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Educating Students About Drug Use and Mental Health - Grades 11 and 12: Introduction

Introduction to Grade 11 PPL30 and Grade 12 PPL40

Healthy Active Living Education - Unit 3

Ontario Physical and Health Education Association (OPHEA), in partnership with the Ontario Association of Supervisors of Physical and Health Education, Toronto Public Health, the Centre for Addiction and Mental Health, and the Halton District School Board, created Ontario Health and Physical Education Curriculum Support. Additional Support Supplementary Material is available on http://www.ophea.net/ .

The Centre for Addiction and Mental Health also offers lesson plans and other information on mental health on this site. The mental health related lesson plans were developed as a "supplement" to both the Healthy Active Living Education, Public Course Profile and Catholic Course Profile, with acknowledgment to the work of the Public District School Board Writing Team - Healthy Active Living Education and Ontario Physical and Health Education Association (OPHEA).

The additional information available on this website includes:

  • building teacher confidence and comfort with the topics of substance use and abuse and mental health
  • creating drug and alcohol policies in Ontario schools
  • sources and resources of information (including web sites)
  • glossaries of terms.

In addition, the Centre for Addiction and Mental Health (CAMH) has developed lesson plans in English and French that meet the expectations of the substance use and abuse component of the new Grade 1-10 Ontario Health and Physical Education Curriculum and the mental health component of Grade 11-12.

The drug education lesson plans were developed in collaboration with a team of over 30 province-wide partners from the education and public health systems as well as other interested organizations. These lesson plans can be accessed from our web site home page at /education/curriculum.

Teachers are encouraged to amend, revise, edit, cut, paste and otherwise adapt this material for educational purposes.

Healthy Active Living Education (PPL30) - Unit 3, Activity #3: Positive Mental Health and Unit 3, Activity #4: Exploring Mental Disorders, Stress and Suicide Description

(Ontario Health and Physical Education Curriculum Support: Grade 11, Ontario Physical and Health Education Association (OPHEA), Toronto, 2001.)

Students describe what constitutes an emotionally healthy person. They use case studies and group work to identify common stressors and coping strategies for stress. Students demonstrate common relaxation techniques.

Overall Expectations:

  • HLV.03 - Describe the influence of mental health on overall well-being.
  • LSV.02 - Demonstrate an ability to use stress management techniques.

Specific Expectations:

  • HL3.01 - Describe the characteristics of an emotionally healthy person (e.g., positive self-concept, ability to manage stress effectively, ability to work productively).
  • HL3.02 - Demonstrate the skills that enhance personal mental health (e.g., coping strategies for stress management).
  • LS1.01 - Describe their understanding of what constitutes healthy active living (e.g., a lifestyle that stresses the importance of exercise and healthy eating).
  • LS2.03 - Use appropriate strategies for coping with stress and anxiety (e.g., relaxation, meditation, exercise, reframing).
  • HL3.03 - Analyze the factors (e.g., environmental, genetic) that influence the mental health of individuals and lead to the prevalence of mental health problems in the community.
  • HL3.04 - Describe the impact of mental health disorders (e.g., phobias, anxiety disorder, schizophrenia, affective disorders) on a person's emotional and physical health.
  • HL3.05 - Identify and describe suicidal behaviours and strategies for suicide prevention.
  • LS2.01 - Describe the positive and negative effects of stresses that are part of daily life.

Healthy Active Living Education (PPL40) - Unit 3, Activity #3: Applying Positive Mental Health Strategies

(Ontario Health and Physical Education Curriculum Support: Grade 12, Ontario Physical and Health Education Association (OPHEA), Toronto, 2002)

Students examine the importance of relationships and communication with others to mental health. They are given various opportunities to demonstrate their ability to enhance their own mental health through the use of role plays and scenarios. Through the use of journals, students identify strategies they use daily to enhance their mental health and apply skills to manage stressful situations they encounter. Students research and present a specific mental health issue with accompanying community resources.

Overall Expectations:

  • HLV.03 - Demonstrate an ability to use specific strategies to enhance their own mental health and that of others.

Specific Expectations:

  • HL3.01 - Demonstrate and understanding of specific mental health issues (e.g., depression, anxiety, suicide).
  • HL3.02 - Apply the skills necessary to manage stressful situations (e.g., death and dying, mental or physical illness in a family).
  • HL3.03 - Demonstrate and ability to use skills to enhance their own mental health.
  • HL3.04 - Describe the importance of relationships and communication with others to mental health.
  • HL3.05 - Identify sources of information on and services related to mental health (e.g., the Internet, libraries, community agencies, media) in the community and beyond.

Tips for School Projects for Students

Explore the resources at your school or local public library, both the print and electronic library collections, which include ‘licensed’ resources the library has purchased for your use. The Internet should not be your only source of information.

Plan the terms to use when searching a topic. Use more than one way of expressing a topic. Think of synonyms, the singular & plural, different spellings, and broad and narrow terms. Examples:

    • Mental Health or Mental Illness or Mental Disorder(s) or Psychiatric Disorder(s)
    • PTSD or Trauma
    • Mood Disorder(s) or Depression or Depressive Disorder
    • Eating Disorder(s) (Broad) or Anorexia (Narrow)

Search for articles through periodical and magazine collections which may include databases like CBCA (Canadian Business and Current Affairs), Expanded Academic Index and Canadian Periodical Index at your school or local public library. Often the full text will be available.

If you use the Public Internet for research, be sure to:

Examine websites exhaustively! Many web sites have full text documents, but it’s easy to miss them. Always check out site maps, hyperlinks to publications and listed links to related organizations and resources.

Select ‘Fresh’ web pages and documents that are dated, sourced and referenced.

Avoid websites produced by individuals or on-line stores or websites where there is no or incomplete information about the producer. The name, contact information and mission/purpose of the organization should be easy to find.

How to cite electronic documents:

See excerpts from the APA’s Publication Manual and Style Guide for Electronic References:

http://www.apastyle.org/elecref.html

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