Navigating Change: Jack Talk

Please refer to our Before You Teach guides for resources to support your practice.

 Mental Health 101

 Safer Language

 Classroom Discussion Guide

  Trauma Informed Teaching

In this live Foundations Talk, Navigating Change, your students will explore the many different transitions that we face in life and the mental health impacts, both positive and negative, as well as how to navigate our experiences through times of change.

The run-time of the live Talk is 45 minutes. This Talk is delivered by two trained youth speakers aged 18-27 so there is an authentic peer-to-peer connection between the speakers and the audience. The speakers share their own mental health story in accordance with our Safe Storytelling guidelines which ensure that audiences receive the story in a way that is non-triggering and positive.

This Foundations Talk, Navigating Change will guide students through the following:

• Exploring how change impacts mental health
• Practicing self-awareness while adjusting to something new
• Navigating things like types of change, grief, and uncertainty
• Reframing thinking traps

Students will learn to:

• Describe different types of change and how they can impact our mental health and well-being.
• Recognize common emotional responses to change.
• Apply self-compassion and reframing strategies to navigate challenges and uncertainty more effectively.
• Reflect on your own experiences with change and identify personal strengths and supports.
• Develop a change wellness plan that supports your mental health goals.

Handouts

‍Post-Talk Audience Handout

‍Additional Materials 

Teacher computer, projector

Part 1: Opening (5 minutes)

Part 2: Jack Talk (45-50 minutes)

Part 3: Post-Talk Review and Reflection (10-15 minutes)

Opening (5 minutes)

Housekeeping tasks: Welcome students, complete attendance, introduce the guest speaker, and review any relevant logistics.

Prepare for the guest speaker: Briefly introduce the focus of the session and remind students that they are welcome to participate in ways that feel comfortable to them. Review any relevant pass/participation options.

Jack Talk (45-50 minutes)

• Introduction 
• Speaker Story 1
• Defining Change
• Self-Awareness
• Speaker Story 2
• Thinking Traps
• Resilience, Self-Compassion
• Coping Strategies and Intentional Approaches to Change
• Personal Change Plan
• Support
• Wrap Up 

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Post-Talk Review and Reflection (10-15 minutes)

Provide your students with time to review the Post-Talk Audience Handout.

Discuss any additional, local resources they may want to add for reference.

Alberta

Physical education and wellness 7-9

Curriculum Overview

• Practise positive social behaviours in a variety of contexts. 
• Discuss strategies to manage risk to personal health and safety. 
• Relate protective strategies to mental well-being 
• Reflect on unsafe situations that adolescents face online, at home, at school and in the community. 
• Examine supports for mental health challenges. 
• Reflect on personal strengths as they relate to leadership and followership. 
• Examine personal and social factors that influence decisions, actions and behaviours. 
• Explore mental health literacy. 

Career education and financial literacy 7-9

Curriculum Overview

• Create open-ended plans to support transitions. 
• Assess personal strengths and opportunities for growth. 
• Develop strategies that can help manage transitions. 

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British Columbia

Physical and Health Education 10

Curricular Competencies

• Evaluate and explain strategies for promoting mental well-being 
• Create and evaluate strategies for managing physical, emotional, and social changes during puberty and adolescence 
• Explore and describe factors that shape personal identities, including social and cultural factors 

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Québec

Éducation physique et à la santé

Progression des apprentissages au secondaire : Compétence 3 – Adopter un mode de vie sain et actif

• Nommer des situations de stress qui ont des impacts dans sa vie de tous les jours (ex. : gagner une compétition, avoir un examen) 
• Nommer des réactions physiologiques associées à une situation de stress (ex. : augmentation de la fréquence cardiaque, sudation) 
• Nommer des répercussions d’une mauvaise gestion du stress sur sa santé et son bien-être (ex. : anxiété, fatigue, perturbation du sommeil, dépression) 
• Indiquer des stratégies pour se relaxer (ex. : prendre un bain chaud, lire, faire de l’activité physique, utiliser une technique de relaxation) 
• Utiliser des techniques pour se relaxer après un effort physique ou pour gérer son stress (ex. : respiration contrôlée, méthode de Jacobson, yoga, imagerie mentale) ‘

EKIP : santé, bien-être et réussite éducative des jeunes

• 1.1 Reconnaître des stratégies d’adaptation à des situations stressantes ou difficiles 
  • Exploration des différentes réactions possibles face à des situations stressantes ou difficiles (ex. : situations liées à de nouvelles exigences socioscolaires, à un nouvel environnement, à l’intimidation ou à la discrimination) 
  • Adoption de stratégies face à des situations sur lesquelles on peut avoir du contrôle ou que l’on peut changer (ex. : méthodes de travail, gestion du temps, démarche de résolution de conflits, demande d’aide) 
  • Adoption de stratégies face à des situations que l’on ne peut changer, comme la perte d’un être cher ou une séparation (ex. : exprimer ses émotions, avoir une attitude positive, demander de l’aide) 
• 1.2 Connaître des stratégies à privilégier lors d’une situation qui nécessite de l’aide pour soi ou les autres 
  • Reconnaissance des signes de détresse, des attitudes et des comportements qui nécessitent de l’aide 
  • Connaissance des services de soutien dans son école et sa communauté
• 2.1 Expliquer l’influence de ses habitudes de vie sur sa santé et son bien-être 
• 2.2 Évaluer et adapter ses stratégies pour améliorer ou maintenir sa santé et son bien-être 
• 3.1 Comprendre différentes composantes de la santé mentale 
  • Interrelations entre santé mentale et a) santé physique; b) relations positives et égalitaires; c) capacité d’adaptation au stress et aux transitions 
  • Facteurs de risque individuels et environnementaux (ex. : situations stressantes et difficiles, exclusion sociale, pensées négatives) 
  • Facteurs de protection (ex. : stratégies d’adaptation, estime de soi, scolarisation, soutien de la famille et des amis, saines habitudes de vie, recours aux services disponibles) 
  • Troubles mentaux (ex. : troubles anxieux, dépression) et répercussions possibles sur les individus, sur les familles et sur la société 
• 3.3 Connaître des stratégies d’adaptation qui permettent d’être plus objectif par rapport à des situations stressantes ou difficiles et à ses émotions 
  • Dédramatisation de la situation 
  • Réévaluation positive de la situation, vision d’un avenir meilleur 
  • Obtention d’un autre point de vue fiable 
• 3.4 Reconnaître les situations qui requièrent de l’aide et les facteurs qui influencent la demande d’aide pour soi ou les autres 
  • Reconnaissance des signes de détresse psychologique (ex. : distinction entre un état passager de tristesse et un mal-être persistant qui nécessite de l’aide, signes de détresse comme le repli et l’isolement, idéations suicidaires) 
  • Connaissance des mythes entourant les troubles mentaux 
  • Développement d’une conception positive de la demande d’aide (ce n’est pas un signe de faiblesse) 
  • Recherche de soutien émotionnel dans l’entourage (accueil, écoute, accompagnement vers des ressources)  
  • Connaissance des types d’aide et des façons d’y accéder 
  • Connaissance des ressources disponibles dans l’école et dans la communauté 

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Nova Scotia 

Healthy Living 9 

Specific Curriculum Outcomes 

• Healthy Self 
  • 9.1 analyze their health needs in times of change and apply strategies that enhance their capacity to manage change in their lives
• Healthy Community 
  • 9.17 examine how people support healthy communities locally and globally, and take age-appropriate action to support a community health issue of interest to them 
  • 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 such a service/resources 

Life 11

Indicators

• Investigate the types of transitions and changes that occur in life and careers (COM, PCD)
• Compare ways to support mental health in times of change (COM, CT, PCD
• Investigate supports and resources available for changing life circumstances (CT, PCD)
• Analyse how protective factors work in response to changing life circumstances (COM, CT, TF)
  

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New Brunswick

‍Personal Wellness 9

Big Idea: Positive Mental Fitness Strategies

Achievement Indicators:

Identify strategies to build own positive mental health.

Big Idea: Helpful and Harmful Choices

Achievement Indicators:

Analyze how food, screen time, and substances may affect an individual’s health (e.g., mental, social, emotional, and physical including brain development)

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Wellness Through Physical Education (110)

General Curriculum Outcome:

1.0 Students demonstrate an understanding of the concept of wellness.

Specific Curriculum Outcome:

1.2 Students evaluate and address personal wellness needs.

1.3 Students analyze how society, media and culture influence wellness

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Ontario

Healthy Active Living Education, Grade 10 (PPL 2O)

Specific Expectations

C1 Understanding Health Concepts

1.1 Demonstrate an understanding of factors that enhance mental health and emotional and spiritual well-being

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Healthy Active Living Education, Grade 12 (PPL4O)

Specific Expectations

C2 Making Healthy Choices

2.3 Describe how coping and interpersonal skills and their knowledge of personal protective and risk factors can be used to develop resilience and enhance their ability to make healthy choices, including the avoidance of substance use and addictive behaviours

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Recreation and Healthy Active Living Leadership (PLF4M)

Specific Expectations

C2 Healthy Active Living Plan

2.1 Describe how healthier choices related to physical activity, healthy eating, and other aspects of everyday living (e.g., limiting screen time and increasing participation in a variety of physical activities that provide cardiovascular and muscular endurance, muscular strength, or flexibility benefits; eating balanced meals; choosing nutritious snacks; managing stress; getting enough sleep; making choices with personal safety in mind) contribute to better physical, mental, and social health and greater personal well-being 

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Prince Edward Island

Physical and Health Education 9 (9PHEA)

‍Specific Curriculum Outcomes

Learners are expected to create a personalized mental health plan

‍Achievement Indicators

Develop and implement a personalized mental health plan that incorporates evidence-based strategies, self-awareness, and healthy decision-making skills

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Wellness (PED401A)

Outcomes and Indicators

W1. Evaluate one’s self in each dimension of wellness.

‍l. Examine the relationships among defense mechanisms, feelings, behaviours, and mental health (i.e., ways we protect ourselves from things we do not want to think about or deal with).

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Saskatchewan

Wellness 10

Outcomes and Indicators

W4. l. Examine the relationships among defense mechanisms, feelings, behaviours, and mental health (i.e., ways we protect ourselves from things we do not want to think about or deal with).

W5.g. Examine emotional and behavioural patterns of self and others and determine related impact on optimal wellness.

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Yukon

*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)

Physical and Health Education 10

Curricular Competencies

• Evaluate and explain strategies for promoting mental well-being 
• Create and evaluate strategies for managing physical, emotional, and social changes during puberty and adolescence 
• Explore and describe factors that shape personal identities, including social and cultural factors