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Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

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This tool helps you identify which strategies suit which behaviours

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This tool helps you identify which strategies suit which behaviours

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About resilience

Resilience is your capacity to deal with life's challenges and stressful situations.

Resilience enables you to perform at your best regardless of the situations you may face.

Just like going to the gym for physical fitness, you can train and build up resilience fitness using the tools we have developed.

The SMART approach

High Res tools are based on the ADF SMART (Self-Management and Resilience Training) program that adapts cognitive behaviour therapy (CBT) tools for daily use.

The SMART approach in the ADF extends from recruit training and pre-deployment (using BattleSMART) and as part of the civilian transition process (LifeSMART). Families can access FamilySMART through the Defence Community Organisation.

The model, as pictured, shows that our reactions to a particular situation can include:

Using the SMART model

The steps in using the SMART model are:

1. Determine how you are reacting to a situation. Is the reaction mostly affecting your emotions, your thoughts, your physical reactions, or your behaviours?

2. Test your perceptions and your reactions by asking two questions:

Is this reaction reasonable, given the situation I am in right now?

Is this reaction helping me deal with the situation I am in right now?

3. Adjust your reaction to achieve a more optimal performance as required.

Adjustment strategies

Engaging in relaxation activities can be of great benefit, particularly if you feel physically agitated or tense.

Physical reactions

Use simple relaxation techniques, including:

controlled breathing

progressive muscle relaxation

meditative relaxation strategy

exercise

Thoughts

combat any negative self-talk

ask yourself "Where is the evidence for that thought or belief?"

accept the reality of the situation

reinterpret the situation emphasising its positive aspects

use humour

use thought stopping strategies to prevent negative thoughts lingering in your mind

think of someone you trust, respect and perceive to always cope well with stress and ask yourself, "What would he/she think in this situation?"

Emotions

identify your negative thoughts

question why you are being negative?

practise thought changing strategies (listed above)

consider your original motivations for joining the military

exercise

Behaviours

use the thought changing strategies

practice relaxation

get good sleep

talk to your mates

seek support when required

Select a tool

Use our smart tool finder to find the most suitable tool for your needs.

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These tools provide practical information and exercises for those affected by mental health or trauma to help improve wellbeing.

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SEL: Relationship Skills: Asynchronous group introductions

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SEL: Relationship Skills: Asynchronous group introductions

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Create a padlet with each student's name as a column. Set a task for each student to add 3 things about themselves they are comfortable to share. Then comment under another students post to ask further questions.

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How to instructions:

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SEL Social Awareness: Embed General Capabilities

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SEL Social Awareness: Embed General Capabilities

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Explicitly discuss formal versus informal social situations. How do we speak differently to a parent versus a stranger, a prospective employer versus a coach at the gym, a friend versus a teacher. How does language and behaviour change? How is a science report different to a letter to santa? Formal versus informal.... Is this language or behaviour the same across cultures or times? Then practise.

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Learning from setbacks

Thinking positively

Problem-solving

Making the best of what you have

Knowing that upsetting feelings are temporary

Planning for success and having realistic goals.

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Using the interactive CASEL Wheel - identify the principals that may apply to a "critical moment" (key point that may trigger anxiety) in the learner journey.

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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Australian Blueprint for Career Development

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Australian Blueprint for Career Development

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The Inverted-U Theory - Balancing Performance and Pressure With the Yerkes-Dodson Law (mindtools.com)

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Generalized anxiety disorder ( GAD) can be a challenge to diagnose. People consider panic attacks a hallmark of all anxiety disorders, and GAD is different in that there are generally no panic attacks associated with it. Without panic attacks present, we may think we are "just worrying too much." Our struggles of constant worry may be minimized or dismissed and, in turn, not properly diagnosed or treated.

Most of us feel worried at some point in our lives and experience situations that can cause us to feel anxious, so what are professionals looking for to help determine if someone struggles with GAD? An evaluation of symptom criteria, as outlined in The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (also known as the DSM-5), is the first step-they look for factors like excessive, hindering worry paired with a variety of physical symptoms, then use proven diagnostic assessments to make a diagnosis and rule out other possibilities.

