Teacher Resource Levels Combined y

Moving Mountains
Teacher Resource
A guide to assist the teaching of mental health in rural schools

Published by the Northern Grampians Shire Council
Stawell, Victoria
April 2014
This publication is copyright. No part may be reproduced by any process
except in accordance with the provisions of the Copyright Act 1968.
This guide was prepared by:
Harriet Madams and Elizabeth Bemrose,
School of Education and Arts,
Federation University Australia, Ballarat, Victoria 3350

Recommended citation
Madams, H., Bemrose, E. (2014), Moving mountains teacher resource
level 6. Northern Grampians Shire Council: Stawell.

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Acknowledgements
Moving Mountains would like to express our gratitude towards the following organisations and people
who have helped to make our work possible. Moving Mountains is funded by a $10,000 grant from The
Foundation of Regional and Rural Renewal's (FRRR) Heywire Youth Innovation Grant's fund. This grant
has gone towards the publication of this document, as well as interactive workshops in schools and
subsidised Mental Health First Aid training for the wider community. We are immensely grateful for the
support of the FRRR, without whom we would not be able to operate. We would like to thank the
Victorian State Government's Engage! program for funding the creation of a Youth Development Officer
in the Northern Grampians Shire and the Youth Action Council, without which Moving Mountains would
not have been possible. We would like to thank the Northern Grampians Shire Council for their ongoing
support and commitment to both Moving Mountains and the Youth Action Council (YAC). The YAC has
also provided enthusiasm and support for this project and the contribution of their ideas have been
appreciated throughout this process. Moving Mountains would also like to show their appreciation
towards the Grampian Pyrenees Primary Care Partnership (GPPCP) for their support and provision of
agencies servicing the Northern Grampians Shire. To Federation University for their provision of final
year Bachelor of Education students, Elizabeth Bemrose and Harriet Madams, for their collaboration
with Moving Mountains when creating this document. Finally, we would like to show our appreciation to
the Youth and Community Development Officer of the Northern Grampians Shire, Amy Rhodes, without
her support and hard work, none of this would have been possible. Due to the support of these
contributors, Moving Mountains will hopefully become an influential organisation in the shire.

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About this resource
This resource is created by Elizabeth Bemrose and Harriet Madams, final year Bachelor of
Education students, at Federation University Australia. The intention of this resource is to
assist and enhance awareness and understanding of mental health within the Northern
Grampians Shire, by providing teachers with strategies and approaches to use in their own
classrooms. Used in conjunction with Moving Mountains in school workshops targeted at
levels 6, 8, 10, and 12 this resource allows for teachers to pass on their acquired knowledge
and, in turn, reduce the stigma of mental health in rural areas.
This resource does not provide specific advice, which should be sought from an appropriately
qualified professional person. It is made available on the condition that Moving Mountains, its
volunteers, and other stakeholders involved in its production, shall not be held responsible for
the results of any actions taken as a result of information or opinions taken from it.

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Table of Contents
INTRODUCING MOVING MOUNTAINS ................................................................................................ 7
THE NORTHERN GRAMPIANS SHIRE YOUTH ACTION COUNCIL ................................................................. 7
SUMMARY OF MOVING MOUNTAINS ........................................................................................................ 8
MOVING MOUNTAINS TAKES ON SYDNEY, 2013 .................................................................................... 10
WHAT IS MENTAL HEALTH? ............................................................................................................. 12
MENTAL ILLNESSES ........................................................................................................................... 13
DEPRESSION ...................................................................................................................................... 13
ANXIETY ............................................................................................................................................. 17
EATING DISORDERS ............................................................................................................................ 23
PSYCHOTIC DISORDERS ...................................................................................................................... 27
SUBSTANCE USE DISORDERS .............................................................................................................. 32
WHY TEACH MENTAL HEALTH? ...................................................................................................... 36
BACKGROUND .................................................................................................................................... 36
CASE STUDIES .................................................................................................................................... 41
HOW TO TEACH MENTAL HEALTH IN YOUR CLASSROOM .......................................................... 62
OVERVIEW .......................................................................................................................................... 62
AUSTRALIAN, VICTORIAN ESSENTIAL LEARNING STANDARDS (AUSVELS) .............................................. 64
ACTIVITIES TO INCLUDE IN YOUR CLASSROOM ........................................................................... 71
UNDERSTANDING MENTAL AND PHYSICAL HEALTH AND ILLNESSES ........................................................ 72
EVOKING LANGUAGE ........................................................................................................................... 73
MENTAL ILLNESSES ............................................................................................................................. 74
POP QUIZ ........................................................................................................................................... 75
99 FEELINGS ...................................................................................................................................... 76
WHAT CAN I DO? ................................................................................................................................. 77
GUIDED MEDITATION ........................................................................................................................... 78
POSITIVE PALS ................................................................................................................................... 79
HANDS TO HELP ME ............................................................................................................................ 80
THINK, WRITE, FOLD, PASS ................................................................................................................. 81
DESCRIBE THIS TO ME ........................................................................................................................ 82
THE HA GAME .................................................................................................................................... 83
CHINESE WHISPERS ........................................................................................................................... 84
SHOW ME WHAT YOUVE GOT (ALTERNATIVE CHINESE WHISPERS) ........................................................ 85
DRAW ME, IF YOU CAN! (ALTERNATIVE CHINESE WHISPERS) ................................................................. 86
ESCALATING EMOTIONS ...................................................................................................................... 87
TO THIS DAY (VIDEO) ......................................................................................................................... 88
PUBLIC FIGURES WITH MENTAL ILLNESSES .......................................................................................... 89
COMMUNICATION STYLES .................................................................................................................... 90
HOW TO TALK SO OTHERS WILL LISTEN ............................................................................................... 92
PROMOTING POSITIVE MENTAL HEALTH ............................................................................................... 93
MENTAL HEALTH AND THE BROADER COMMUNITY ................................................................................ 94
IF THE SHOE FITS ............................................................................................................................... 95
ROLE PLAYS ....................................................................................................................................... 96

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RESOURCES ....................................................................................................................................... 97
PICTURE BOOKS ................................................................................................................................. 98
FURTHER READING FOR TEACHERS .................................................................................................... 123
USEFUL LINKS .................................................................................................................................. 127
ADDITIONAL SUPPORT .................................................................................................................... 132
NORTHERN GRAMPIANS SHIRE .......................................................................................................... 132
SCHOOL PROGRAMS ......................................................................................................................... 136
OTHER MENTAL HEALTH RESOURCES ............................................................................................... 137
GLOSSARY ........................................................................................................................................ 143
BIBLIOGRAPHY ................................................................................................................................. 153
SUPPORTING ORGANISATIONS ..................................................................................................... 163
FINANCIAL SPONSORS ...................................................................................................................... 163
APPENDIX .......................................................................................................................................... 165
APPENDIX .......................................................................................................................................... 165
ABOUT THE AUTHORS .................................................................................................................... 185

CHAPTER 1
INTRODUCTION TO MOVING
MOUNTAINS

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Introducing Moving Mountains
The Northern Grampians Shire Youth Action Council
The Youth Action Council (YAC) was developed after the Northern Grampians Shire Council
recognised there was a gap in the services provided for young people and the need for Council
to engage with youth. Council applied for funding under the Victorian Governments Engage!
program and was successful in receiving finance to allow them to employ a Youth Officer who
would start and oversee the YAC.
The YAC was appointed in April 2013, with 12 members from the Northern Grampians Shire.
The group meets monthly, in either Stawell or St Arnaud, and is working on a number of
projects as well as a Youth Strategy to present to Council at the end of their term. In their first
planning session they agreed on four key areas to focus on for their term. These were: mental
health, drug and alcohol culture, youth events, and a youth hub. As a result of their focus
around mental health, Moving Mountains was created.

CHAPTER 1
INTRODUCING MOVING MOUNTAINS

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Summary of Moving Mountains
Moving Mountains is a mental health initiative, adapted from an idea which came from a group
of young people involved in the 2013 ABC Heywire Summit. Originally named The Green
Room, the initiative is centred on presenting further information on mental health into schools
and primarily delivered by young people in an interesting and engaging fashion. The Green
Room is a metaphor for waves and the ocean we realised that it was not quite suitable to our
rural area. We then brainstormed and decided to name the project after something more
relatable to the Northern Grampians Shire. With the Grampians in mind we named the project
Moving Mountains.
Moving Mountains is visiting 13 local primary and secondary schools, including one special
needs school, to deliver information on mental health and what it means to be mentally
healthy. The workshop targets levels 6, 8, 10, and 12 and in some cases, levels 5 & 6 if
conjoined. Each workshop run by local youth, has a different focus and workshops are
designed to be interactive and engaging to leave a lasting impression. These workshops run
for approximately 45 minutes and include a number of activities aimed at improving young
peoples understanding of what it means to be mentally healthy.
These workshops are supported by subsidised Mental Health First Aid training for the broader
community. Research gained by the YAC has shown that young people strongly believe that it
is important for their parents, friends, sport coaches and the wider community to be aware of
what mental health is, and how to help someone seek help if they believe they may be
experiencing problems.
Moving Mountains will also be involved with a number of existing events in order to spread the
word about mental health and to encourage people to start conversations about mental health.
The purpose of this project is to reduce the stigma associated with mental health and to help
people feel comfortable when talking about it. At the end of this project, Moving Mountains

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aims to see those of the Northern Grampians Shire talking about their mental health as being
no different to talking about any other physical health issue.

Members
Listed below, are the members of Moving Mountains current as of May, 2014.
Harriet Madams
Chairperson

Amy Rhodes
Supervisor
Lauren Dempsey
Secretary
Titian Linley
General Member

Owen Keen
General Member

Lily Matheson
General Member

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Moving Mountains takes on Sydney, 2013
Lauren Dempsey, Moving Mountains Secretary

It was a great experience to be able to attend the inaugural Foundation for Young Australians
Unleashed Youth Summit in Sydney last year as well as meet up with the original Heywire
winners that created these wonderful initiatives.
Harriet, Amy, and I were able to meet face to face with the wonderful, inspiring young people
who came up with the mental health project, The Green Room. Providing us with the
opportunity to ask them questions about what their visions were for the project and how they
could see it being implemented in schools. We also discussed with them where we were up to
with this project and the ideas that we had come up with. Together we brainstormed some
ideas of what the project was actually going to look like, and how we were going to implement
it. The Heywire winners gave us a real insight into how the project should run.
We got the opportunity to discuss with them how the other previous grant winners
implemented their take on The Green Room into their communities, allowing us to receive an
understanding of what has worked beforehand. Whilst having discussions with the group we
realised that we were all on the same page with how we wanted to deliver the project and the
underlining messages. This made us all quite content that the project would run smoothly, with
the right objectives in mind.
Having a chance to meet with Alissa Holton from the Foundation for Young Australians whilst
in Sydney was also beneficial. Alissa helped us to identify the individual strengths of each
member of Moving Mountains which made us recognise we have a really strong, versatile
group full of lots of connections with key community groups and members. This trip set us on
track and gave us the confidence to see that we can implement our Moving Mountains project
and make it a real success.
.

