Student learning related to the Living Skills expectations takes place in the context of learning related to the Active Living, Movement Competence, and Healthy Living strands, and should be assessed and evaluated within these contexts.
Please note that this lesson serves as a brief introduction to the topic of connecting someone who is struggling with their mental health to professional resources. This lesson must be used in the context of additional lessons discussing warning signs, coping strategies, and help seeking information.
Note: One video in this lesson makes reference to intergenerational trauma and anti-Indigenous racism. A content note has been provided and we encourage educators to consider the needs of their students before delivering this content in their classroom.
This lesson explores Be There Golden Rule #5: Connect to Help.
In this lesson, your students will learn to access professional and community mental health resources and what to expect from them. Your students will hear from young people in our network about how they helped loved ones find the mental health support they needed and what that can look like in different scenarios. Your students will have the opportunity to apply what they learn by exploring resources available in their area, role playing a scenario, and exploring barriers people often face when connecting to help.
This lesson is designed to be used as part of the Be There for Others Unit Plan. We suggest that the Be There Certificate’s Golden Rule #5 module be used either as a pre-class exercise to introduce your students to the content and skills or as a post-class exercise to reinforce learning. Alternatively, your students can complete the Be There Certificate in its entirety at the end of the unit as an assessment of learning.
Address any student questions, comments, or concerns before proceeding to Golden Rule #5.
Slide 2: Let’s Review
What is Golden Rule #1?
Student response: “Say What You See”
What is Golden Rule #2?
Student response: “Show You Care”
What is Golden Rule #3?
Student response: “Hear Them Out”
What is Golden Rule #4?
Student response: “Know Your Role”
What are the key elements of Golden Rule #4?
Possible student responses:
~“You’re not their doctor or therapist, so just listen; don’t try to fix.”
~“Don’t judge, preach, or downplay.”
~“Set boundaries to protect your relationship and your own mental health.”
Discussion Prompts
Slide 3: Golden Rule #5: Connect to Help
What is a barrier? Give an example. (Note: Examples don’t need to be related to mental health).
Possible student responses: “A barrier is some sort of obstacle.” “It’s something that is in the way or blocking you from going somewhere.” “An example of a barrier is a wall or a locked door.”
What is a barrier in the context of accessing mental health resources?
Possible student responses: “A barrier to accessing mental health resources would mean anything that gets in the way of someone getting the help they need, like money.”
Part 2: Action Tasks (55–65 minutes)
Note: Handout 1: Note Taking is optional to support student note taking.
What resources are you already aware of that you could share with someone who is struggling with their mental health?
Possible student responses: “Kids Help Phone, school guidance counsellor”
Slide 11: Common Barriers and Potential Solutions
What are some possible solutions to overcoming the following barriers? (Distance, time, cost)
Possible student responses:
~Distance: “You could help them find options for online therapy or helplines.” “You could ask your guidance counselor what support is available locally.”
~Time: “Help them write out a schedule for the week with time set aside for major commitments and top priorities.” “Encourage them to find a therapist who can be flexible on what time they meet.”
~Cost: “Research community programs or other free options.”“Ask your guidance counselor about free options.”
Activity: Where to go, what to say (10–15 minutes)
Provide your students with Golden Rule #5 Handout 2: Where to Go, What to Say to complete Task 1 and 2.
Task 1: Give your students some time to explore mental health resources available in their area and make a list of options.
Task 2: Have your students write out a minimum of three statements or questions they could say to support someone as they connect them to help.
~Option: Have your students practice saying their statements aloud with a partner. They can make any changes they feel might be necessary to feel more confident using this language in the future.
Activity: A Closer Look (25-30 min)
Content Note: Mentions Intergenerational Trauma and Anti-Indigenous Racism
Provide your students with Golden Rule #5 Transcripts Golden Rule #5 Handout 3: A Closer Look at Barriers.
Note: transcripts have been included for students to use as reference.
Introduce your students to the three videos and the activity to follow. (Instructions can be found in the slidedeck.)
