Roadblocks to Mental Health Wellness

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Counseling and Mental Health

  • TEKS Student Expectations

    • (1) The student applies mathematics, science, English language arts and social studies in health science. The student is expected to:
      • (C) identify societal perspectives related to mental health
      • (F) identify socioeconomic factors that influence mental health and care
    • (2) The student demonstrates verbal and nonverbal communication skills. The student is expected to:
      • (B) demonstrate listening skills and techniques to minimize communication barriers
      • (C) implement communication skills that are responsive rather than reactive
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • examine factors which hinder people from receiving mental health care
    • brainstorm possible solutions or tools to promote mental health wellness
    • research and create a presentation about mental health facilities that offer support and care
  • Rationale

    Script:

    The Centers for Disease Control and Prevention (CDC) estimates that each year one in four Americans has a diagnosable mental disorder that can prevent him or her from living a productive life. Eighty to ninety percent of mental disorders are treatable using medication and other forms of therapy. Fewer than half of adults seek treatment, and only about one-third of children receive assistance. Why is this happening? There are many reasons for the lack of care. Becoming familiar with these issues will help you understand the importance of mental health care treatment for all. If you choose a career in the field of Counseling and Mental Health, the information in this lesson will be invaluable.

  • Duration of Lesson

    Four 45 minute class periods

  • Word Wall

    Comorbidity: Existing simultaneously with and usually independently of another medical condition

    Discrimination: Practice of treating people or things in different ways

    Disparity: A difference between things that are not being equal

    Prejudice: Dislike or distrust of people because they are of another race, country, religion and so forth

    Racism: Preferring one group of people over another because of race

    Somatization disorder: A long-term (chronic) condition in which a person has physical symptoms that involve more than one part of the body, but no physical cause can be found

    Stigma: A mark of shame

    Wellness: The quality or state of being healthy

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (be sure to follow district guidelines for Internet access)
    • presenter remote

    Materials:

    • cardstock
    • empty prescription bottles (labels removed)
    • roadblock (borrow one from the maintenance or police department)
    • yellow caution tape

    Supplies:

    • basket

    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Prior to class:

    • Become familiar with PowerPoints™, handouts and activities.
    • Print the door passes – SIRDC Door Hanger Pass Template (see All Lesson Attachments tab) on cardstock and cut them apart. The students will be using the door passes as a Lesson Closure activity.

    Note to teacher: Print the assignment cards Topics for Mental Health Wellness Presentation (see All Lesson Attachments tab) and cut apart so that the students can draw one for the activity. Place cards in a basket. The students will be drawing one card during the Independent Practice activity.

    Refer to lesson “Stop the Anxiety!” for additional lesson ideas and resources at:
    http://cte.sfasu.edu/lesson-plans/stop-the-anxiety/

    Refer to lesson “Personality Disorders: A Class of Their Own” for additional lesson ideas and resources at:
    http://cte.sfasu.edu/lesson-plans/personality-disorders-a-class-of-their-own/

    Before class begins:

    Display as many of the lesson-related supplies (see Materials or Specialized Equipment Needed) as you have available on a table in front of the room.

    When class begins, have an actual roadblock on display or a picture of a roadblock projected on the screen.

    Begin the class with the following questions and have students share their responses:

    • Identify roadblocks or hindrances that prevent individuals from doing things such as going to a doctor when he or she is ill.
    • What are some examples of mental health disorders?
    • What type of roadblocks do you think would prohibit an individual from seeking treatment for a mental health disorder?
    • What are the ramifications of not seeking help or treatment?
    • How could a lack of help or treatment affect a relationship? Employment? The community?

    Distribute graphic organizer KWHL Chart – Roadblocks to Mental Health Wellness (see All Lesson Attachments tab). Ask students to complete the chart by answering the first three sections:

    K – What I know about the roadblocks to mental health wellness?
    W – What I want to learn about the roadblocks to mental health wellness?
    H – How can I learn more about the roadblocks to mental health wellness?

    The last section will be completed in the Lesson Closure.

    Lead students to share and discuss their responses.

  • Direct Instruction with Special Education Modifications/Accommodations

    Note to teacher: Prior to beginning this lesson, please review, preview and select the appropriate multimedia for your classes.

    Introduce lesson objectives, terms and definitions.

    Distribute handout Slide Presentation Notes (see All Lesson Attachments tab). Students will be expected to take notes while viewing the slide presentation. Teacher will determine the notes to be recorded by students.

    Introduce PowerPoint™ Roadblocks to Mental Health Wellness (see All Lesson Attachments tab).

