Navigating Your Well-being

Part 1: Your Support Network

1. Think about the adults in your life whom you trust. These are people you feel comfortable talking to about your feelings or problems. List at least three trusted adults (they can be family, teachers, coaches, counselors, etc.).
   
   
   
   
   
   
   

2. Why are these individuals good people to talk to? What qualities do they have that make them trustworthy?
   
   
   
   
   
   
   

Part 2: When to Seek Help

Below are some scenarios. For each scenario, decide if it's a situation where professional mental health services might be necessary. Explain your reasoning.

1. Scenario: You've been feeling sad for a few days after a friend moved away, but you still enjoy hanging out with other friends and doing your favorite hobbies.
   
   
   
   
   
   
   

2. Scenario: For the past month, you've had trouble sleeping, lost interest in all your usual activities, and feel overwhelmingly sad almost every day. Your grades have started to drop.
   
   
   
   
   
   
   

3. Scenario: You had a stressful test last week, and you felt really nervous before it. Afterward, you felt relieved and quickly moved on.
   
   
   
   
   
   
   

4. Scenario: You've been having thoughts of hurting yourself, and you don't know who to talk to.
   
   
   
   
   
   
   

Part 3: Accessing Services & Resources

1. If you or a friend needed to talk to a school professional about mental health, who would you approach first at your school?
   
   
   
   

2. Imagine you need to find a therapist in your community. What steps would you take to start looking for one?
   
   
   
   
   
   
   

3. Name one crisis hotline or text line you could use for immediate support.
   
   
   
   

4. Based on our discussion, what are two key things to look for when trying to find reliable mental health information online?
   
   
   
   

Mental Health Matters: Discussion Guide

Introduction (5 minutes)

• Teacher: "Today we're talking about mental and emotional health. It's a really important topic, and it's something everyone has. Sometimes, we might need a little extra help, and that's completely normal. Let's make sure we're creating a safe space for everyone to share their thoughts and listen respectfully."
• Teacher: "What are some common feelings or challenges related to mental and emotional health that you or people you know (without naming names) might experience?"
  • Listen for answers like stress, anxiety, sadness, feeling overwhelmed. Validate all responses.
    
    
    

Group Discussion: When to Seek Help (10 minutes)

• Teacher: "We just talked about some signs that might suggest someone needs professional help. Let's break down some of the stigma around seeking help. Why do you think some people might be hesitant to talk about their mental health or ask for help?"

  • Prompt for ideas like fear of judgment, not knowing where to go, feeling embarrassed, thinking they should handle it alone.
    
    
    
    
    
    

• Teacher: "Imagine a friend comes to you and describes some of the signs we discussed, like persistent sadness or pulling away from activities they love. What could you say or do to encourage them to talk to a trusted adult or professional?"

  • Encourage empathy and practical advice.
    
    
    
    
    
    

• Teacher: "We learned about different types of mental health professionals like therapists, psychiatrists, and school counselors. In your own words, what's the main difference between what a therapist does and what a psychiatrist does?"

  • Guide them to understand therapists talk and provide coping skills, while psychiatrists can diagnose and prescribe medication.
    
    
    
    
    
    

Wrap-Up (5 minutes)

• Teacher: "What is one key takeaway you have from today's discussion about mental health and seeking help?"

  • Encourage a variety of responses, focusing on empowerment and reducing stigma.
    
    
    

• Teacher: "Remember, seeking help is a sign of strength, and there are always people who care and resources available. Don't hesitate to reach out if you or someone you know needs support."

Resource Scavenger Hunt: Finding Reliable Mental Health Info

Objective

To practice identifying valid and reliable online resources for mental and emotional well-being.

Materials

• Access to computers or personal devices with internet (if available, otherwise provide pre-selected printouts/screenshots of websites)
• Worksheet: Navigating Your Well-being (Part 3, Question 4)
• Pen/pencil

Instructions (10-15 minutes)

1. Introduction (2 minutes): Briefly remind students of the "Reliable Resources Checklist" we discussed in the slide deck (Authority, Accuracy, Objectivity/Bias, Currency, Privacy).

2. Group Formation: Divide students into small groups (3-4 students per group).

3. The Hunt (8-10 minutes): Provide each group with a list of websites (or printed examples) related to mental and emotional health. Include a mix of reliable and less reliable sources. Examples could include:

   • A legitimate health organization (e.g., NIMH, CDC, Mayo Clinic)
   • A blog post from an unknown author discussing mental health tips
   • A commercial website selling a "cure" for anxiety
   • A .gov or .edu site about adolescent mental health
   • A personal anecdote shared on a social media platform about mental health struggles.

   Task: Each group must choose 2-3 websites from the list and, using the "Reliable Resources Checklist" as their guide, evaluate them. For each chosen website, they should discuss:

   • Is this a reliable source of information? Why or why not?
   • Which criteria from our checklist does it meet or not meet?
   • What information is missing that would make it more or less reliable?

4. Group Share (Optional, 3-5 minutes): If time allows, have a few groups quickly share one website they evaluated and their findings with the class.

Wrap-Up

• Emphasize that critical thinking is essential when looking for health information online. Always consult a trusted adult or professional if unsure.