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CHAPTER 2
WHAT IS MENTAL HEALTH?

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What is Mental Health?

Mental health is described as a persons state of psychological, emotional, and social
wellbeing. It has a great impact on the individual being able to cope with the everyday stresses
of their daily life and achieve their full potential (Australian Bureau of Statistics, 2013). There
are numerous factors that can contribute to a persons mental health, such as their personal
relationships, their environment, biological factors, and own thought processes. How the
individual interacts with others, themselves, and their environment is affected by their mental
health. This is why it is important that mental health, and how it is affected by mental illnesses,
is widely recognised and understood (Australian Institute of Health and Welfare, 2013).
Mental health can range from good to poor, and often changes over time as the person grows
and develops. What is considered as good mental health is not just the absence of a mental
illness, it is much more complex. It does not mean that the person is in a constant state of
happiness, but rather that the person is able to understand and manage their emotions,
whether it be happiness, sadness, anger, or fear (Australian Bureau of Statistics, 2013; Kids
Matter, 2012). An individual considered to have good mental health is able to form positive
relationships, cope with everyday stresses, optimise opportunities, and develop and effectively
use their mental abilities. In contrast, someone dealing with a mental illness is considered to
have poor mental health, as their cognitive, emotional, and social abilities are affected by the
illness which can significantly interfere with their capacity to carry out everyday tasks, and
engage in positive, satisfying relationships (Kelly, Kitchener, & Jorm, 2010).

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Mental Illnesses
Depression
What is Depression?
From time to time, we all get feelings of sadness, anger, or gloomy thoughts which can be
mistaken as depression. Sadness is a reaction to a significant event in a persons life, like a
death or a break-up. Sadness is a part of being a human, usually lasting for a short time
depending on the significant event. People can often get passed sadness without treatment.
Depression on the other hand, refers to feelings of sadness that last longer than normal and
have a direct impact on a persons life, such as, not being able to enjoy the things that they
enjoyed before. Depression is one of the most diagnosed mental illnesses among youth in
Australia. People experiencing depression may experience other mental and physical health
problems such as anxiety and substance misuse.
The following are some different forms of depressive disorders; however depression is not
limited to these.
Major Depressive Disorder
Major depressive disorder is a type of mood disorder that usually occurs in episodes. Many
adolescents often experience mood swings that can last for a period of time, which means that
major depression is often difficult to diagnose. It is very common with a staggering 6.3% of
young people experiencing major depression in any given year (Kelly, Kitchener, & Jorm,
2010).
Dysthymia
A milder type of depression is dysthymia (dysthymic disorder). Although milder, dysthymia
may be continuous and can last for longer periods, sometimes for months up to years. A
person with dysthymia may still perform day-to-day tasks, but with less enjoyment and interest.

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Double Depression
Double depression refers a severe mood disorder characterised by major depressive
disorder on top of dysthymic disorder.

Signs and Symptoms
Just as everyone has their own fingerprint, every individual experiences depression differently.
Their symptoms will be different and vary in severity. Even if a person does not experience
enough symptoms to be diagnosed with depression, it can still have a significant effect on their
life.
A person experiencing major depression may experience five or more of these almost every
day for at least two weeks. Including at least one of the first two listed.
Feelings of unhappiness, moodiness,
irritability.
Feelings of emptiness and numbness
Loss of interest in activities that used to be
enjoyable.
Less of appetite and weight/ Gaining of
weight (some people comfort eat)
Trouble sleeping/over sleeping or tiredness Thoughts of death, wanting to be dead or
suicide.
Feelings of worry. Lack of concentration and unable to make
decisions.
Feelings of unworthiness and guilty when
they are not at fault.
Being self-critical/self-blaming
Feeling agitated and unable to settle Moving slowly.
(Kelly, C., Kitchener, B., & Jorm, A., 2010; Headspace, National Youth Mental Health Foundation, 2013).

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Diagnosing Depressive Disorders
Trained professionals are able to complete a diagnosis. However, being aware of the signs
you should be looking out for will assist in gaining support and assistance for those suffering
from depression.
The following are signs that teachers, parents, and friends can look out for in their friends, and
families.
Signs teachers should look out for:
Show a decrease in grades. Failure to engage in the classroom.
Not completing work. Struggle to understand and communicate.
Absenteeism. Snap at or start arguments with peers.
Struggle to work efficiently in the
morning but are better in the afternoons.
When asked to choose a topic, students may
write and research about suicide, self-harm or
depression.

Signs parents should look out for:

Complaints of tiredness, even if they are
sleeping more than usual.
Snap at family members and pick fights with
parents or siblings.
Difficulty completing household chores Avoid discussing future events like further
education.
Withdraw from the family and spend a
lot of time in their bedrooms.
Behave irritably.

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Signs friends should look out for:
Avoid spending time in large groups. Spend more time with friends who are also
experiencing similar symptoms.
Become alienated from their social
group because they decline invitations.
Use alcohol or other drugs.
Loss of interest in activities that used to
be enjoyable.
Feelings of unhappiness, moodiness, irritability

Impacts on Students
Students with depressive disorders may be at risk of suicide, drug and alcohol addiction,
ruining relationships, and substance misuse. Students who portray these signs need urgent
help. It could be as simple as providing your student with a safe place to be, support and being
a positive influence in their life.
For additional support locally and outside the shire, services offered around the Northern
Grampians Shire and online resources are located at the back of this booklet.

beyondblue. (2014b). Depression. Retrieved April 8, 2014, from www.beyondblue.org.au/the-facts/depression
Headspace. (2013b). Depression. Retrieved April 29, 2014, from www.headspace.org.au/what-works/research-
information/depression
Kelly, C., Kitchener, B., & Jorm, A. (2010). Youth mental health first aid: second edition. Orygen Youth Health
Research Centre: Parkville, Victoria.

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Anxiety
What is Anxiety?
Every now and then we all feel a bit anxious, whether it be about making new friends,
completing an exam, or public speaking. This occurrence is a part of everyday life and
although it may leave us feeling uncomfortable at the time, it can allow us to avoid danger and
to perform at our best. For most, these feelings last until the situation has passed and dont
interfere with their day-to-day life or health, but for those with an anxiety disorder the feelings
do not subside and can have devastating effects. Their feelings of anxiety are more intense,
lasting for extended periods of time, causing severe distress, and interfering with their
everyday life. Anxiety can be caused by a number of factors, and often it is a combination of
these. Genetics, physical health problems, ongoing stress or a singular stressful event,
substance use, and personality are all contributing factors.
Generalised Anxiety Disorder (GAD)
Those diagnosed with Generalised Anxiety Disorder (GAD) feel anxious on most days, not
only at times of exceptional stress, and excessively worry over things for a period of six
months or more. Often these worries are unrealistic and can relate to many aspects of their
life, such as school, family, relationships, and their own behaviour, even if there is no real
reason to worry about these issues. Sometimes even a simple task can cause them undue
stress and everyday activities can be hard to perform.
Panic Disorder
Around a quarter of people will experience a panic attack once or twice throughout their lives,
but this does not mean that they will develop panic disorder. Those that develop panic disorder
experience repeated panic attacks. They are apprehensive for more than one month about
having future attacks and the possibility of losing control, or having a heart attack as a result.

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There are two main types of panic disorders, panic disorder without agoraphobia (PD) and
panic disorder with agoraphobia (PDA)
The younger the person is when they experience their first panic attack, the more likely it is
that they will develop agoraphobia.
Agoraphobia is the fear of panic attacks, and as a result of this the person may avoid
situations where they fear they may have one. They may only avoid a few situations or
places, or they may avoid leaving their own house altogether.
Phobic Disorders
Someone with a phobic disorder can feel apprehensive towards specific objects, situations,
places, or events, and will try to avoid these at all costs, even though the threat may
realistically be very minor. They may be well aware that their fears are exaggerated or
unreasonable, but their reaction is considered to be automatic or uncontrollable, and even the
mere thought may cause this reaction to occur.
Social phobia is the fear of being embarrassed in social situations, by behaving in a way
that may cause others to judge, criticise, and think badly of the person. Shy children
moving into adolescence often develop social phobia, and will avoid social interactions
such as answering in class, talking to new people, eating in public, or performing in front of
others. This anxiety is seen in interactions with not only adults, but with peers as well.
Specific phobias are related to specific objects and situations. Fear of spiders, heights,
insects, snakes, and mice are the most common phobias. Blood, injections, enclosed
places, travelling on trains, buses, and planes are other examples.

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Posttraumatic Stress Disorder (PTSD)
Posttraumatic stress disorder (PTSD) often develops in an individual who has experienced
a traumatic event, such as a disaster, physical or sexual abuse, a serious accident, or war,
which led to feelings of intense fear or helplessness. They may have experienced this
themselves, or witnessed this happening to others around them. Difficulty relaxing, avoidance
of anything to do with the event, flashbacks, irritability, and problems with concentration are all
symptoms that may occur. PTSD is often diagnosed when the individual has had symptoms for
over a month.
Obsessive-compulsive Disorder (OCD)
A person with Obsessive-compulsive disorder (OCD) is troubled by persistent, unwanted,
and intrusive thoughts, and will try to stop these thoughts by repeating a particular behaviour
or ritual so that their anxiety is subdued. These may be: washing, checking, repeating,
ordering, counting, hoarding or touching things over and over. The individual may comprehend
that the thoughts and behaviours are inane and do not make sense, but are compelled by
them nonetheless. Often they feel shame by their need to carry out these compulsions, and
this can lead to them avoiding school or other areas of their life for fear of acting on these
compulsions.
Separation Anxiety Disorder
Separation Anxiety Disorder relates to the fear of being separated from home or from a
parent or caregiver. The person fears that something bad may occur to the loved one, or that
they will lose them. They may be reluctant to leave home, or be left alone, and may refuse to
go to school for fear of the separation. School camps and sleepovers are common problems
for those with separation anxiety. Separation anxiety is most common in younger children, but
may also occur during adolescence as a result of losing a parent or close family member.

