ReachOut.com is a service that inspires young people to help themselves through tough times and find ways to improve their own mental health and well-being. ReachOut also supports and builds capacity among those adults, including teachers, who care about young people’s mental health.
The information here will help to increase teachers’ own knowledge and understanding of mental health and the wide range of factsheets, real stories and videos can be printed or viewed and used by teachers, students and interested parents.
Tom wrote telling us how ReachOut.com supports him in his work.
“ReachOut is an important resource for me as it provides support when dealing with students who are trying to cope with difficult personal issues. I login to ReachOut and together with the student we look for information which can be of help. In this way the student feels they are addressing their difficulties themselves with help from me. In particular the fact sheets dealing with specific teenage issues are a great help as they can be used on an individual basis and may be given to students and/or parents to help them cope with challenging situations or as a discussion document when meeting a student on an individual basis.” – Tom (School Chaplain, Co. Wicklow).
There are five ‘Areas of learning’ within the National Council for Curriculum and Assessment’s Social, Personal and Health Education (Senior cycle) curriculum framework, 2011.
The ReachOut.com factsheets, real stories and videos below are organised in accordance with the Senior Cycle SPHE five ‘Areas of learning’. The mental health area of learning is broken down into specific curriculum objectives and we have matched these objectives with relevant ReachOut.com factsheets, real stories and videos, which can be used as complementary teaching materials and as additional resources.
Areas of learning
Area 1 – Mental health
Defining mental health |
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Students should be able to: • explain what mental health is, including consideration of the physical, emotional and social aspects of mental health • examine with others the different factors which impact on mental health and wellbeing
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Factsheets: Minding our mental health Understanding mental health problems Supporting someone with a mental health problem
Real Stories: Controlling the rollercoaster
Videos: Pimp my mental health Unfold Our mental health
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Self-awareness and personal skills |
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Students should be able to: • examine with others the personal attitudes, values and life experiences which enhance or damage self-esteem and ways to deal with the different demands of these situations • review personal lifestyle choices about substance use, in the context of mental health and wellbeing, considering the short and long term consequences of such choices • plan for a balanced approach to study, work, rest and leisure, including being physically active • receive positive and negative feedback constructively • compare with others how we use coping skills including the use of constructive self-talk in challenging situations • design a resource for young people advocating the importance of seeking help in times of difficulty or when feeling hopeless • draw on a range of mindfulness practices such as meditation and breathing techniques in support of their mental health and wellbeing |
Factsheets:
Working things out for yourself Hints for effective studying Benefits of talking to someone Getting help Mindfulness
Real stories: Opening up and getting help
Videos: Pimp my mental health
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Emotional health |
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Students should be able to: • demonstrate appropriate ways to express feelings using a range of approaches e.g. role play, art, drama, mime, poetry • agree ways to manage and/or resolve conflict and manage anger respectfully and effectively |
Factsheets: Working things out for yourself Conflict with your parents or guardians Conflict with siblings
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Relationship skills |
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Students should be able to: • demonstrate effective communication skills including skills of negotiation, conflict management and assertiveness in a variety of contexts • examine the role of responsible social networking through virtual communication and its importance for young people • plan to design a resource, e.g. poster, flyer, pamphlet, which outlines how young people can give and receive support in challenging times |
Factsheets: Communication How to listen If your friend pushes you away Telling someone big news Things to know about getting help Costs and confidentiality Getting help Staying safe online Cyberbullying
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Stress management |
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Students should be able to: • recognise the signs and symptoms of stress in themselves and others • design a group presentation for their class on the signs and symptoms of stress and strategies for managing stress in a healthy way |
Factsheets: Stress Managing exam stress
Real stories: Three words I was obsessed with Anxiety
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Bereavement and loss |
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Students should be able to: • examine the different experiences of bereavement and loss • explain the different stages in bereavement and loss • discuss how they might best support themselves and others in times of bereavement and loss
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Factsheets: Loss and Grief Helping a friend after someone dies Working through grief
Real stories: Loss and keeping memories alive
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Mental ill-health and mental illness |
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Students should be able to: • explain the continuum of mental health and wellbeing, ranging from mental health to mental ill-health to mental illness • clarify personal understanding of and attitude to mental ill-health and mental illness • create a case study using a written, visual or audio approach, which outlines the signs, possible causes and the effects of the more common experiences of mental ill-health or mental illness, on the health and wellbeing of the individual and those close to him/her • look into the care of those with mental ill-health and mental illness in the community |
Factsheets: Understanding mental health problems Supporting someone with a mental health problem Anxiety, panic and shyness Depression Bipolar disorder Psychosis and schizophrenia Eating disorders Worried a friend has an eating disorder?
