Module 3
Module 3
This module focuses on teaching students how to notice when friends may be in need of help, and the steps they can take to support them. It also emphasizes the importance of students using strategies to care for themselves when helping others. This module builds on learning from the previous modules about stigma reduction, as well as stress management and coping strategies.
NOTE: Remind students that the focus is on learning facts and reliable information rather than sharing personal stories. If there is a situation a student would like to speak about, invite them to see you after class. You can also share ideas about additional resources at the end of each module.
It is important to provide students with a supportive transition to both open and close the learning. Before starting a module, it can be helpful to create a transition into the learning with a mindful practice. Likewise, these practices can be used to draw mental health learning to a close before moving forward with other classwork or activities. A list of easy-to-use activities and suggested prompts to encourage students to seek help are included at the end of each module so students can transition to the rest of their day in a positive way.
D2.4 - demonstrate an understanding of how incorporating healthy habits and coping strategies into daily routines can help maintain mental health and resilience in times of stress.
Refer to the Health and Physical Education curriculum document for a variety of considerations to support planning and delivery of this learning for every student (e.g., students with special education needs and English Language Learners).
We are learning:
Co-develop success criteria with students using the following questions:
“How will we know we are achieving our learning goals? What will it look like/sound like?”
For example:
~ 10 minPURPOSE: This brief activity reminds students of the qualities of a healthy and supportive friendship. It is a lead up to learning about how to support friends with mental health problems.
Ask students to think about what it looks like to be a supportive friend. You may choose to give students 30 seconds to jot down their ideas in the student notebook.
Invite students to share their ideas with the class. Ideas will be simple actions like being a good listener, checking in on friends, and hanging out together.
STUDENT
VOICE
Each of us is unique. What we look for or find supportive in a friend speaks to our individual preferences. Allow space for students to share a wide range of ideas and encourage students to acknowledge and respect differences.
Now ask students to think about what it looks like to be a supportive friend to someone with a mental health problem. Use the teacher prompt below to support the discussion.
TEACHER PROMPT
"You may notice that the same things that make you a supportive friend in general also make you a supportive friend when someone has a mental health problem. Things like checking in, spending time together, listening, and respecting other experiences and points of view are all important and let your friend know you are there for them.
There are also a few additional things that can help. That‘s what we‘re going to learn more about today. But the basics of friendship are the same for everyone. We all want to feel included and cared for."
BRIGHT
IDEAS
This activity provides an opportunity to connect back to Module 8.1, Mental Health and Stigma. By continuing the same habits of being a supportive friend when our friends experience mental health problems, we are taking action towards reducing stigma.
Our friends are still worthy of our friendship, with or without mental health problems. When we recognize this and continue to be present and supportive, we are modelling acceptance, inclusion, and positive attitudes toward mental health and mental illness, which all reduce stigma. It can also be helpful when friends model everyday mental health strategies for each other, like healthy eating, sleeping, and screen time use.
As part of this conversation, invite students to consider what a healthy relationship with a friend looks like and feels like to them. You may wish to focus on the idea of balance. For example, are their interests as important as their friend’s? Are both able to make plans and decisions for how they spend time together? Are both people’s values, cultures, and traditions important? Are both people able to give and receive support, or is it all about the needs of one person? Can you both have other friendships and interests in your lives?
CURRICULUM
CONNECTION
This activity has connections to expectations in Strand A of the Health and Physical Education curriculum.
REFLECTION
QUESTIONS
TEACHER PROMPT
"We need to be respectful and kind to everyone, but it’s okay to set boundaries with friendships that aren’t healthy for us. We don’t need to have personal relationships with everyone and sometimes we outgrow friendships. Caring for our own needs is important. Learning who is a good fit for you as a friend is a helpful skill that will support you all throughout life."
~ 25 minPURPOSE: To provide students with practical steps to support a friend with a mental health problem while also prioritizing their own mental health.
NOTE: Throughout the module, connections with the previous grade 8 modules have been highlighted. You may also wish to refer back to the grade 7 module series (Module 7.2 - Understanding signs of a mental health problem and how to seek support, in particular).
TEACHER PROMPT
"Do you remember Tasha from the text conversation about language and stigma? She had a friend named Minh who was feeling overwhelmed. We’re going to watch a video to see how things are going. The video demonstrates some steps to support a friend with a mental health problem:
Adapted from Jack.org's Be There's 5 Golden Rules.
A video has been provided to assist in this learning. View the video with students and engage in the discussion questions provided. A discussion guide has been provided to support you with the conversation. The video has been prepared with pauses built in for this discussion. The discussion questions and space to take notes are provided in the student notebook.
The script is also available to be printed, should it support student learning.
Invite students to consider a situation where a friend or classmate is experiencing a mental health problem and says the following about seeking support:
Space for responses is provided in the notebook.
CURRICULUM
CONNECTION
This activity could be connected to expectations within Grade 8 Language curriculum. For example Effective Listening Skills, Listening Strategies for Comprehension and Oral and Non-Verbal Communication Strategies within the Foundations of Language strand.
STUDENT
VOICE
Invite students to share examples of supportive responses for their friends. A supportive response might be to encourage a friend to talk with their parent or guardian. Note that with our friends, we try to be understanding, supportive, and non-judgmental. We want them to feel better and get the help they need and deserve.
Ask students to record their encouraging words so they can offer them to themselves, should they ever need them. Challenge students to give themselves the same care and compassion they give their friends and to prioritize their own mental health just as much.
BRIGHT
IDEAS
This is another opportunity to connect back to the module on stigma and note that:
It’s also a great time to connect back to Module 8.2 Supporting Our Mental Health – Managing Stress. Remind students that those strategies can be helpful when they are supporting a friend.
~ 5 minPURPOSE: to give students the opportunity to reflect on the learning and share their ideas.
NOTE: this student reflection is intended to be flexible. You may ask students to reflect individually or share their reflections (e.g., orally with a partner or the larger group, or through sticky notes or other digital tools). Students may also capture their reflections in their notebook.
What did you find interesting or helpful about what you learned?
Did anything surprise you? Is there anything you are still wondering about?
Has anything changed in terms of the way you think about mental health?
What is one way you can care for yourself as you support others?
TRY IT!
Your mental health matters too! You support others every day in so many ways. Consider answering the consolidation question alongside students.
Consolidation Question:
KEY LEARNING
A supportive transition to and from mental health learning is recommended. A list of easy-to-use transition activities, as well as suggested prompts to support seeking help can be found on the Supportive Transitions Tip Sheet. It is an important part of the learning and should be repeated each time the module is paused or completed.
You can use this brief parent/guardian communication to share and continue the learning following student participation in this module.