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Signs and Symptoms
The following signs and symptoms can be associated with anxiety:
Pounding heart, chest pain, rapid
heartbeat, blushing.
Mind racing or going blank, decreased
concentration and memory.
Rapid, shallow breathing and shortness
of breath.
Indecisiveness, irritability, impatience, anger,
confusion, feeling on edge, nervousness.
Dizziness, headache, sweating, tingling,
and numbness.
Sleep disturbance, vivid dreams.
Choking, dry mouth, stomach pains,
nausea, vomiting, and diarrhoea.
Avoidance of situations, distress in social
situations, phobic behaviour.
Muscle aches and pains (especially
neck, shoulders, and back),
restlessness, tremors and shaking.
Obsessive or compulsive behaviour.
Unrealistic or excessive fear and worry
(about past and future events).
Increased use of alcohol or other drugs.
(Kelly, C., Kitchener, B., & Jorm, A., 2010).

Diagnosing Anxiety Disorders
To diagnose anxiety you have to be a trained professional. However, being aware of the signs
you should be looking out for will assist the individual in gaining the support and assistance
they need.
families. In some cases, a person may show some or all of these signs and not experience an
anxiety disorder.

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Being extremely well-behaved and quiet,
fearful of asking questions.
Failure to hand in work and assignments on
time because the work is perceived as less than
perfect.
Demanding extra time from teachers,
asking questions constantly and needing
a great deal of reassurance.
Complaints of sudden, unexplained physical
illness such as stomach aches and headaches
when exams or presentations have been
scheduled.
Avoidance of meeting new people or
socialising with groups, spending time
with only a few safe friends.
Use of alcohol or other drugs at parties to make
it easier to talk to people.
Leaving social events early. Avoidance of speaking up for fear of
embarrassment.

Complaints of headaches and other
physical problems to avoid going to
school.
Being tearful in the morning, saying they dont
want to go to school.
Spending more time doing homework or
express unnecessary concerns that the
work isnt good enough.
Demanding constant reassurance from parents.

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Impact on Students
Students with an anxiety disorder may require considerable reassurance, and may be fearful of
answering or asking questions in class. They may ask their teachers constant questions, and if
they deem their work to be less than perfect, may fail to hand in the work or assignments. They
may complain of sudden and unexplained physical illnesses, such as headaches or stomach
aches, as exams or presentations approach. They may even avoid school altogether as a
result of their anxiety.

beyondblue. (2014a). Anxiety. Retrieved April 8, 2014, from http://www.beyondblue.org.au/the-facts/anxiety
Headspace. (2013a). Anxiety. Retrieved April 29, 2014, from http://www.headspace.org.au/what-works/research-
information/anxiety
KidsMatter. (2013). About anxiety. Retrieved April 8, 2014, from
http://www.kidsmatter.edu.au/sites/default/files/public/KMP_C4_CAD_AboutAnxiety.pdf
SANE Australia. (n.d.-a). Factsheets + podcasts. Retrieved April 8, 2014, from
http://www.sane.org/information/factsheets-podcasts/

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Eating Disorders
What are Eating Disorders?
A person with an eating disorder may have an unhealthy obsession with eating, exercise,
and/or body weight or shape, which negatively impacts their health and wellbeing. It is a
serious mental illness and not simply a lifestyle choice, diet, or fad. Anyone can develop an
eating disorder, regardless of weight, and children as young as five can be affected.
Anorexia nervosa
Anorexia nervosa is characterised by a strong focus on body weight or shape that the
individual uses as a measure of their self-worth. Those with anorexia nervosa attempt to
control their weight in many ways, such as dieting, fasting, over-exercising, using diet pills,
laxatives, or vomiting. They can have a distorted view of their body and develop a fear of
gaining weight and being fat, even if they are severely underweight.
Bulimia nervosa
Bulimia nervosa is characterised by frequent and recurrent consumption of unusually large
portions of food over short periods of time, often referred to as a binge. This is followed by a
compensated behaviour such as purging, or excessive exercise. These occurrences are often
connected to the person feeling a lack of control.
Eating Disorders Not Otherwise Specified (EDNOS)
Those who experience some, but not all, of the symptoms of anorexia or bulimia nervosa are
classed as having an Eating Disorder Not Otherwise Specified (EDNOS). If the individuals
attitude towards food, weight, and body size/ shape is having a serious impact on their life, but
they do not fit the description of the other disorders, then they are still classed as having a
serious eating disorder. For example, the individual may present many of the symptoms of
anorexia nervosa but occasionally engage in binge eating, preventing them from being
diagnosed with anorexia.

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Signs and Symptoms
The following signs and symptoms can be associated with eating disorders:
Dieting problems (fasting, avoidance of
food groups or types, counting calories).
Changes in food preferences (refusing to eat
certain bad foods, or cutting out whole food
groups, claiming to dislike food previously enjoyed,
replacing meals with fluids).
Evidence of binge eating. Development of rigid patterns around food
selection, preparation, and eating (eating very
slowly, cutting food into small pieces).
Evidence of deliberate vomiting or
laxative use (trips to the bathroom during
or immediately after meals).
Avoidance of eating meals, especially in social
settings.
Excessive, obsessive, or ritualistic
exercise patterns (exercising when
injured or in bad weather, feeling
distressed if unable to exercise).
Lying about amount or type of food consumed or
evading questions about eating and weight.
Behaviours focused on food. Behaviours focused on body shape and weight.
Development of repetitive or obsessive
behaviours relating to body shape and
weight.
Social withdrawal or avoidance or previously
enjoyed activities.
Weight loss or weight fluctuations. Sensitivity to the cold or feeling cold most of the
time, even in warm temperatures.
Changes in or loss of menstrual patterns.
Swelling around the cheeks or jaw, calluses on
knuckles, or dental discolouration from vomiting.
Fainting.

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Diagnosing Eating disorders
To diagnose an eating disorder you have to be a trained professional. However, being aware
of the signs you should be looking out for will assist in the individual in gaining the support and
assistance they need. The following are signs that teachers, parents, and friends can look out
for in their friends, and families.
Avoidance of eating with friends,
discarded lunches, or spending
lunchtimes exercising.
Eating away from school grounds to avoid eating in
front of peers.
Not wanting to be involved in physical
education or health classes or change in
front of people in change rooms
(associated with body shame), or
alternatively, focusing intently on
physical education and health classes to
the point of obsession.
Appearing lethargic or struggling to maintain focus
on schoolwork.

Avoidance of eating with the family by
claiming that they have already eaten
with friends, ate too much earlier in the
day, or that they are not hungry.
Being increasingly pre-occupied with exercise.
Obsessively counting kilojoules or
examining food labels for nutritional
information.
Eating more than usual between meals
or at mealtimes.
Complaining that the food that they have been
given is disgusting, fatty, or unhealthy.
Becoming angry or defensive when anyone
mentions weight changes.

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Talking about fat, focus on specific body
parts, pinching perceived areas of fat on
the body, and checking their reflection in
mirrors, windows, and other surfaces.
Avoiding socialising in places where food is a
focus
Changing their clothing style to conceal
weight changes


Impact on Students
Students with eating disorders may struggle to maintain focus on their schoolwork and appear
lethargic. They may withdraw from their friends and teachers, and avoid activities that they
previously enjoyed. Often their eating disorder has developed because the student is having
emotional, social, or developmental difficulties, and it is a way for them to feel in control of their
life.
Grampians Shire and online resources are located at the back of this booklet

Eating Disorders Victoria. (2012a). Eating Disorders and Children. Retrieved April 9, 2014, from
www.eatingdisorders.org.au/eating-disorders/eating-disorders-a-children
Eating Disorders Victoria. (2013b). Other Feeding & Eating Disorders. Retrieved April 9, 2014, from
www.eatingdisorders.org.au/eating-disorders/other-feeding-a-eating-disorders
Eating Disorders Victoria. (2012c). What is Anorexia? Retrieved April 9, 2014, from
www.eatingdisorders.org.au/eating-disorders/anorexia-nervosa
Eating Disorders Victoria. (2012d). What is Bulimia? Retrieved April 9, 2014, from
www.eatingdisorders.org.au/eating-disorders/bulimia-nervosa
National Eating Disorders Collaboration. (2014b). What is an eating disorder? Retrieved April 8, 2014, from
www.nedc.com.au/eating-disorders-explained
National Eating Disorders Collaboration. (2014a). Eating Disorders in Australia. Retrieved April 8, 2014, from
www.nedc.com.au/eating-disorders-in-australia

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Psychotic Disorders
What are Psychotic Disorders?
Psychotic disorders are characterised by an individual being unable to think clearly,
communicate effectively, respond emotionally, behave appropriately, and comprehend reality.
A psychotic disorder disrupts brain function, causing psychosis, in which the individual is
unable to distinguish what is real and loses contact with reality. Psychosis is typically
experienced in episodes, and can involve five phases that differ in length for each individual.
These phases are:
Premorbid The at risk phase, in which the person is not experiencing any symptoms
as yet, but has risk factors for developing psychosis.
Prodromal The becoming unwell phase, in which the person has changes in
motivation, emotions, thinking and perception. During this phase, it is difficult to identify
if the person is developing psychosis or another mental illness.
Acute The psychotic phase, in which the person is experiencing psychotic symptoms
such as delusions, hallucinations, and disorganised thinking.
Recovery The phase in which the person in the process of reaching a level of well-
being.
Relapse The phase in which the person has either one episode in their life, or goes on
to have other episodes.
Schizophrenia
Schizophrenia is a disorder wherein a person may experience delusions and/ or
hallucinations, which may cause strange thinking and feelings, and unusual behaviour. The
person often sufferers from paranoia as a result of these and may become shyer or more
withdrawn, seemingly off in their own world.

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There are several forms of Schizophrenia including, but not limited to;
Catatonic type of schizophrenia
Disorganised type of schizophrenia
Paranoid type of schizophrenia
Schizophrenia disorder

Bipolar
(Previously manic-depressive illness/manic depression)
A person with bipolar experiences extreme mood swings, ranging between depression and
mania. Bipolar is categorised into two types, these are;
Bipolar I Disorder, which is the alternation of major depressive episodes and of manic
episodes.
Bipolar II Disorder which in an alteration of major depressive episodes and less severe
hypomanic episodes.
These phases can range in intensity and duration, although the person may experience longer
periods of depression than mania or hypomania. If the person is extremely affected by these
moods, they may have trouble distinguishing what is real and what is not.
Borderline Personality Disorder (BPD)
Personality is what makes us unique, we all have different ways of thinking and behaving, likes
and dislikes, and can be the reason we dont always get along! Life experiences shape our
personality as we grow and develop. Usually, we learn from our life experiences and change
our behaviour when required. For people with a personality disorder, however, this is much
more challenging. A person can be diagnosed with having a personality disorder if they have

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extreme thoughts, feelings and behaviours so extreme that they affect their ability to cope
with day to day life.
It can be challenging to acknowledge BPD as people experiencing it feel as though that is what
is natural to them. Because of this, they often blame other people for the challenges they face
in day to day life. In turn, they can have trouble relating to other people, and often end up
experiencing significant problems in their relationships, social encounters, and schooling.
Some of the different types of personality disorders are:
Antisocial personality disorder.
Avoidant personality disorder.
Borderline personality disorder.
Narcissistic personality disorder.
Obsessive-Compulsive personality disorder.
Schizotypal personality disorder.

Signs and Symptoms
The following signs and symptoms can be associated with psychotic disorders:
Depression, anxiety, irritability,
suspiciousness.
Sense of alteration of self, others, or outside
world.
Blunted, flat, or inappropriate emotion. Odd ideas, unusual perceptual experiences
(reduced or increased sense of smell, colour).
Change in appetite. Sleep disturbance.
Reduced energy and motivation. Social isolation or withdrawal.
Difficulty with concentration or attention. Reduced ability to carry out studies or social
roles.

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suspicion and mistrust of others

Narcissism (when you admire yourself and your
appearance)

Diagnosing Psychotic Disorders
To diagnose a psychotic disorder you have to be a trained professional. However, being aware
of the signs you should be looking out for will assist in the individual in gaining the support and
assistance they need.
families.
Appearing unmotivated. Distancing themselves from peers.
Showing a decline in school grades due
to not completing work, not doing as
good a job as they used to, or missing
school.
Appearing not to react or reacting
inappropriately to others.
Becoming increasingly secretive or
avoiding answering parents questions.
Spending more time alone in their bedroom.
Beginning to express strange ideas. Displaying sudden outbursts, explosive and/or
highly emotional reactions.
Appearing changed in a way that
parents cant quite describe.
Listening to music on headphones to drown out
auditory hallucinations (may refuse to take them
out while talking to others), or reacting angrily
when asked to turn down the television.

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Withdrawal from friends altogether. Use of alcohol or other drugs, particularly
cannabis, to dull unfamiliar feelings and upsetting
emotions.
Appearing not to react, or reacting
inappropriately.
Appearing suspicious or accusing friends of
acting against them.

Impacts on Students
Students with psychotic disorders may seem unmotivated and distance themselves from
others, even their peers. They may not react, or may react inappropriately to others. Teachers
may see a decline in their grades due to them not completing work, missing school, or not
performing at the standard they previously did. They may also attempt to drown out auditory
hallucinations by doing things such as listening to music in class.

American Academy of Child and Adolescent Psychiatry. (2014a). Glossary of symptoms and illnesses. Retrieved
April 9, 2014, from www.aacap.org/AACAP/Families_and_Youth/Glossary_of_Symptoms_and_Illnesses/Home.aspx

American Academy of Child and Adolescent Psychiatry. (2014b). Schizophrenia in Children. Retrieved April 9,
2014, from www.aacap.org/App_Themes/AACAP/docs/facts_for_families/49_schizophrenia_in_children.pdf

Black Dog Institute. (2013). Bipolar disorder explained. Retrieved April 9, 2014, from
www.blackdoginstitute.org.au/public/bipolardisorder/bipolardisorderexplained/

Headspace. (2013). Research & information. Retrieved April 9, 2014, from http://www.headspace.org.au/
what-works/research-information


www.sane.org/information/factsheets-podcasts/

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Substance Use Disorders
What is Substance Misuse?
Different substances like drugs and alcohol affect our bodies in different ways. People of all
ages might use alcohol and other drugs in a once off experimental way to heighten moods or
decrease the feelings of distress (depressant). However, it should be noted that it can develop
a pattern of heavy use. Some substances are illegal, and all substance use of adolescents
should be considered as misuse.
During youth, our brains are still developing and misusing substances can have a detrimental
effect in this age group. Early misuse of alcohol and other drugs can increase a persons risk
of developing a substance misuse disorder.
Whist under the influence of alcohol and other drugs, it is more likely to change a young
persons behaviour such as increasing the following:
Long term effects of substance misuse include: educational problems, legal problems, and
ongoing social and family problems.

What are Substance Use Disorders?
Substance use disorders occur to people who heavily or frequently use alcohol or other drugs.
Key characteristics include the use of substances which, in turn, affect the ability to live ones
daily life. This can cause problems between work, education, social relationships and families,
Injure physical injuries. Aggression and antisocial behaviour.
Suicide. Becoming a victim of crime.
Sexual risk taking and unwanted sexual
contact.
Self-Injury.

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legal problems, and damage to your health. It also includes a dependence on alcohol and
other drugs and needing an increased amount over time in order to get the same effect.
Adolescents often arent able to develop a substance use disorder because of lack of funds
and availability. That said, it is most common in young adults with 12.7% of people aged
between 16 24 years old having a substance use disorder any given year (Kelly, Kitchener, &
Jorm, 2010).

Diagnosing Substance Use Disorders
To diagnose a substance use disorder you have to be a trained professional. However, being
aware of the signs you should be looking out for will assist in the individual in gaining the
support and assistance they need.
families.
Students becoming increasingly
secretive.
Appearing to be suffering from a hangover in the
mornings.
Diet that includes a lot of snack foods. Show a decline in school grades.
Missing school. Ability to stay concentrated is decreasing.
Decrease in extracurricular activities
such as sport.

(Kelly, C., Kitchener, B., & Jorm, A., 2010)]
Children not answering questions and
being secretive.
Appearing to be suffering from a hangover in the
mornings.

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Taking alcohol from home. Spending more money than usual and not
justifying the spending.

Impacts on Students
Students with substance use disorders may be at risk of emotional and psychological
problems, behaviour problems, aggressive behaviours, suicidal ideation or behaviours.
Students who portray these signs need urgent help. It could be as simple as providing your
student with a safe place to be, support and being a positive influence in their life.

Research Centre: Parkville, Victoria
Spending an increased amount of time
with friends who also use.
Using more than what is considered socially
acceptable.
Bringing substances to parties and
events.
Using substances to become intoxicated rather
than to experiment.
Seeming to have a different personality
when using.

CHAPTER 3
WHY TEACH MENTAL HEALTH?

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Why Teach Mental Health?
Background
When taking into account that one in five Australians experience a mental illness each year, it
is easy to see the importance of mental health awareness. This is especially true for youth, as
75% of all mental illnesses manifest before the age of 25 (National Mental Health Consumer
and Carer Forum, 2009). Half will have experienced a mental illness for the first time before
the age of 18, and three quarters by age 25 (Kelly, Kitchener, & Jorm, 2010). For some, it may
come as a shock that young children are not exempt from experiencing a mental illness. Kids
Matter (2012) estimate that one in seven primary school-age children are affected by a mental
health difficulty such as anxiety, behaviour problems, or depression, but astonishingly, only
one in four of these children get the help they need. Their education, formation of key social
relationships, movement into adult occupational roles, and formation of health habits including
the use of alcohol and other drugs, are all effected by their mental state. The effects of poor
mental health can also impact on the person across their lifetime, which is why it is so
important that early detection and intervention occurs (Kelly, Kitchener, & Jorm, 2010).
Some of the signs and symptoms associated with mental illnesses may not be readily visible
or understood by others, which can cause the person affected by a mental illness to be
misunderstood and discriminated against. They may be incorrectly regarded as being weak,
lazy, selfish, uncooperative, attention-seeking or not really ill. (Kelly, Kitchener, & Jorm, 2010,
p.4). The stigma attached to mental illnesses can make it difficult for people who would benefit
from mental health services to seek the help and advice they need as they could then be
perceived in a negative light (Mental Health Foundation of Australia (Victoria), 2014). Those
who do not seek help because of fear of discrimination and stigma often feel overwhelmed,
fearful, confused, and frustrated, which can lead to a number of outcomes, such as aggressive
behaviour or self-harm which in some cases lead to hospitalisation (Australian Institute of

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Health and Welfare, 2013; Mental Illness Fellowship Victoria, 2013). Creating awareness and
alleviating the stigma can help the person suffering from a mental illness to be more open to
getting help if they have the respect, support and assistance of friends, family members, and
the broader community (Kelly, Kitchener, & Jorm, 2010).
Rural and regional areas of Australia face more
challenges than those in metropolitan areas when it
comes to accessing quality mental health services
(Aisbett, Boyd, Francis, Newnham and Newnham,
2007; Department of Health, 2007). They have the
added disadvantage of being geographically isolated,
lacking in specialised services, and having demographic changes over time. In addition, the
services that are already provided often require staff to perform additional roles, as there are
few providers of mental health in the area. This is because there are lower numbers of general
practitioners, private psychiatrists, psychologists, and child and adolescent psychiatrists
(Aisbett, Boyd, Francis, Newnham, & Newnham, 2007; Department of Health, 2007). Aisbett,
Boyd, Francis, Newnham, and Newnham (2007), noted that youth found it particularly hard to
utilize these services because of a lack of reliable transport to and from the service. They also
held concern over the lack of qualified professionals who specialise specifically in child and
adolescent mental health. Long waiting lists, lack of after-hours service, local gossip, and
social visibility all contributed to the youths reluctance to access the services and gain the
help they require. The stigma and social exclusion that they feel will be attributed to them is
one of the key concerns of these young people. Community and school-based programs with
a focus on understanding mental health and mental illnesses can help to alleviate this stigma
and discrimination, and help youth in rural communities to access the services they need
without fear of social stigma (Aisbett, Boyd, Francis, Newnham, & Newnham, 2007; Francis,
Boyd, Aisbett, Newnham, & Newnham, 2006)

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The Northern Grampians Shire Council (2013), has identified mental health as a key issue in
their Municipal Public Health and Wellbeing Plan. The Council is partnering with local health
providers and community organisations, such as Moving Mountains, to ensure that there are
safe, inclusive, and accessible health services for the shire. By strengthening existing
partnerships, and fostering new ones, they hope that communities will take a more positive
approach to health and wellbeing, and will be more knowledgeable on the topic than before to
better support those with a mental illness. The Council mentions that the environments that we
live, learn, work, and play in have a great effect on our health, and so are focusing on
promoting positive mental health in schools around the shire (Northern Grampians Shire
Council, 2013). Moving Mountains is targeting both primary and secondary schools in the
area, and aims to support staff, parents, and students by delivering content about mental
health, and ways in which we can possibly identify and assist those who are affected by a
mental illness. Identifying and minimising the barriers that currently exist is a key factor in
these workshops, and in the provided booklet, so that seeking help is not avoided by youth.
The booklet that will be presented to teachers alongside these workshops will help to further
extend what is presented, and foster a community that is well-informed on the topic of mental
health, rather than just having a surface understanding.
The Victorian Curriculum Assessment Authority (VCAA) (2013), supports mental health
education by providing educators with outcomes through the Australian, Victorian Essential
Learning Standards (AusVELS). These outcomes have a focus on students being physically,
socially, and emotionally healthy, and having students consider what factors have an influence
on their health. At level six, teachers touch on the impact of bullying, displaying empathy for
others, creating and maintaining positive relationships, and resolving conflict, all of which can
have a profound impact on how students deal with their own mental health. At level eight,
students further extend on their knowledge about their physical, emotional, and social changes
that are occurring for them, and the impact this can have on their mental health. They explore

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personal identity in more depth, and discuss the outcomes of risk-taking behaviour and other
health concerns. At level ten, students examine mental health issues in depth, and consider
family and community impact on their own and others mental and emotional health needs.
They address the stigma that can be attached and the challenges faced by a person with a
mental illness, and reflect on their own behaviours (VCAA, 2013).

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CHAPTER 4
CASE STUDIES

CHAPTER 4
CASE STUDIES

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Case Studies
The following are stories told by young people across Australia, including locals who have
experienced mental health problems and have chosen to share their story. These aim to raise
awareness and inspire the youth of the Northern Grampians Shire and show them that in fact,
mental health should be spoken about.
Please note that these stories are for teachers, some stories may include offensive language,
graphic detail and may be inappropriate for students.

I Just Want To Be Me
Melissa Leedham
Karoonda, SA
I know that everyone goes through this stage of finding out who they are. Just like my peers, I
was afraid of being bullied; I didn't want to label myself as being different. I just wanted to live
my life. So I pretended to be how others wanted me to be and I went to extreme lengths to try
to convince people that I wasn't interested in girls whatsoever. Almost seven months had gone
by with me pretending I wasn't different, and it was the most difficult thing I have ever done.
My physical and mental health had become vulnerable. The isolation of everything was
unbearable. Taking a long walk on our farm and I stopped to sit on the stone roller. Tears just
started to flow down my face.
It was the first time that I had ever self-harmed.
It isn't that the people in my town are homophobic, but many are uneducated about same-sex
relationships. I am from a country community and I recently "came out" last year. I was on my

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school work observation camp when I approached a girl in my class who was very open about
being same-sex attracted and I asked her if we could have a chat. At that stage I just needed
someone to talk to, someone who knew how I was feeling. We ended up talking for hours and
she helped me to feel more at ease about myself. This had helped, or so I had thought.
Trying to get free of depression is like giving up an addiction. It may take months to fully stop
the negative thoughts but I have learnt that with perseverance you can make yourself happy
again - I just thought about what I really wanted in life. I just want to be me!
It took me some time to realise but my school, family and friends were actually OK with my
sexual orientation and I felt safe. If you are L, G, B or T, I just want you to know that no matter
how cruel and nasty people can be, just remember to stay true to your heart and values.
We are all beautiful people who shouldn't have to hide behind lies or shadows.
I'm not!

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View Melissas story at http://www.abc.net.au/heywire/stories/2013/12/3900927.htm
Dysthymia 101
Elsley McDermid
Toowoomba, QLD
When people want to laugh, they come to me. I'm the class clown, always going out of my way
to get a chuckle. I'm the girl they tag as "the one to make me laugh". I make them happy when
skies are grey. I make them feel better about themselves because they can smile again. I
never take anything seriously. So I'm the person they turn to when their personal life has
turned to crap, and I'm their whacking post for their own personal demons.
Parents with gambling problems, divorce problems, mental problems, overprotection
problems, self-absorption problems. Siblings that have gone off the rails, who just don't get it,
who are too selfish to see. Dead relatives, dead pets, dead relationships. The boyfriend-who-
isn't-really-a-boyfriend, and they just don't know what to do.
The thing is, neither do I. At all.
I don't get you people. You regularly-functioning human beings. I can't even get the back-
patting and "there there" down right. I can't hug because I don't really like contact. I can't
sound sincere when I tell them that eventually the worst is going to pass. That life works out all
its little kinks eventually. Because I don't care. At all.
I don't care that their mother is neglecting them and spending all their money at the pokies. I
don't care that they're worried about being overweight because they can't fit into a size eight
anymore. I don't care that their younger brother I never met has gotten into a serious
relationship before them. I don't care about the dead grandfather, or the dog in vet ICU or the
phone they can't afford. I can't even bring myself to care about my own problems.

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Hello. I'm an eighteen-year-old Australian female, and I have dysthymia.
I didn't cry when my grandfather died and I didn't laugh and feel elated when I was the first in
my family to graduate high school and I don't care about your dying farm.
The psychologist told me I have dysthymia. Dysthymia is a type of depression that leaves the
world bleak and grey and makes you feel apathetic and lethargic all the time. It's not the sort of
depression where you're, well, depressed. There's a wall between me and my emotions, and
no matter what I do, I can't get to them. I can't see the beauty of a perfect sunset, or wonder at
a newborn baby. They cry and ruin your sleeping patterns. There is nothing beautiful about
babies. Nothing at all that I can see. I don't want to go forth and copulate, sending out mini-
me's across the surface of the Earth. I just want to be left alone.
Back in March I swallowed ten of my anti-depressants. I don't go around telling people this
because they assume that if you actually admit you have a problem, you're just "looking for
attention". I couldn't work up the energy to describe to you how ignorant people are about
mental disabilities, how many people have recommended "smiling more" as a cure for my
depression.
I wish I could be normal.
I wish I could laugh and have it be more than hollow mimicry. I wish I could smile with more
conviction. I wish when I cried, it wasn't because I was cutting onions, or because of some
depression overload and now I'm counting all the pills in my house, wondering how many I'd
have to swallow to die. I wish I could one day have a normal relationship with a guy who could
put up with the fact that just the idea of sex makes me want to vomit and that sometimes I may
just. not. be. sociable. I wish I could find more in common with people than I do with the snake
I'm perpetually babysitting.

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View Elseys story at http://www.abc.net.au/heywire/stories/2009/12/3646709.htm
Hospitalised
Lauren Dempsey
Stawell, VIC
My story started when I was in high school. I was in year 10 and going along well. I was
academic, sporty, involved in community activities and had a good group of friends. One girl
joined our friendship group towards the end of this year. We opened up and let her in as she
didnt seem to have many friends of her own. All of a sudden the dynamic of this group
changed once we started school the following year. This new girl to our group didnt seem to
like me and I was unsure as to why. She started making comments about me to other people
and before I knew it my friendship group didnt even seem to even acknowledge me anymore.
I was made to feel isolated and excluded and I was confused as to why. What had I done
wrong?
Having to try and make new friends in year 11 when friendship groups really seemed to be
developed by this point was hard. I was upset with my friends for acting the way they did and
listening to the mean comments being made about me. This girl continued to bully me
throughout high school and gave me a tough time. I was just looking forward to finishing high
school as I felt Id be better suited to university life- being able to be independent without
worrying about being bullied or ridiculed.
Once I was at university, life seemed great. I was studying in my dream course, living with my
boyfriend and mental health issues werent even on the cards. Things took a turn once my
boyfriend and I broke up halfway through my first year of university. We were best friends,
together for 3 1/2 years and did everything together. He was my rock. So when we were no
longer together and I had to learn to do things on my own I felt lost. This is a feeling I wasnt

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used to and I didnt know how to cope. I started to feel down more often than not and couldnt
seem to stop myself from crying and experiencing negative emotions. I decided to be proactive
and went to my GP to seek help. I told him how I was feeling and he referred me to a
psychologist. She helped me to face these emotions and work through them. This was a really
confronting experience as I generally push away negative emotions so I dont have to deal
with them.
After this I felt better. I continued to use the counselling services provided at university to try
and get my life back on track. It was a real mental battle that I struggled with but eventually I
started to feel on top of things again and enjoy life for myself. I had made new friends and was
no longer worried about feeling alone.
In 2013, I moved away from my home town near the city to a more rural location. The
closeness and great community feel gave me a sense of belonging. I became involved with
local sporting and community groups and landed myself a job at a wonderful and supportive
organisation. I had made some really good friends and had a boyfriend too. I was learning to
live away from home and be independent. However, what I didnt realise was that I wasnt
actually being fully independent. Id lived my life following the ways of other people, whether it
be family, teachers or a boyfriend. I had never truly experience adult autonomy. So at the start
of 2014 when my boyfriend and I broke up I began to spiral again. I was unable to cope with
the negative emotions I was feeling. I felt lost and empty. Nothing in my life seemed to have
meaning anymore. I felt that I had no direction.
Soon after, I spoke to a work colleague about how I was feeling. I broke down in tears and she
could see how distressed I was. She suggested trying mood stabilisers to help me get back on
track. I decided to make an appointment with my GP to discuss this with her. A few days later I
started to feel the anxiety building up. I was shaking and crying uncontrollably. My heart was
beating so fast and the pain I felt in my heart wouldnt seem to go away. I rushed over to my

