abuse

4245

39

27

52

26

0

10

20

30

40

50

60

I was physicallyhurt (kicked,hit, punched)

Someone toldlies or spread

rumoursabout me

Someonethreatenedto hurt me

Pe

rce

nt

Male Female

20 Level 5: Mental Health

Adolescent Health Research Groupwww.youth2000.ac.nz

Proudly printed by

Witnessing violence at home

44

16

46

10

48

17

52

12

0

10

20

30

40

50

60

Witnessingadults yelling

at a child

Witnessingadults yellingat each other

Witnessingadults hitting

or hurtinga child

Witnessingadults hitting

oreach other

hurting

Pe

rce

nt

Male Female

Violence and mental health

Does violence impact on the mental health of those who suffer it or who witness it? The survey results cannot determine that violence causes mental health problems, but they certainly show a strong association. Students who were bullied regularly (one or more times every week) and those who witnessed violence in their home were much more likely to show signs of depression, and much more likely to attempt suicide than students who had not been bullied or witnessed violence in their home.

The figures are striking. Of students who had not experienced or witnessed violence in their home, 6% of males and 11% of females showed significant symptoms of depression, but among students who had experienced or witnessed violence in their home these figures were more than twice as high: 13% of males and 26% of females showed significant symptoms of depression.

Similarly, of students who had not experienced or witnessed violence in their home, 2% of males and 5 % of females had attempted suicide, but among students who had experienced or witnessed violence in their home these figures were more than twice as high: 7% of males and 13% of females had attempted suicide.

The association is even greater with students who had been bullied weekly. Among students who had not been bullied weekly, 6% of males and 13% of females showed significant symptoms of depression, and 3% of males and 6% of females had attempted suicide; but among students who had been bullied weekly these rates were over three times higher: 21% of males and 52% of females showed significant symptoms of depression, and 9% of males and 22% of females had attempted suicide.

Violence against others

41% of males and 27% of female students had hit or physically harmed someone else, and 26% of males and 12% of females had been in a serious physical fight. 9% of males and 3% of females had carried a weapon at least once in the past 12 months, and 4% of males and 1% of females had attacked someone using a weapon.

Students who had themselves been the victims of violence were much more likely to also be violent toward others.

Risk factors for violence

• Students from communities with greater levels of deprivation (lower socioeconomic status) are more likely to be exposed to, and to participate in, various types of violence.

• There is a strong association between high alcohol consumption and violence. This is particularly noticeable among students who are binge drinkers (5 or more drinks within one 4 hour drinking session).

Protective factors associated with less violence

• Students who had good relationships with their parents, teachers and friends were less likely to have been bullied or physically harmed.

Reductions in Violent Behaviours since 2001

• The proportion of students who reported having been hit or harmed in the previous 12 months decreased from 45% in 2001 to 41% in 2007.

• The proportion of students reporting breaking into someone’s home in the last year to steal decreased from 5% in 2001 to 3% in 2007.

• The proportion of students reporting tagging decreased from 14% in 2001 to 10% in 2007.

• The proportion of students reporting unwanted sexual experiences decreased from 18% in 2001, to 12% in 2007.

Reference: Clark, T.C., Robinson, E., Crengle, S., Grant, S., Galbreath, R.A., & Sykora, J. (2009). Youth’07 The Health and Wellbeing of Secondary School Students in New Zealand: Young people and violence. Auckland: The University of Auckland. Available at: www.youth2000.ac.nz

For more information go to publications at www.youth2000.ac.nz

For support: www.nzviolenceprevention.org.nz

21 Level 5: Mental Health

Unpacking DataResource 5

What summary statements can we make from examining this data?

What questions do we have after analysing this data?

Upon reflecting on the data, what questions do we have relating to our school?

22 Level 5: Mental Health

Developing Questions Resource 6

Essential questionIt is a question for which they are seeking an answer or forming a new insight or on which they are

attempting to cast some new light. It is a question that has no current answer. It is relevant to the students’

lives now or in the future and is often related to global issues.

To form an answer to this question, students will need to access and sort information and to think critically.

They will need their expert knowledge to guide their critical thinking. The quality of this question is

paramount to the quality of the inquiry.

Subsidiary questionStudents write smaller questions together that help them answer their main question (essential question).

These are displayed on a large wall chart. They must realise that the essential question is the parent of

the subsidiary questions.

Powerful subsidiary questions are ‘telling questions’. “They are very carefully planned so they go right to

the heart of the matter. They eliminate wandering around and aimlessly gathering.” (McKenzie, 2000)

e.g. When do students in our school not feel valued, connected or secure?

HypothesiseStudents hypothesise the subsidiary questions. The subsidiary questions can be answered in small groups

or pairs. They record what they think the answer is now based on the knowledge they have at this time.

Hypotheses are recorded on charts under the questions. It is good to use sticky notes of one colour to

record students’ hypotheses. Later, sticky notes of a different colour may be added to the chart to record

answers discovered through research. This allows the teacher to gain an accurate idea of the students’

previous knowledge so that new knowledge gained can be measured and acknowledged. It also gives

the students a kind of blueprint to show what the answer they are seeking might look like. It helps the

searcher to recognise relevant information.