The DSM-5 outlines specific criteria to help professionals diagnose generalized anxiety disorder. Having a standard set of symptoms to reference when assessing clients helps them to more accurately diagnose mental health concerns and, in turn, create a more effective plan of care.

When assessing for GAD, clinical professionals are looking for the following:

1. The presence of excessive anxiety and worry about a variety of topics, events, or activities. Worry occurs more often than not for at least 6 months and is clearly excessive. Excessive worry means worrying even when there is no specific threat present or in a manner that is disproportionate to the actual risk. Someone struggling with GAD experiences a high percentage of their waking hours worrying about something. The worry may be accompanied by reassurance-seeking from others. In adults, the worry can be about job responsibilities or performance, one's own health or the health of family members, financial matters, and other everyday, typical life circumstances. In children, the worry is more likely to be about their abilities or the quality of their performance (for example, in school).

2. The worry is experienced as very challenging to control. The worry in both adults and children may easily shift from one topic to another.

3. The anxiety and worry are accompanied with at least three of the following physical or cognitive symptoms (In children, only one symptom is necessary for a diagnosis of GAD):

Edginess or restlessness

Tiring easily; more fatigued than usual

Impaired concentration or feeling as though the mind goes blank

Irritability (which may or may not be observable to others)

Increased muscle aches or soreness

Difficulty sleeping (due to trouble falling asleep or staying asleep, restlessness at night, or unsatisfying sleep)

Many individuals with GAD also experience symptoms such as sweating, nausea, or diarrhea.

The anxiety, worry, or associated symptoms make it hard to carry out day-to-day activities and responsibilities. They may cause problems in relationships, at work, or in other important areas.

These symptoms are unrelated to any other medical conditions and cannot be explained by the effect of substances including a prescription medication, alcohol, or recreational drugs.

These symptoms are not better explained by a different mental disorder.

During an assessment, your clinician will use the diagnostic criteria, standardized assessments, and their clinical judgment to make a diagnosis.

Generally, they will ask about your symptoms in an open-ended way, but you may also be asked to complete self-report questionnaires. These typically brief measures can help determine the diagnosis (as the Generalized Anxiety Disorder Scale-7 does) or severity of symptoms.

In specialized care settings, like an anxiety disorders clinic, standardized assessment tools are sometimes used to evaluate symptoms. In this case, your clinician gives you a semi-structured interview. The interview is likely to include a standardized set of questions, and your answers will help your clinician to make an accurate diagnosis.

Commonly used and well-validated diagnostic interviews for adults include the Structured Clinical Interview for DSM Disorders (SCID) and the Anxiety and Related Disorders Interview Schedule for DSM-5 (ADIS-5). There is a child version of the ADIS, in which both parent and child are asked about the child's symptoms. These interviews also evaluate the presence of other associated conditions such as depression.

Remember to be honest with your provider at the first visit-both when filling out forms and discussing your symptoms face-to-face. Being upfront and honest can help determine what is happening and put together a plan of care specifically tailored to your needs.

If you are wondering whether you or your child might suffer from GAD, you can consider completing a brief online self-screening tool for adults or for children provided by the Anxiety and Depression Association of America (ADAA). If you do this, you should still speak with a mental health professional or your physician for a proper diagnosis and treatment.

Many people struggle with GAD experience symptoms for a long time before seeking help. Reaching out for a diagnosis can feel challenging, especially when anxiety feels so constant and widespread. Contacting a mental health or other clinical provider is a courageous step that can help clarify what is happening and, in turn, lead to creating a plan of care that can help you find relief and regain a sense of well-being.

When deciding to seek help, something to consider is how difficult it is to feel any sense of calm, comfort, and reassurance around your worry. If you find yourself constantly seeking reassurance from others, or repeatedly trying different methods of stress management and relaxation to no avail, it may be worth contacting a professional.

Also, know that no experience of a panic attack is another primary reason people don't seek help. The worry is chronic and concerning but, because there are no periods of acute panic attacks, they simply chalk the challenges up to being a "worry wart." They may even be told this by others when seeking reassurance or trying to find comfort. Remember, GAD is different in that panic attacks aren't typically present, so don't let this factor stop you from reaching out.