Real stories: Journey to recovery Conquering depression and self-harm Opening up and getting help
Videos: Monsters in the closet
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Being health literate
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Students should be able to: • prepare a short presentation on the relevant health and safety regulations, part-time employment legislation and their importance for the health and wellbeing of young people • express different points of view about the code of practice for employers and employees on the prevention and resolution of bullying in work • explain their choice of three professional and voluntary agencies that support mental health and wellbeing • plan to advocate on behalf of a mental health concern of young people |
Fact sheets: Work Bullying at work Sexual harassment at work
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Dealing with abusive behaviour |
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Students should be able to: • recognise the different types of abusive and bullying behaviour and the impact of such behaviour on individuals and their relationships • explain homophobic bullying, its effects and consequences • demonstrate personal and interpersonal skills to protect themselves and others in bullying situations |
Factsheets: Bullying and personal safety Bullying -getting help Cyberbullying
Real stories: It does get better
Videos:
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Area 2 – Gender studies
Gender studies |
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| Gender studies aims to develop students’ understanding of how a person’s gender impacts on their physical, emotional and social health.
The objectives of this area of learning are to: 1. develop students’ knowledge and understanding about the influence of gender on one’s experience of health and wellbeing 2. explore personal experience of gender and gender stereotyping and the impact of these experiences on their lives 3. explore the differences and similarities between both genders in their approach to health and wellbeing 4. develop personal and interpersonal skills which support the development of respectful, dynamic relationships for both genders 5. examine the different influences on sex-role stereotyping and the implications for health and wellbeing 6. examine how different males and different females support or hinder their own and others’ effective participation in education
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Area 3 – Substance use
Substance use |
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| SPHE has an important contribution to make in raising awareness and encouraging students to be proactive in relation to healthy attitudes to substance use.
The objectives of this area of learning are to: 1. enhance students’ knowledge and understanding about substance use and misuse 2. develop awareness of personal experiences, values, attitudes and feelings which influence lifestyle choices about substance use 3. develop students’ personal and interpersonal skills so that they might have the confidence to act appropriately in the face of social pressures to behave differently 4. examine life stories associated with the harmful use of substances to develop understanding and empathy with those involved 5. examine the external influences on substance use including the media, peers and community
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Factsheets: Alcohol, drugs and addiction – help a friend Managing peer pressure to drink
Real Stories: Life cannot be fixed with a shot of vodka Anyone want a drink Working through a tough time
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Area 4 – Relationships and sexuality education
Relationships and sexuality education |
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| SPHE can provide students with opportunities to listen to others in order to understand the different perspectives which inform the choices they make about their lives, their relationships and their sexuality from their own cultural perspective.
The objectives of this area of learning are to: 1. explore personal thoughts, values, attitudes and feelings about relationships 2. develop an understanding of the different types of relationships, what is important in them and the skills to enhance relationships 3. promote empathy with others who have different cultural values, attitudes and beliefs about family, relationships, sex and sexuality 4. develop students’ knowledge, understanding and skills in support of sexual and reproductive health 5. develop students’ understanding of sexuality and sexual orientation and the importance of an inclusive environment 6. develop personal and interpersonal skills which support beginning, maintaining and ending relationships 7. develop skills for coping with peer pressure, conflict, and threats to personal safety
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Factsheets: Communication in relationships Sex Pregnancy Sexuality and coming out
Real Stories: Becoming a young mother Time to move on The break-up
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Area 5 – Physical activity and nutrition
Physical activity and nutrition
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In senior cycle SPHE, students have an opportunity to examine the importance of physical activity and nutrition in their lives. They can explore how and why they might choose to increase or maintain their current activity patterns. Students can also be encouraged to examine the supports and/or barriers that exist in relation to their participation in physical activity. 1. provide students with opportunities to reflect on personal experiences, attitudes, values and beliefs about nutrition and physical activity 2. enhance students’ knowledge and understanding about the role of physical activity and nutrition in a healthy lifestyle 3. develop the confidence and competence to make and maintain healthy lifestyle choices about physical activity and nutrition 4. examine the concept of body image, including an understanding of how students can promote a positive body image for themselves and others 5. explore the social and environmental factors which enhance or hinder the adoption and maintenance of healthy lifestyle choices about physical activity and nutrition
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Factsheets: Minding our mental health Benefits of exercise Nutrition Sleeping problems Setting goals Body image Stress
Real stories: Blowing off steam Starting to run Running towards Cork marathon
Videos: Running is not forever
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