    Videos included in slide presentation:

    • Mental Health Matters – Wellness Recovery Action Planning (WRAP)
      Wellness Recovery Action Planning, or WRAP, is an evidence-based system that is used worldwide by people who are dealing with mental health and other kinds of wellness challenges. It is a unique form of mental health support in that it is peer-led and self-directed. 
      http://youtu.be/LdZ4bmwY9G4
    • Responding to a Mental Health Crisis
      A valuable teaching aid – for individuals, families, communities, law enforcement officials – to recognize and manage the signs and symptoms of mental illness. 
      http://youtu.be/fflQf-T155o

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encouraging participation
    • providing the student with a copy of the slide presentations

  • Guided Practice with Special Education Modifications/Accommodations

    With a partner, students will brainstorm skills and strategies that promote mental health wellness. Distribute Mental Health Wellness Toolbox (see All Lesson Attachments tab) handout. First, individually, students will list six possible skills and strategies to promote mental health wellness in individuals. With partners, they will share their brainstorming ideas and determine the best five skills and strategies. Inform them to be prepared to share with the class. They may present their ideas in a three-minute skit, video or oral presentation.

    Distribute Rubric for Presentation (see All Lesson Attachment tab) so that students may understand what is expected.

    Groups will verbally share with the entire class.

    Individualized Education Plan(IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encouraging participation
    • praising student
    • providing the students with a copy of the slide presentations

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Divide the class into groups of two. One person from each group will draw a card from the basket to determine which topic his or her team will research. Distribute Mental Health Wellness Presentation (see All Lesson Attachments tab) handout.

    With their partners, the students will create a presentation to include:

    • Research of a mental health disorder
      • What is it?
      • Causes
      • Signs and symptoms
      • Who is at risk?
      • Diagnosis
      • Treatment
    • Three agencies and/or resources to assist with the treatment of the mental health disorder
    • Analysis and consideration of strategies that promote wellness and recovery in dealing with the mental health disorder

    They will create a presentation using one of the following:

    • Glogster™
    • Prezi™
    • PowerPoint™

    Distribute Rubric for Multimedia Presentation (see All Lesson Attachment tab) so that students may understand what is expected.

    Students will work on their projects and will present during Summative/End of Lesson Assessment.

    Individualized Education Plan(IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

  • Lesson Closure

    Review lesson objectives, terms, and definitions.

    Students will complete the KWHL Chart – Roadblocks to Mental Health Wellness (see All Lesson Attachments tab) section labeled L.

    Students will complete the door pass activity SIRDC Door Hanger Pass Template (see All Lesson Attachment tab). This will be their pass as they exit the classroom.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Team presentations will be assessed with the previously provided rubric and personal reflection assignment.

    Students will each write a one-page personal reflection on what they learned from this lesson and how they plan to use the information now and in the future.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • extra time for responses
    • prompting, if necessary

  • References/Resources

    Images:

    • Microsoft Clip Art: Used with permission from Microsoft.

    Textbooks:

    • Barry, Patricia D., Mental health and mental illness. Seventh Edition, Lippincott, 2002. Print.
    • Kasschau, R.A. (2002). Understanding psychology. New York: Glencoe/McGraw-Hill School Publishing Co.

    Websites:

    • Center for Mental Health Disparities | University of Louisville
      Teaches the importance of cultural awareness, knowledge and skill when interacting with racial and ethnic groups in the United States.
      www.mentalhealthdisparities.org

    Technology:

    YouTube:

    • Mental Health Matters – Wellness Recovery Action Planning (WRAP)
      Wellness Recovery Action Planning, or WRAP, is an evidence-based system that is used worldwide by people who are dealing with mental health and other kinds of wellness challenges. It is a unique form of mental health support in that it is peer-led and self-directed. 
      http://youtu.be/LdZ4bmwY9G4
    • Responding to a Mental Health Crisis
      A valuable teaching aid – for individuals, families, communities, law enforcement officials – to recognize and manage the signs and symptoms of mental illness. 
      http://youtu.be/fflQf-T155o
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • Make sure students understand the vocabulary (word wall) before moving forward with this lesson. Instruct them to make flash cards using an index card with the word on one side of the card and the definition on the other. It is important for all students, especially ELL’s, to have a firm foundation before moving forward. This is the key to them following the entire lesson.
    • Ask students to repeat your instructions back to you to be sure they know what is expected of them before each new phase of the lesson.
    • Discuss vocabulary in detail and make sure everyone has a firm grasp of it before moving forward with the lesson.
    • Use graphic organizers and visuals to explain the lesson in detail.
    • Print fill-in-the-blank handouts of the PowerPoint™ notes for students to follow along with during the lesson.
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Current Events:
    Assign students to read about disparities in mental health.
    Information can be found in newspaper articles, magazines, journals and online print.
    Suggestions:

    • Encourage students to “make predictions” about the text content prior to reading. “I think it’s going to be about… because I know (I heard)…This encourages active reading and keeps students interested. While reading, the students may revise their original predictions and/or make new ones.
    • Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams on scrap paper as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.
    • Have students form their own questions about the text prior to reading, or have them write down any questions that come to mind as they are reading.
    • Encourage students to connect reading to their life experiences or prior knowledge.
    • Word Attack Strategies: Prior to reading, allow students to skim the passage or text, circling words that are unfamiliar to them. Once these words are decoded (glossary, dictionary, dictionary.com, classroom discussion), the student will have a better understanding of the pronunciation and meaning of the unfamiliar word(s), facilitating comprehension.
  • Quotes