Sourced from http://www.viscount.school.nz/inquiry%20learning.htm

23 Level 5: Mental Health

Group Inquiry PlannerResource 7

Name Timeframe Start date

Finish date

Context Main curriculum area

Health

Cross-curricular links

The big question

Subsidiary questions Sources we will use (include focus group for your needs analysis)

Checkpoint 1 Teacher Comment

Signed:

Date:

Needs analysis

We will gather data by:

To do this we will need to:

We will present our findings by:

Our health action follow-up is:

24 Level 5: Mental Health

Question Cube TemplateResource 8

From our

increased

knowledge and

understanding,

what should we

do ...

Can you

develop ...

How can we

include ...

Can you think

of another

way

to ...

What action

do we need to

take to ...

How can we

improve ...

25 Level 5: Mental Health

Needs Analysis Resource ListResource 9

Title Author Source Explanation

Behaviour and

attendance: In-

depth audit for

primary schools

UK

Government

http://www.tes.co.uk/teaching-

resource/Behaviour-and-

Attendance-In-Depth-Audit-

Primary-6095720/

A series of 5 booklets

supporting schools to

examine school culture. Each

booklet contains student,

staff and community surveys/

interviews, typical findings

and next steps.

Bullying: What

do students

say?

Janis Carroll-

Lind & Alison

Kearney

http://files.eric.ed.gov/fulltext/

EJ914555.pdf

Article presenting findings

on bullying in NZ school

context. Includes some useful

questions.

California

Healthy Kids

Survey

CA Dept of

Education

http://chks.wested.org/ Survey exemplars cover all

ages; some questions great

– select appropriate ones.

Looks at both school climate

and students connections to

school, physical activity etc

Guidelines

for Mentally

Healthy Schools

Mental Health

Foundation

http://www.mentalhealth.org.nz/file/

downloads/pdf/file_250.pdf

Several examples of

comprehensive surveys and

strategies

Me and My

School Survey

NZCER http://www.nzcersurvey.org.nz/

index.php

A student engagement

survey designed for New

Zealand students in Years 7

to 10. The survey measures

how connected students

feel to their school and how

they view themselves as

learners. Students’ scores on

the survey can be converted

to locations on a described

engagement scale and their

levels of engagement tracked

over time and compared with

national benchmarks.

Resilience

Project

The

International

Resilience

Project

http://www.resilienceresearch.org/

research/projects/international-

resilience

You can access examples

of the question used with

students

26 Level 5: Mental Health

Title Author Source Explanation

School Climate

Surveys

Ontario

Ministry of

Education

www.edu.gov.on.ca/eng/

safeschools/survey7to12.pdf

Section 2: Bullying and

Harassment may have some

useful questions to ask of

students.

Student Survey MindMatters http://www.mindmatters.edu.

au/docs/default-source/survey-

examples/student-survey---short-

version.pdf?sfvrsn=4

Rapid survey for students

designed to gather

information on mental health

and wellbeing.

27 Level 5: Mental Health

PMIResource 10

Plus Minus Interesting

28 Level 5: Mental Health

Health Action Planning SheetResource 11

What do we need to do?

Who will do this?Who can help us?

What will we need?

How will we know we have done this?

Group name

From our interview, we found out:

Our health action goal is:

Prepare/plan

Take action

Reflection

29 Level 5: Mental Health

Health Action Planning Sheet Example

Resource 12

What do we need to do?

Who will do this?Who can help us?

What will we need?

How will we know we have done this?

Group name

From our interview, we found out: Sometimes children don’t feel safe because they are on their own.

Our health action goal is: We are going to make a seat, in the playground where you could sit if you aren’t

happy or feel unsafe.

Prepare/plan

• Makeatimetomeet

with our principal to

check that we can

do this

• Askourcaretakerif

there is an old seat

we could paint

• Findoutwhereto

get the paint and

brushes from

• Makeadesignof

what the seat will

look like

Take action

• Meetwithour

principal

• Visitourcaretaker

• Ring…Dadtosee

if he has any spare

paint/brushes etc

• Createourdesign

• Paintourseat

• Lettheschoolknow

what the seat is for

Reflection

• Weneedtofindout

whether our seat is

workingby…

• Becauseofour

different play areas

we need more than

one seat

• Itwasn’teasydoing

the painting. We

could ask our buddy

class for help.

30 Level 5: Mental Health

Group Inquiry Reflection Sheet

Resource 13

Group name Date

ContextBig question

Subsidiary questions

Presentation format(s) used

Yes✔

No✔

Comments

We identified an area of need relevant to the topic.

We identified and used sources successfully, cross

checking information.

We successfully planned and carried out a needs

analysis for our focus group.

We gained answers/solutions to our subsidiary

questions and our big question.

We are pleased with our end result and the way our

presentation went.

If we could redo anything, it would be:

These are some of the new skills we have learned:

Something we need help or practice with is:

Some new knowledge we have gained is:

The action we have taken is: