Pre-Recorded Jack Talk: Post-Talk Discussion and Activities

Before you teach, we recommend you review our supporting resources:

Mental Health 101

Safer Language

Classroom Discussion Guide

As part of your Pre-Recorded Talk, you will also receive an Organizer Guide which includes some considerations that schools/organizations can work through to make sure your Jack Talk is a safe and positive experience for everyone.

Please note that this lesson serves as a brief introduction to the topic of mental health. This lesson must be used in the context of additional lessons discussing warning signs, coping strategies, and help-seeking information in more depth.

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To book your Jack Talk, please complete this form.

This lesson builds upon the information presented in the Jack Talk. In this lesson, students will have the opportunity to revisit some of the key ideas shared by the speakers. Students can consolidate their learning through discussion, reflection, and application of knowledge. Students are provided with opportunities to consider the mental health needs of their community and themselves.

Your students will be able to:

• describe ways to support others who are struggling with their emotional well-being
• identify ways to seek help for oneself or a friend/classmate
• recognize barriers to seeking help in their communities
• identify strategies for coping with stress

Materials for Lesson 2 of 2

Slide Deck

Prerecorded Jack Talk | Post Jack Talk Discussion Slide Deck ⤓

Handouts

Prerecorded Jack Talk | Post Jack Talk Handout 1 | Discussion Questions ⤓

Prerecorded Jack Talk | Post Jack Talk Handout 2 | Reflection Questions ⤓

Prerecorded Jack Talk | Post Jack Talk Discussion Self Assessment ⤓

Prerecorded Jack Talk | Post Talk Discussion Guide  ⤓

Additional Materials

• Teacher computer, projector

Part 1: Introduction (1–2 minutes)

Part 2: Minds On (2–3 minutes)

Part 3: Active Learning (30–60 minutes)*

Part 4: Consolidation (15-20)

*The length of time spent on discussion will largely depend upon the number of questions and discussion format you choose for your class.

Note: All parts of the lesson procedure can be found in the slide deck provided.

Prerecorded Jack Talk | Post Jack Talk Discussion Slide Deck ⤓

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Part 1: Introduction (1-2 minutes)

1. Outline Objectives

Share with your students that the intention for today’s class: 

• to review what they learned during the Jack Talk in the previous class,
• to discuss questions and thoughts they have about the Talk content, and 
• to connect what they learned from the Jack Talk to their everyday experiences.  

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2. Reminder About Mental Health Support

Remind your students that there is support available should they need it during class. 

Adapt the slide as necessary to reflect resources that are available in your specific setting. ‍‍‍You may also wish to post this information in additional locations that students can easily view/access.

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Part 2: Minds On (2-3 minutes)

‍Review 

• How many Canadians will experience a mental illness in any given year? 
  • Student Response: “1 in 5”
    • Bonus Question: Of this number, how many will get the help they need?
    • Student Response: “1 in 4”
• How many Canadians have mental health?
  • Student Response: “5 in 5”
• What is the term for negative attitudes about mental health?
  • Student Response: “Stigma”
• What are some factors that can contribute to mental health stress?
  • Potential student responses: “Racism, transphobia, colonialism, food and housing insecurity, criminalization, substance use, underfunding of healthcare, lack of resources, lack of culturally competent and safe resources”
• What are some community supports available to young people?*
  • Potential student responses: “Kids Help Phone;  (*local supports will vary by region)

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Part 3: Active Learning (30-60 minutes)

*The length of time spent on discussion will largely depend upon the number of questions and discussion format you choose for your class. 

Reflect upon the demographics, attitudes/awareness, and assets/strengths of your students, and select discussion questions accordingly. This will help ensure that the conversation is facilitated in the manner most appropriate and relevant to your students. 

• Additional instructions and examples are available in the Discussion Guide under the Facilitating Discussion section.

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Prerecorded Jack Talk | Post Jack Talk Discussion Slide Deck ⤓

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Provide your students with the Post Talk Discussion Questions handout.

Prerecorded Jack Talk | Post Talk Discussion Handout 1 ⤓

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Suggestions for discussion format:

1. Think-Pair-Share (or Think-Pair-Square-Share)

Provide each of your students with the list of discussion questions you have selected. Give them time to think about the questions individually before having them pair up and share their responses with a classmate. 

Option: Have pairs form “squares'' with another pair for further discussion. Afterwards, have squares share key discussion points with the whole class.

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2. Buzz Groups

Have your students sit in small groups of 3–4. You can choose to provide each group with the same or different discussion questions. Allow enough time for the groups to have thorough discussions, then regroup as a class to allow your students time to share their ideas.

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3. Discussion Circle

If space allows, have your students arrange their seats in a circle for discussion. Ensure that your students can see each other clearly and are able to make eye contact with one another. You can provide each student with a copy of the discussion questions for reference. 

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‍Part 4: Consolidation (15-20 minutes)

Reflection  

Ask your students to complete the reflection questions using the Post Talk Discussion Reflection Questions handout. 

Prerecorded Jack Talk | Post Jack Talk Discussion Handout 2 ⤓

• Note: Student answers to Question 4 may be used to help inform further discussion and/or lessons surrounding mental health. 

British Columbia

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 
• Create strategies for promoting the health and well-being of the school and community

Learning Standards: Content 

• signs and symptoms of stress, anxiety, and depression

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Manitoba

Physical Education/Health Education: Senior 2

Learning Outcomes

K.4.S2.B.2a

• Evaluate the benefits of effective communication skills (e.g., listen actively, paraphrase, show appreciation, criticize ideas, not people...) for getting along with family, friends, and peers in school, community, and/or the workplace.

K.4.S2.C.1a

• Describe the behaviours necessary for providing others with support and promoting emotional health and well-being.

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New Brunswick

Personal Wellness 9

Big Idea: Positive Mental Health

Achievement Indicators

• Assess how listening and empathy support the positive mental health of peers
• List resources for mental illness and suicide prevention

Big Idea: Positive Mental Fitness Strategies

Achievement Indicators:

• Develop strategies that reduce stigma regarding mental illness

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Nova Scotia

Healthy Living 9

Specific Curriculum Outcomes

• 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

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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) 

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Prince Edward Island

Wellness (PED401A)

‍Outcomes and Indicators

W4. Assess the impact of mental health on overall well-being of self, family, and community.

a. Reflect on and discuss personal and community beliefs and biases about mental health.

d. Describe, with information from a variety of mental health experts, the factors that contribute to positive mental health (e.g., involvement in extracurricular activities, belonging to a team/group).

k. Investigate the relationships between personal mental health and personal wellness (e.g., feeling well, functioning well and being resilient, making positive changes, being physically fit).

m. Examine the interconnectedness and interdependence of mental health and a variety of activities (e.g., leisure activities, competitive sports, physical activities, helping someone or some cause).

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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 

Learning Standards: Content 

• signs and symptoms of stress, anxiety, and depression

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*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