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friends house as I thought talking about my feelings may help me to get passed them. We
were out for a walk when I broke down. Again, I was crying uncontrollably and couldnt bare
these feelings of distress. I was asking why me?, what have I done?. I couldnt seem to make
sense of this all in my head. I went back to the doctors shaking, crying and feeling helpless.
She believed that the mood stabilisers had reacted with other medication I was on which made
the side effects worse causing me to have extreme anxiety.
I was admitted to hospital with severe anxiety and depression. I had the medication flushed
from my system and nurses there to keep me calm. I was still in a daze, I wasnt really sure
what was going on. I sat there on the hospital bed, being poked and prodded, nurses
surrounding me but everything was a blur. I felt alone, unable to move. I just sat there feeling
numb and empty. This is it. I am having a breakdown. I have hit rock bottom.
I had no appetite, no motivation, I felt nothing. I never once had suicidal thoughts but I felt so
far down with no way of getting out. My best friend had just gone overseas, my parents and
other friends were also away on holidays and I was stuck feeling as though I had little support.
Nothing seemed to mean anything to me anymore. Food had no taste, words had no meaning.
I felt empty and alone.
Whilst I was in hospital I was well supported. I had nurses checking on me and visits from a
social worker and psychologist. A few days later I was discharged from hospital. I had follow
up visits with my GP and the psychologist. I was determined to sort out my life again and get
back to being the happy, motivated person that I know I was. I hated feeling so down and
depressed. I wanted to be proactive in seeking help. I continued to see my GP who wrote up a
mental health script for me which referred me to a social worker. This was great as it offered
me 6 free sessions with a professional to work through my depression and anxiety.
I have worked really hard to overcome my mental health issues and am learning to understand
ways to manage my depression and anxiety. I have been seeking help and learning to cope

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and sit with negative emotions. I openly discuss how I am feeling with my friends and family. I
want to encourage others to know that it is okay not to be okay and that you are not alone.

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Sometimes, Life is a Bitch
Amy Rhodes
Stawell, VIC
My experience with depression and anxiety began when I was in grade six at primary school,
just 11 years old. I was bullied by the girls who had been my best friends since kindergarten.
We were about to head off to high school and theyd decided that I wasnt cool enough to
hang around with them when we got to our new school so they decided to cut me loose. I
found new friends and took on the challenge of high school with enthusiasm because I had
always loved learning but the bullying started a dangerous new habit within me negative
dialogue about my self-worth and a constant questioning about why anyone would want to be
friends with me.
My anxiety continued throughout high school and into my late teens and early twenties. Part of
this was perhaps due to being diagnosed with endometriosis when I was just 15. I was missing
a lot of school from being sick and from attending different appointments and even my closest
friends didnt really understand what I was going through. I felt very isolated and different. I
started to shut down.
As I headed into my late teens, I was incredibly nervous in social situations and hated going
into things where I didnt know exactly what was going to happen. I always had to have an exit
strategy to feel safe and often my anxiety would get the better of me before I would even get to
an event. Anxiety robbed me of a lot of things through these years I didnt go to my
debutante ball after party, I didnt go to any celebrations before or after my last day of year 12
(except the ones run by the school because I knew they were safe), and worst of all, I lasted
just five days when I moved away to go to university. I often wonder what my life would be like
now if I had have taken control of my anxiety earlier and been well enough to stick it out at
uni.

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As I got older, the hardest things for me to go to were events where I knew people would be
drinking alcohol. The idea of socialising with people who were under the influence terrified me.
Theres no real reason for that, either. I have absolutely no history of bad experiences with
alcohol but it just wasnt something I wanted to be involved with. I think perhaps I didnt like the
idea of not being in control. I cant count the amount of times that I had been dressed to go
out, friends waiting for me, and I was literally crippled, clinging to the side of my bed,
screaming and crying and begging my mum to let me stay home. I was a grown woman by this
stage it was absolutely my choice about whether I went out or not but I felt like I needed
somebody to tell me it was ok.
My fifth surgery for my endometriosis took a nasty turn when the surgeon hit a main artery in
my abdomen causing a life-threatening bleed. Lucky for me, a vascular surgeon was in the
hospital at the time and was able to come and repair the vein. Had he not been there, things
could have ended very differently. It was a long recovery, hampered by a golden staph
infection in my new 6 inch tummy wound and more hospital time, and it was during this time
that I was diagnosed with depression and anxiety officially. My GP was wonderful to me and I
still see him to this day.
In 2011, things became difficult again. I was bullied by two grown women at a sporting club I
coached at and was forced to leave a group that Id been part of since I was three years old. It
had been a massive part of my life and I was devastated to walk away but it was the best
choice for me and my health at the time. At the same time, my sister moved out of our family
home to go to university. Even though she was only three hours away by car, I felt like my
whole life had changed.
A very close friend of mine who also has depression encouraged me to seek further help. I
think I hung up the first three times and when I finally got the courage to hold on until someone
answered, I was put on hold and had to wait a long time to actually speak with someone.

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Shortly after my sister moved, I moved too. I went to Ballarat chasing a career move and was
confident that I was doing the right thing for myself. Things started off well and I was enjoying
my independence and the challenges my new job was bringing me professionally. Later that
year, my physical health took another hit when I was diagnosed with ulcerative colitis, a
disease very similar to Crohns and something that we now know is linked to endometriosis. Its
hard to tell which of the physical symptoms along my journey have been related to my physical
health and which have been related to my mental health but I think constant headaches and
fatigue were both big physical manifestations of what I was experiencing mentally.
Rock bottom for me came on a Monday night in May 2012. I was driving back to Ballarat from
my family home in Stawell when I experienced the most frightening panic attack of my life. I
pulled over to the side of the road and cried hysterically for about half an hour before I finally
managed to call my sister. I told her that I felt like I didnt know what I was doing anymore and
that I just wanted to be at home where I knew people understood what I was dealing with and
where my friends and family who loved me so much could support me. She told me to turn my
car around and that nothing was worth trying to cope with this on my own any more no job,
no sum of money, no amount of pride. My mum made me an appointment with my GP the very
next day and I felt relieved when he suggested I see a psychologist and do some cognitive
behavioural therapy (CBT) to assist with my anxiety and depression. Since seeking this help,
Ive also been diagnosed with Posttraumatic Stress Disorder as a result of my botched surgery
and Obsessive Compulsive Disorder. In my case, both are mild in their severity and were
continuing to work on best managing them.
I have now learnt to listen to my body and I make sure I get plenty of sleep. I try to take time
out for myself each day and constantly remind myself that we all have our own individual
needs and even though mine are different to other people my own age, it doesnt make them
wrong or embarrassing.

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Overcoming My Anxiety
Mikayla Green
Redhill, SA
Sweaty palms. Tightening chest. The constant fear of rejection. Heart beating faster and
louder than the engine on dad's motorbike. These were the first signs of my panic attacks.
They started when I was thirteen and my denial only made them grow worse. When I went to
school all I heard was the loud buzz of kids talking about netball and last night's episode of
Home and Away. The only thing keeping me from joining in was the gigantic black rock sitting
in my stomach making me feel dizzy. Every morning my chest felt like it was going to explode
and the uncontrollable panic grew unbearable. I couldn't bear leaving my house, it felt like I
was falling off the edge of the world. So I left school and studied my education through Open
Access. For three whole years I spent my days locked up in our sad lonely house sitting, in a
middle of a farm, with the next sign of human contact ten minutes drive away. I felt isolated,
but my anxiety kept me a prisoner and I grew depressed.
One day I told my mum I did not want to be locked away anymore and I wanted other friends
besides my green-eyed cat. So at the start of this school year, I marched my way into the
doors of the local high school and made everlasting friendships that I never imagined possible.
Just like that, the panic attacks that I thought I could never control became manageable. I
started focusing on the things I had stopped caring about. With the help of my family and
community I have overcome a challenge I once thought impossible. Even though there are still
days I just want to hide under the covers and forget about the world, I now know I can always
move past it and that there is nothing I cannot do, if I put my mind to it.

View Mikaylas story at http://www.abc.net.au/heywire/stories/2013/12/3900237.htm

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No Surrender to Anorexia Nervosa
Elle Irvine
North Dorrigo, NSW
I didn't notice it taking over my life. People around me were concerned but I ignored them. I
lied to my family and friends about what I was eating, how much I was exercising, about how I
viewed myself. I didn't realise how dangerous things had become until I woke up in hospital,
extremely ill after a suicide attempt at 15. Because there was no specialised in-patient
treatment for Eating Disorders near Dorrigo, I was forced to pack up and fly to Sydney. I spent
three months in hospital, seven hours from my parents, my school and my friends. It was
tough. I can see people around me enjoying their health and happiness; travelling, starting
families and careers while I'm still a slave to an inner voice telling me that I am a terrible
person, who does not deserve to eat, a person who does not deserve the health or happiness
that others enjoy.
I've suffered Anorexia Nervosa and Posttraumatic Stress Disorder for eleven years. My family
and community have been extremely supportive, but due to a lack of services and
misinformation I was not diagnosed until I had already been unwell for several years.Early
diagnosis and treatment of Eating Disorders can save so much pain for sufferers, their
communities, family and friends. Simply, it can save lives...
Right now, I'm telling you this from hospital. This time I'm in Brisbane, five hours from home. I
was admitted last month after collapsing from malnutrition. Two amazing doctors stand by my
side. They have repeatedly told me that they are scared I will let my illness win. They tell me if
I were to give up and die at 22... it would be a terrible tragedy. I've had problems with my
heart, my bones, my immune system... and yet every time I get brought into hospital I go into
denial, I struggle to accept that I need help. I have been battling this illness for half my life and
while it has been a painful journey, it has shown me how resilient I am, and the incredible

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strength and kindness of others. It has motivated me to try to create awareness of these
issues that are often overlooked.
I want to get better. It's going to take time... but I have help, and trust in my treating team.
You can get help too. Don't give up.