After viewing all three videos, assign an equal number of students to take a closer look at each story. You can choose to have your students work on this independently, with a partner, or in small groups.
~Option: Allow your students to choose a story that they are interested in looking at more closely.
After students have finished working on their answers, bring your students back together to share what they have learned as a class.
Part 3: Consolidation (5–10 minutes)
Ask your students to reflect upon their learning using Handout 4: Self Assessment.
Consider using this activity as an opportunity for an inquiry-based assignment.
Provide your students with the following prompt and question:
Tunchai says,“We are constantly hearing about the deaths of young people in communities that we are connected to, and so it's almost like you're constantly dealing with that cycle of grief. It takes a toll on all of us.”
How have historical and/or present day events contributed to this "cycle of grief" that Indigenous communities face?
Allow your students to choose how they would prefer to share their learning with you.
Analyze strategies for promoting mental well-being, for self and others
Assess and evaluate strategies for managing problems related to mental well-being and substance use, for others
Social and community health:
Propose strategies for developing and maintaining healthy relationships
Manitoba
Physical Education/Health Education: Senior 2
Learning Outcomes
K.4.S2.C.1a
Describe the behaviours necessary for providing others with support and promoting emotional health and well-being.
S.4.S2.A.3
Apply communication skills and strategies in case scenarios for getting along with others in a variety of contexts
S.4.S2.A.5
Apply stress-management strategies and communication skills for stress reduction for self and/or others in case scenarios related to stressful situations
K.4.S2.B.2b.
Identify potential adult roles and ways to prevent potential problems in developing meaningful relationships.
New Brunswick
Personal Wellness 9
Big Idea: Positive Mental Health
Achievement Indicators
List resources for mental illness and suicide prevention
Nova Scotia
Healthy Living 9
Specific Curriculum Outcomes
9.2 recognize the warning signs of depressive disorders and the importance of seeking help for these disorders
9.15 examine the negative impact of stereotyping and stigma upon help-seeking behaviour
9.20 identify school and community-based resources and health services available to assist themselves or a friend if help or information in the area of sexual health, mental health, alcohol, and other substance use or gambling is needed, and practise how to make initial contact with such a service/resource
Ontario
Healthy Active Living Education, Grade 9 (PPL1O)
Specific Expectations
C3. Making Connections for Healthy Living
3.2 identify warning signs and symptoms that could be related to mental health concerns (e.g., inability to cope with stress; feelings of sadness, anxiety, hopelessness, or worthlessness; negative thoughts about oneself, others, and the future; thoughts of suicide), and describe a variety of strategies for coping with or responding to mental health concerns affecting oneself or others (e.g., stress and mood management techniques, identifying ways to seek help for oneself or a friend/ classmate, supporting others who are struggling with their emotional well-being) [PS, IS]*
~IS 1.3 communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g. Healthy Living: demonstrate, through role play, the ability to reach out with compassion to a friend who seems to be struggling emotionally)
Yukon
Physical and Health Education 9
Learning Standards: Curricular Competency
Mental well-being
Analyze strategies for promoting mental well-being, for self and others
Assess and evaluate strategies for managing problems related to mental well-being and substance use, for others
Social and community health:
Propose strategies for developing and maintaining healthy relationships
*Yukon schools follow the British Columbia (B.C.) curriculum, with adaptations to include Yukon content and Yukon First Nations’ ways of knowing and doing. (https://yukon.ca/en/school-curriculum)
This is not a site for personal disclosure of mental health distress, suicidal thoughts or behaviours. If you or someone you know is in crisis, please call a helpline, 9-1-1 or emergency services, or go to your nearest emergency department.
If someone’s thoughts or behaviours threaten the safety of themselves or others, then this is what’s called a mental health crisis. Call a helpline, 9-1-1 or emergency services. If someone has recently hurt themselves, but is no longer in danger, follow Be There’s Golden Rules and connect them to resources in their area.
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