Additionally, take note of the physical symptoms that are accompanying your worry. As the anxiety continues, you may find more and more challenges with things like headaches, digestion, restlessness, and fatigue. When we feel this way we are not able to live our best life. Should you find that your worry feels excessive and begins leading to other physical symptoms, you may benefit from talking with a mental health or other care providers.

Take time to research and seek out providers who specialize in the treatment of anxiety. Because anxiety is present in so many mental health conditions, you will want to talk with someone who understands the specific criteria required so you can be accurately diagnosed and treated.

Primary care physicians can often provide referrals to trusted and specialized mental health providers. Otherwise, to find a psychotherapist in your area, consult referral resources such as:

The American Psychiatric Association is a national organization of psychiatrists that can also provide recommendations for local providers who are able to provide psychiatric evaluation and prescribe medications.

Anxiety symptoms can be found in many categories of mental health conditions listed in the DSM-5, such as within mood disorders, eating disorders, and cognitive disorders. Within the category of anxiety disorders there are many symptoms that will overlap and anxiety conditions can sometimes be confused with one another.

While sitting with a mental health provider, they will be seeking information that will help them to best diagnose your condition. A differential diagnosis means to distinguish one condition from another when there are symptoms that overlap.

Some conditions that may need to be ruled out include:

Although some of these conditions are discussed more casually by the general public, there are specific criteria that would need to be met in order for one of these (or other conditions) to be properly diagnosed. It is important for you to sit with a qualified professional to determine what is happening for you and to be offered a plan of care that can best help.

Additionally, there can be other behaviors and symptoms that can be present with anxiety. When someone engages in self-sabotaging behavior, such as procrastination, they can be perceived as struggling with self-regulation and behavioral conditions. Overlooking elements of anxiety related to this behavior can end up creating an obstacle for someone to receive effective treatment.

Sitting with a qualified professional to determine an accurate diagnosis is key. Having the willingness to reach out for help, being honest with your provider and participating actively in treatment can help you regain a sense of well-being.

Remember, GAD is a treatable condition. There is no need for you (or your child) to worry in silence. Treatment, particularly psychotherapy, self-help approaches, or other therapies, will teach you a variety of ways to cope with your anxiety. There are also medications that can help.

View Article Sources

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition). Washington, D.C.: American Psychiatric Association; 2013.

Brown, TA, Barlow DH. Treatments That Work: Anxiety and Related Disorders Interview Schedule for DSM-5. New York: Oxford University Press, 2014.

First MB, Williams JBW, Benjamin LS, Spitzer RL, First MB. SCID-5-PD: Structured Clinical Interview for DSM-5® Personality Disorders. Arlington, VA: American Psychiatric Association Publishing; 2016.

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How Is Generalized Anxiety Disorder Diagnosed Using the DSM-5?

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Generalized anxiety disorder ( GAD) can be a challenge to diagnose. People consider panic attacks a hallmark of all anxiety disorders, and GAD is different in that there are generally no panic attacks associated with it. Without panic attacks present, we may think we are "just worrying too much."

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Thompson JM, Lockhart W, Roach MB, Atuel H, Bélanger S, Black T, Castro CA, Cox D, Cooper A, de Boer C, Dentry S, Hamner K, Shields D, Truusa, TT. 01 June 2017

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Observations should:

focus only on what you actually see and hear, rather than what you think about a child or young person's behaviours, emotions and thoughts

take note of when, where and how often a child or young person is showing a particular behaviour or emotion

notice what makes the child or young person's experience worse and what makes it better

record how long the behaviour or emotion occurs (for example, if you're concerned about a child or young person's outbursts, take note of how long they last)

notice what happens before and after the behaviour that is a concern

be recorded by different people and in different situations during the day.

This template also provides a space to reflect on a child or young person's experiences. It allows you to note their thoughts about a situation, and any other additional information that could be playing a role in their behaviour or mood.

Download the BETLS Observation Tool [PDF, 196 KB]

The BETLS Observation Tool can support your use of the Mental Health Continuum.

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BETLS is an acronym for behaviour, emotions, thoughts, learning and social relationships.