View Elles story at http://www.abc.net.au/heywire/stories/2013/11/3900668.htm

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Image Sent
Lily Matheson
Great Western, VIC
My experience with depression wasn't the same as most people and I'm still overcoming it. At
the end of 2012 the pressures of going into year 10 started to have an impact on my life. This,
as well as being in a class of people who I didn't, and the feeling that I was growing apart from
all of my friends particularly like made it harder. I started to think I wasn't good enough, I was
living in the shadow of my two older brothers who had made an impact on my school.
I'm not sure how it started really but I turned to this app that you can use to talk to people from
all over the world by just sending a message. Most of the people I talked to were guys that I
had found through Instagram. I didn't really know what to expect, nor did I know what I was
doing at the time, but I didn't care about myself enough to give a damn. It started out with one
question, from one boy and all I had to do was take an explicit picture. From what I remember
of that first time I did that I ended up staying up all night doing it. In a weird way it made me
feel good about myself, I was getting complements from this guy I had only exchanged
messages with. That's when the people started to grow. It finally got to a point where I was
being threatened by one of the guys when I refused to give him a picture. He said he would
show all my pictures to my friends, listing their names. I was extremely scared. But if I hadn't
have told him where to go the situation may have gotten worse.
This is when I saw the light. I told my closest friends about it, and about how I was feeling. I
asked them to keep it a secret and that I would never do it again, and they promised. In 2013 I
thought that this year would be a good one for me. I had a boyfriend and I felt closer to my
friends and family. Then my mother was diagnosed with cancer in her lung, she was a non-
smoker which made it unusual. For me this changed my life. I was worrying constantly at the

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thought of losing her even though I had been assured that everything would go smoothly with
her operation.
It was about July that year that she had the cancer removed, but this just made things worse
for me. Both of my brothers had left home and were in a different state, neither my boyfriend
nor my friends could see just how much I was falling apart. It was as if I had this great big
weight dropped right on top of my shoulders without warning. I wasn't eating properly, I was
lucky if I ate two meals a day, I had to look after my Dad because he just didn't really know
what to do, three hours of sleep seemed like a luxury, and keeping up with school work was
getting harder and harder.
Just recently, getting my licence meant that I was driving back and forth from Ballarat every
day after school and every night so I could see Mum because Dad would end up falling asleep
behind that wheel. When Mum was moved closer to home in Stawell, I thought, "Great! Now
things will be easier!", but they didn't end up that way.
One night I stayed in the Stawell hospital until 11:30pm without tea, because my Dad had
been admitted to hospital because of chest pains, and given his heart attack record it was
better to be safe than sorry. My mind was burying itself into a deeper hole. I felt like a zombie
most days. That's when I went back to the app.
It was a release for me. I was able to escape my life. When Mum was able to come home I
don't think I've felt more upset. My grandparents had been and whispered in my mothers ear
that Dad and I were living in filth. Truth be told there were dishes on the sink and the bin hadn't
been emptied. So when Mum got home she had a complete go at us for not doing anything
while she had been away. I felt crushed. I had tried and tried so hard to keep everything going.
My grades were slowly slipping and the only thing I could do to stop myself from crying for
days on end was to show explicit pictures of myself to people. I told my boyfriend. He begged

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me to stop, I said I did but I didn't. I was slipping away from reality and into my own world. It
was just me and my phone.
One day at a netball game that I had to drive to and from with my Mum I was yelled at by my
coach for doing something silly, I almost broke down in tear right there and then. I wasn't
focusing on the game I was focused on how I wasn't a good enough daughter because my
mother was in pain and I couldn't make it better, I wasn't good enough with school because my
grades were slipping, I wasn't skinny enough because I had had comments made to me that I
was getting fat. I stayed this way for the rest of the year. When a teacher I was rather close
with who helped me get through school considering my mothers situation had passed away
because her of cancer one morning, it was my breaking point. I don't think I have cried harder
in my life and still felt numb inside.
On the very last day of term 4 I told my friends what I had been doing with the app and how
depressed I had been feeling. Without telling me first, they told a teacher who had then told
the school councillor. The next day I had a meeting with the principle and my parents to
discuss my actions. Thankful the police were not involved.
Since then things have changed. I have a better relationship with my parents and my friends.
Even though sometimes I regret telling them the truth, I know it was for the better otherwise I
would still be in a bad place.
I'm hoping that by sharing this story people can see that what seems like a good idea can
actually affect your life in ways that you will never get back. I have no idea where those photos
or videos of myself are. One day they may come back to haunt me and I am reminded by that
every day. I don't have the same relationship with my principle as I used to as I feel there isn't
that same level of trust there as there used to be, and the same goes for my parents too.

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Chinese whispers
Alanna Pasut
Red Cliffs, VIC
Sometimes I wonder what it would be like to live in the city. To be able to walk down the street
and not have every second person know your life story. To live in a place where you were
invisible and could simply blend in with the crowd. In places like Red Cliffs and Mildura,
secrets are few and far between. It seems that everybody knows everything about everyone...
or so they think.
In a small country town a secret can easily turn into a game of Chinese whispers. The game
begins with "I saw her kissing that boy" but by the end of the game it's more like "she's
pregnant and can't remember who the father is". The word is spread and the girl's reputation is
officially ruined. Rumours are always the hot topic of conversation, but important issues like
depression and eating disorders on the other hand are shrugged off without concern.
Teenagers in this town seem to think that "she's not depressed, she probably just broke up
with her boyfriend or something" or "she can't have an eating disorder, only models and city
kids get that type of thing." These issues are often ignored because "it will never happen to
anyone I know."
Well it does happen, and in some cases, because we ignore it we don't see it until it's too late.
Believe it or not, country kids have feelings too. So pay attention, look out for your friends, they
might need your support. And stop playing Chinese whispers because one day, the news
being whispered in your ear is going to about you.
In the city it's easy to disappear into the crowd. In the country though, the only way to
disappear is to make yourself invisible.
View Alannas story at http://www.abc.net.au/heywire/stories/2010/12/3641851.htm

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Stolen
Kylan Muster
Karoonda, SA
Have you ever had something stolen from you? Maybe your favourite pen, your bike or phone.
It may've been stolen by a classmate, the feral kid from down the road or even a stranger.
Well, I'll tell you what was stolen from me and my community; Max Tony Martin. He was stolen
by depression.
My first memory of Max was during the blistering drought in 2003, when my older sister Rielle
had her eighth birthday party. I was only four, but I remember Max's mum greeting my mum
with a warm smile. I asked why Max wouldn't get out of the car, she said he was shy because
he was the only boy at the party. Rielle and I went to usher Max out of the car. It was a long
process.
Two years ago, my sister and Max were seniors at our small area school. Every time I would
venture past the Year 12 room, they'd be laughing at something Max had invented, said or
done. Like when he wrote a musical about a younger student, or when he wrote a list of
demands to the principal that included a castle with a moat. Anyone that knew Max could go
on about the crazy, outlandish things he did. It was always in good faith; he didn't have a
mean bone in him. Everyone knew the happy, funny Max, but only a few knew the Max that
was covered by a blanket of depression.
Everyone tried their best to support him. But in 2011, Max committed suicide. Grief engulfed
the town and surrounding areas like a bushfire.
Our footy club was over-flowing at Max's funeral. His football team and cricket team wore their
uniforms to show their support. What inspired me most was the strength his parents showed.

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They didn't shy from letting people know about Max's suicide; they used the tragedy to tell
Max's story so that maybe we could save another life from being lost.
Sometimes I detest how small Karoonda is. But Max's death made me remember why I love it
so much. Our community becomes like a huge, close-knit family in hard times. Every shoulder
becomes one to cry on, and every ear becomes one that will listen.

View Kylans story at http://www.abc.net.au/heywire/stories/2012/12/3651664.htm

CHAPTER 5
HOW TO TEACH MENTAL HEALTH IN YOUR
CLASSROOM

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How to teach Mental Health in your classroom
Overview
Mental health is an area that is vital to be taught to students. The importance of students
having an understanding of mental health and mental illnesses is increasing, especially in
rural areas. Whilst teaching about mental health it is important to observe your students and
keep an eye out for any changes in behaviour, as well as sensitivity around topics.
Dont be alarmed! Teachers around Australia are already contributing positively to their
students mental wellbeing. Schools promote mental health by giving students the opportunity
to access education, provide a sense of belonging and the development of life skills. These
aspects of a childs life are protective and important to a young persons wellbeing.
Simultaneously, those same students are still vulnerable to poor attachment, peer rejection,
and experiences of bullying and discrimination, which all contribute to poor mental health
(Department of Education and Early Childhood Development, 2013).
The Department of Education and Early Childhood (2013) have outlined five aspects that
should be integrated and sustained in Victorian schools if they are promoting mental health.
These are:
Safe, inclusive and empowering environments
Social and emotional learning
Family, community and service partnerships
Integrated promotion and planning
Building capacity to promote mental health.
To engage students, we have provided you with many activities based on current research
and links with AusVELS to enable for you and your students, to take care of your mental
health and learn more specific information (Victorian Curriculum Assessment Authority, 2014).

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The activities provided from page 76 will give you a platform to incorporate positive mental
health in your classroom. Mental health does not need to be a taboo, topic and with these
activities you can help your students in many ways.

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Australian, Victorian Essential Learning Standards (AusVELS)
Level 6
Health and Physical Education
Students develop an understanding of the right to be safe.
They learn to describe and assess the strategies for responding to situations that are potentially
unsafe, risky or harmful in a range of settings (at home, at school and in the community).
Students consider what it means to be physically, socially and emotionally healthy.
They explore their own and others views about health
Students consider factors that affect their own and others ability to access and effectively use
health information, products and services
They discuss and develop strategies for improving their personal health.
They explore their own and others views about health and suggest what it might mean for certain
groups of people; for example, the elderly, people with a disability or those from another culture
At Level 6, students identify the likely physical, emotional and social changes that occur during
puberty.
They identify and discuss the validity of the ways in which people define their own and other
peoples identity
They describe the actions they can take if they feel unsafe at home, school and in the community.
They describe the physical, social and emotional dimensions of health and establish health goals
and plan strategies for improving their personal health.
They describe a range of health services, products and information that can be accessed to help
meet health needs and concerns.

Interpersonal Development
Students describe the impact of bullying.
They accept and display empathy for the points of view and feelings of their peers and others

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They identify and use a variety of strategies to manage and resolve conflict
They reflect on cultural diversity when building and maintaining relationships with a diverse range
of people.
They explore and discuss behaviours which demonstrate sensitivity to cultural differences in their
interactions with others.
Through discussion and activities such as role-play, they reflect on inclusion, belonging and
tolerance
They consider how it feels to be excluded from a group.
They identify examples of bullying in a range of contexts
They explore the impact of bullying on peoples sense of self-worth and are assisted to identify,
discuss and use different strategies to reduce, avoid and resolve bullying.
Students begin to recognise and discuss the influence that peers can have on their behaviour and
consider response options.