    The problem with having problems is that “someone” always has it worse.
    -Tiffany Madison

    Mental illness is nothing to be ashamed of, but stigma and bias shame us all.
    -Bill Clinton

    It’s up to you today to start making healthy choices. Not choices that are just healthy for your body, but healthy for your mind.
    -Steve Maraboli

    The hidden strength is too deep a secret. But in the end…in the end it is our only ally.
    -Joanne Greenberg

  • Multimedia/Visual Strategies

    PowerPoint™:

    • Roadblocks to Mental Health Wellness
    • Presentation notes for Roadblocks to Mental Health Wellness

    Technology:

    YouTube™:

    • Mental Health Matters – Wellness Recovery Action Planning (WRAP)
      Wellness Recovery Action Planning, or WRAP, is an evidence-based system that is used worldwide by people who are dealing with mental health and other kinds of wellness challenges. It is a unique form of mental health support in that it is peer-led and self-directed. 
      http://youtu.be/LdZ4bmwY9G4
    • Responding to a Mental Health Crisis
      A valuable teaching aid – for individuals, families, communities, law enforcement officials – to recognize and manage the signs and symptoms of mental illness. 
      http://youtu.be/fflQf-T155o

    • Files for downloading:
  • Graphic Organizers/Handout

    Graphic Organizer:

    • KWHL Chart – Roadblocks to Mental Health Wellness
    • Slide Presentation Notes

    Handouts:

    • Mental Health Wellness Presentation
    • Mental Health Wellness Toolbox
    • Rubric for Multimedia Presentation
    • Rubric for Presentation
    • SIRDC Door Hanger Pass Template
    • Topics for Mental Health Wellness Presentation

    • Files for downloading:
  • Writing Strategies

    Journal Entries:

    • What roadblock do you think is the most prevelent in receiving mental health care? Why?
    • What are some ways the roadblocks can be taken down?
    • Of all the countries in the world, which ones do you think give poor or little care to the mentally ill?
    • Treatment for anxiety could include ________________________.

    Writing Strategy:

    • RAFT (Role/Audience/Format/Topic) writing strategy:

    Role of the writer: Child
    Audience: Parent
    Format: A diary entry
    Topic: The five things I wish I could talk to you about

  • Communication 90 Second Speech Topics

    • Beside mental health care, speak about something else in the world/society where there is a disparity.
    • What type of mental health issue do you see as the biggest concern?
  • Other Essential Lesson Components

    Enrichment activity

    • Students can research one of the people in history who had a major influence on mental illness or its treatment such as Sigmund Freud, Carl Jung, Dorthea Dix or Emil Kraepelin. Students should make a report to the class through a poster or presentation.
    • Students can take leadership roles on a mental health awareness project-see Service Learning Projects.
    • Students can research the statistics of mental health issues in the United States.

    Human Services Counseling and Mental Health Multiple Choice Math Assessment Problems

    • (1) The student applies mathematics, science, English language arts and social studies in health science. The student is expected to:
      • (F) identify socioeconomic factors that influence mental health and care

    Question 1. If a person goes to counseling and is responsible for a $35.00 per weekly visit co-pay up to $300.00 annually, how many weeks will the patient have to pay?
    a. 8
    b. 9
    c. 10
    d. 11

    Answer: B

    Question 2. Dr. Chavez uses a sliding scale to determine how much clients pay based on their income. He charges $110.00 per visit or 5% of their monthly income, depending on which is lower. If someone who makes $1,600 per month seeks counseling, how much can the patient expect to pay per visit?
    a. $80.00
    b. $110.00
    c. $160.00
    d. $320.00

    Answer: A

    TED Talk:

    TED is a nonprofit organization devoted to spreading ideas, usually in the form of short, powerful talks (18 minutes or less). The video below is related to this lesson. Allow students to view the video and lead a discussion concerning the TED Talk.

  • Family/Community Connection

    • Invite the school counselor to talk about treatment for mental health disorders.
    • Invite a local child psychologist to speak about treatment for children.
  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA
    http://texasfccla.org

    STAR Events:

    Advocacy: An individual or team event – recognizes participants who demonstrate their knowledge, skills, and ability to actively identify a local, state, national or global concern, research the topic, identify a target audience and potential partnerships, form an action plan and advocate for the issue in an effort to positively affect a policy or law.

    Illustrated Talk: An individual or team event – recognizes participants who make an oral presentation about issues concerning Family and Consumer Sciences and/or related occupations. Participants use visuals to illustrate content of the presentation.

  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to the lesson. For additional information on service learning see
    http://www.ysa.org/

    Breaking the Barriers-create a mental health awareness campaign to educate students about some of the stigmas related to mental health.
    Students can plan and implement the campaign.