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What you might see in your learners' experiencing anxiety:

Fidgeting

Picking at their hands

Frequent request to go to the bathroom

Zoning out in class

Shying away from speaking up in class

Asking several clarifying questions

Jumping in too quickly to a task

Struggling to start

Difficulty making decisions, expressing overwhelmed when having to make a choice (overthinking)

Add your observations by commenting on this post:

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Signs and symptoms of an anxiety condition

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Thrive & Flourish Welcome We partner with you to help you thrive in all aspects of your life: Your mental wellbeing, your relationships, your health and your career. We provide a warm and welcoming environment. Client care is at the heart of everything we do.

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Choose from the below options to better understand how Career Motivate can help you build your future. We enable organisations, students, schools, parents, interview coaching! Let us help you. We offer face to face and online consults, and of course workshops and education facilitation. professionals and communities to be more successful. We even offer

CAREER MOTIVATE

Choose from the below options to better understand how Career Motivate can help you build your future. We enable organisations, students, schools, parents, interview coaching! Let us help you. We offer face to face and online consults, and of course workshops and education facilitation. professionals and communities to be more successful. We even offer

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Career Counselling | Career Motivate | Queensland

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Choose from the below options to better understand how Career Motivate can help you build your future. We enable organisations, students, schools, parents, interview coaching! Let us help you. We offer face to face and online consults, and of course workshops and education facilitation. professionals and communities to be more successful.

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The session will be active, and we anticipate significant audience participation and discussion!

Provide information about Anxiety and how it might "show-up" in learners within your educational context.

Mapping critical incidences (activating events) that may trigger anxiety across the student journey and reframing these as opportunities to implement strategies (interventions)

Explore the role of the CASEL Model of Social and Emotional Learning in promoting learner resilience.

Cocreate adaptive strategies across the student journey build learner resilience

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SEL Self Awareness, Self-Management, Relationship Skills & Responsible Decision-making: Morning Greeting - an opportunity to promote Social & Emotional Learning (SEL)

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SEL Self Awareness, Self-Management, Relationship Skills & Responsible Decision-making: Morning Greeting - an opportunity to promote Social & Emotional Learning (SEL)

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Providing opportunities and choice in how learners engage each other can support SEL.

Consider how this choice helps develop a student's sense of identity, agency and belonging.

How might you adapt this notion of choice and engagement when greeting online?

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Passengers On A Bus - an Acceptance & Commitment Therapy (ACT) Metaphor

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The aim is to reduce the perception of risk (Decatastrophising) and increase the resources (develop self-regulation strategies, scaffolded exposure and support)

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This lesson will examine how an anxiety disorder differs from ‘normal’ anxiety and supports students in managing associated behaviours and feelings.

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Hello all, and for some of you Hello again!

My name is Carolyn Alchin. I am a Career Development Practitioner, Career Education Designer, Researcher, PhD student, teacher, Owner of Career Motivate, and not to forget, wife and mum. I have 20 years' experience working in different aspects of education from Early Childhood, through High School, and working with young adults, and career changers. I love my careers, and I love listening to people's stories. My goal is to support individuals and groups to find and reach for their potential, and to have the tools and motivation to get there.

I have experience working with disengaged youth, people on the spectrum, incarcerated youth, private school children, Indigenous youth, returning to work parents, career changers, university students and some pretty interesting clients.

I have worked with Cairns School of Distance Education for almost a year now, and one recommendation I made was to run a workshop to support you as professionals to work with students and families who experience Anxiety.  This workshop is being held to support you, and your students' as you move forward in 2023, and as you support young people in the pursuit of their futures.

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A student's wellbeing can change over time, and encompasses the health of the whole student; physical, mental, social and emotional.

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SEL: Self Awareness, Self-Management, Social Awareness & Relationship Skills: Mindfulness Can Grow EI

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SEL: Self Awareness, Self-Management, Social Awareness & Relationship Skills: Mindfulness Can Grow EI

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According to Peerayuth Charoensukmongkol (2014) in his paper Benefits of Mindfulness Meditation on Emotional Intelligence, General Self-Efficacy, and Perceived Stress, mindfulness meditation helps manifest emotional intelligence in three major ways:

1. It improves your ability to comprehend your own emotions.

2. It helps you learn how to recognize the emotions of other people around you.

3. It strengthens your ability to govern and control your emotions.

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How Mindfulness Can Grow Emotional Intelligence

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Emotional Intelligence is to identify and manage your emotions and those of other people. Mindfulness practices are an effective way to develop this skill.

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According to the World Health Organization, mental health is 'a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community'.

Schools are an ideal setting for supporting the mental health of young people. They play an important role in raising awareness, reducing stigma and supporting students with mental health issues. Besides offering services such as student support and school psychologists, school staff can participate in professional development such as the modules offered online by the Be You team to increase their knowledge surrounding mental health issues.

Students should understand that good mental health is more than not having a mental illness. Someone with 'good' mental health feels capable of dealing with the normal, day-to-day situations that we all experience, while someone with a mental health issue or illness finds it difficult to manage their life. Although it's normal to experience ups and downs, if issues persist and start impacting on a young person's quality of life, it's important that they seek professional support. Anxiety and depression are the most common mental health issues that impact on young people.

This mental health resource includes classroom lessons and Wellbeing Fives. Content has been designed to increase students' knowledge of mental health issues, including depression, anxiety, and eating and other disorders. Available support services, help-seeking strategies and tips for helping a friend are also covered within the lesson plans. These lessons are linked to various curricula, including the Australian National Curriculum: General Capabilities. Teachers can also access recommended factsheets from Be You and articles from ReachOut Schools that are linked to the lesson focus.

If you have a student who requires urgent help for a mental health issue, follow the procedures within your school. If you aren't sure what these are, check with your principal or relevant wellbeing staff. You can also find out about other services that are available 24/7 here: Urgent help.

What is depression?

Students will learn about depression, including what it is, its causes, and typical signs and symptoms.

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According to the World Health Organization, mental health is 'a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community'.

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Orientation

Digital challenges – such as navigating platforms etc

Speaking up during class
Turning on their video

Assessment tasks

Exams

Changes in staff

Decision making points - SET Plans

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Hi there,
I am a hobby farmer, avid gardener, grow your own, DIY enthusiast, environmentalist, mother, wife, sister, daughter, friend and colleague who also happens to be the Principal Psychologist and Practice Owner of Growth Psychology. I have over 15 years’ experience working in the tertiary education context and beyond in private practice consulting.

As a Psychologist who specialises in the languishing to flourishing end of the mental health continuum, I am passionate about removing the barriers and supporting clients to reach their potential across all life domains.  I support individuals during life's most challenging transitions - I choose this space as I firmly believe that through challenge we grow.

I apply the principles of positive psychology and utilise strengths and values-based approaches to design solutions through appreciative inquiry. I facilitate Career Development Learning and personal development to improve overall well-being and employability, through coaching, facilitation, training and via digital platforms.

I practice mindfulness meditation and engender a Growth Mindset through my commitment to lifelong learning and openness to new and innovative approaches to practice.

I am curious, innovative, and results orientated.

https://growthpsychology.com.au/psychologists/beth-keane/

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Top Tip
Give the student two role models to choose from - a positive and a negative exemplar - Discuss who they would choose and why, and their projected outcomes of that decision.

Providing clear decision-making models:
Evaluating Change
Pro's & Cons
Risks and Rewards

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Hi there,
I am a hobby farmer, avid gardener, grow your own, DIY enthusiast, environmentalist, mother, wife, sister, daughter, friend and colleague who also happens to be the Principal Psychologist and Practice Owner of Growth Psychology. I have over 15 years’ experience working in the tertiary education context and beyond in private practice consulting.

As a Psychologist who specialises in the languishing to flourishing end of the mental health continuum, I am passionate about removing the barriers and supporting clients to reach their potential across all life domains.  I support individuals during life's most challenging transitions - I choose this space as I firmly believe that through challenge we grow.

I apply the principles of positive psychology and utilise strengths and values-based approaches to design solutions through appreciative inquiry. I facilitate Career Development Learning and personal development to improve overall well-being and employability, through coaching, facilitation, training and via digital platforms.

I practice mindfulness meditation and engender a Growth Mindset through my commitment to lifelong learning and openness to new and innovative approaches to practice.

I am curious, innovative, and results orientated.

https://growthpsychology.com.au/psychologists/beth-keane/