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Level 8
Students describe the physical, emotional and social changes that occur as a result of the
adolescent stage of the lifespan and the factors that influence their own development.
They describe the effect of family and community expectations on the development of personal
identity and values.
They identify outcomes of risk-taking behaviours and evaluate harm-minimisation strategies.
They identify the health concerns of young people and the strategies that are designed to improve
their health.
They describe the health resources, products and services available for young people and
consider how they could be used to improve health.
Thinking Processes
Students explain the purpose of a range of thinking tools and use them in appropriate contexts.
They use specific language to describe their thinking and reflect on their thinking processes during
their investigations.
They modify and evaluate their thinking strategies.
They describe and explain changes that may occur in their ideas and beliefs over time.
Personal Learning
Students consider both their own and others needs when making decisions about suitable
learning processes and the creation of positive
learning environments within and outside the
classroom.
Students monitor and describe their progress as
learners, identifying their strengths and
weaknesses and taking actions to address their
weaknesses.

Level 10

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At Level 10, students identify and describe a range of social and cultural factors that
influence the development of personal identity and values.
They describe mental health issues relevant to young people.
They compare and evaluate perceptions of challenge, risk and safety
They demonstrate understanding of appropriate assertiveness and resilience strategies.
They analyse the positive and negative health outcomes of a range of personal
behaviours and community actions
They identify the health services and products provided by government and non-
government bodies and analyse how these can be used to support the health needs of
young people.
Students examine mental health issues relevant to young people and consider the
importance of family and friends in supporting their mental health and emotional health
needs.
They consider the stigma of mental illness as well as the challenges for those with a
mental illness and for those caring for them.
Interpersonal Development
At Level 10, students demonstrate awareness of complex social conventions, behaving
appropriately when interacting with others.
They evaluate their own behaviour in relationships, identify potential conflict and employ
strategies to avoid and/or resolve it.
They learn to consider feelings and behaviour in a broader context that is influenced by
social conventions and cultures.

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They understand individual and group behaviour in the context of motivating factors when
students participate in activities, including role-plays, which allow them to explore the
impact of peers on relationships
They explore strategies to manage peer influence and to develop positive relationships
with a wide range of peers, gaining confidence in stating clearly their own views and
opinions
Students may be involved in acting as peer mediators for younger students with minimal
guidance once initial training is completed.

CHAPTER 6
ACTIVITIES
CHAPTER 6
ACTIVITIES TO INCLUDE IN YOUR CLASSROOM

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Activities to include in your classroom
The following activities have been complied to compliment the workshop and foster positive mental
health in classrooms around rural Victoria. The activities vary in duration and difficultly, ranging
from light hearted group activities, to in-depth mental illness analysis. These are able to be adapted
to suit the needs of the individual student.

Understanding Mental and Physical Health and Illnesses

Intention
Students explore their current understandings of mental and physical health and illness.
Time
20 minutes
Resources
Butchers paper
Textas/Pens
Classroom layout
For greater group participation, this activity works best with four table groups.
Procedure
In this introductory activity, students will be divided up into four groups. Each group gets a piece of
large butchers paper with the following four headings:
Physical Health
Mental Health
Physical Illness
Mental Illness
Groups will be given 3 minutes on each table to write down as many words that come to mind, as
well as any descriptions or pictures, before being rotated through the tables.
After all rotations, the class can be brought back into a class discussion on what they found. The
butchers paper can be used as a display for future reference.
Adapted from Mind Matters, 2000

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Evoking Language

Intention
Students explore their current understandings of mental illness.
Time
10 minutes
Resources
Whiteboard
Whiteboard markers

Classroom layout
For greater group participation, this activity works best with four table groups.
Procedure
Referring back to students previous brainstorm from activity one, Understanding Mental and
Physical Health and Illness, students are to brainstorm any words that they associate with mental
illnesses. For example, these could be loony, weirdo or crazy. Write each word on the board.
After a reasonable list has been established you can ask students the following questions for a
whole group discussion:
What feelings do these words provoke?
Are any of these words associated with physical illness? Why?
Why do you think people respond in this way?
How would you feel if you were called some of these names?


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Mental Illnesses

Intention
Students explore their current understandings of mental illness.
Time
45 minutes
Resources
Mental Illness Fact Sheets
You can use the mental illness descriptions from chapter two, Mental Illnesses, alternatively Kids
Matter and beyond blue have downloadable youth aimed factsheets from their website. Websites for
both of these organisations are both located in Useful Links
Answer Sheets

Procedure
Students can work individually, in pairs or in small groups to complete the Mental Illness
worksheets to become experts of a specific illness. Students present to the class their findings and
expert knowledge to educate their peers.


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Pop Quiz

Intention
Gain a better understanding about symptoms, causes and treatment for specific knowledge.
Time
15 20 minutes
Resources
Quiz pages
Quiz Answers

Procedure
Allow students 10 minutes to complete the quiz individually. After they have completed the quiz, go
through the answers as a class.
This can also be done in pairs or as homework.


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99 Feelings

Intention
Using sculptures created by Misty Sleurs, students think critically about varying emotions and how
these can be expressed visually. Students also explore their differing interpretations.
Time
Multiple sessions
Resources
99 Feelings Video (www.vimeo.com/41859535)
Photos of all 99 Feelings
(www.flickr.com/photos/artmind_etcetera/sets/72157609444505831/)
Background
Ceramicist Mitsy Sleurs 99 Feelings project gained inspiration from a previous art project that she
had completed in an evening art school, surrounding self-portraits. When going through a rough
period of her life where she was having difficulty dealing with negative feelings, Sleurs began the
project as a way to express her feelings visually. She created the sculptures as she felt the
feelings, even taking inspiration from others such as a young girl she saw wearing a dragon
hoodie, creating the feeling Invincible.
Procedure
Students can explore the feelings expressed by Sleurs and discuss why certain features may have
been chosen. Some of the feelings may be perceived differently by different people, encourage
students to discuss why this may be so. Teachers may even ask students to guess the feeling
before being shown what Sleurs intended for it to be. Students can then extend on this by creating
their own sculptures.
2
Adapted from Sleurs sculptures, n.d.

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What can I do?

Intention
Students create lists of ways to support their own mental, physical, and emotional health, which can
be used at a later date to refer back to.
Time
20 minutes
Resources
Pens
Coping Cards
Paper

Procedure
Discuss with students varying things that they think help support their mental, physical, and emotional
health. If students are having trouble, prompt with suggestions such as:
Reading
Forms of creative expression (writing, painting, dance)
Spending time with friends
Exercise
Meditation

Get students to reflect on what practices have helped them in the past, and why they think this is so.
Get students to also consider what practices have not helped, and the reasons behind this.
Individually, or as a class, write down a list of practices that help, students can then refer back to this
list if they are having difficulties with their own.

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Guided Meditation

Intention
Students participate in guided meditation, which is a tool that they can use to relax, release stress,
and regain focus.
Time
Varied
Resources
www.buddhanet.net/
www.buddhanet.net/pdf_file/med-guided2.pdf
www.buddhanet.net/e-learning/medclass/index.htm

Background
Meditation can help students to relax, release stress, and regain focus. It helps students to develop
self-control, and stay attentive, as well as create a calming mood in the classroom. Meditation can
be highly beneficial to students under stress, who are anxious, or feel overwhelmed. When
students have experienced guided meditation a number of times, they are then able to perform it
without assistance, which can be a useful tool for them. Keep in mind students will all react
differently to meditation, and some may struggle to participate

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Positive Pals

Intention
Students explore what it is that makes someone a good friend, and use this to reflect on their
own behaviour.
Time
40 minutes
Resources
Pencils
Butchers paper
Paints / Textas / Pastels
Procedure
Students work in groups, to draw an outline of a person on a large piece of butchers paper. They
will then be asked to think about what qualities and attributes they think make a good friend.
They may also wish to talk about what makes a bad friend. Are they friendly? Do they call you
mean names? Do they whisper about you behind your back? Do they tell you funny jokes? Do
they share things with you?
Have students write down the positive qualities on the image that they drew previously. This activity
allows students to reflect on their own behaviour, and the behaviour of their friends and
classmates. Students become more self-aware and recognise their strengths as a person. They
can then consider how they can build on these strengths, or the effect that not having them can
cause to those around them. If students are having difficulty naming their strengths, the teacher or
other students in the class may give suggestions.

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Hands to Help Me

Intention
Students create a list of five people who they can go to for help.
Time
20 30 minutes (with discussion)
Resources
Paper
Pencils / Textas

Procedure
Students trace around one of their hands on a piece of paper. Students are then asked to write in
each finger the names of people, or organisations, which they can go to if they are seeking help.
Brainstorm with the class who these may be. Some examples include:
Teachers
Parents
Siblings
Other family members
Close friends
Doctors
Councillors

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Think, Write, Fold, Pass

Intention
By the end of this activity, each student will have a sheet of paper with positive comments from
each of their classmates.
Time
20 minutes
Resources
Paper
Pens

Procedure
Students sit in a large circle and are each given a sheet a paper, they are then asked write their
names on the bottom of the sheet. They will pass this sheet to the person on their left, who will then
write something positive about them at the top of the sheet. They may write (Name) always has a
smile on their face, (Name) is really creative, I like it when (Name) lets me play football with
them during lunch, or any such praise. They then fold down over what they have written and pass
it along to the next person. This is why the name is at the bottom of the sheet so that it can still be
seen when others have folded down what they have written. When everyone has had a chance to
write on each sheet, the teacher may hand them back to the original students.
Teachers may wish to read through each one before handing them back as some students may not
have written positive things, and a discussion may have to be had before commencing this activity
so that students are aware that anything inappropriate is not suitable.

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Describe This to Me

Intention
Students verbally describe an image to their partner who attempts to recreate it. Students discuss
communication.
Time
20 minutes with ability to extend
Resources
Pens
Paper

Procedure
Students are in pairs for this activity. Pairs sit in a line with their backs against each other, one
student holds pen and paper and the other a drawing. The student with the drawing must describe
the image to the student with pen and paper, who then attempts to recreate the image through this
verbal description only. The teacher may wish to do this a few times, the first time giving no tips to
help aid their conversation. After the first attempt, the teacher may suggest tips such as describing
using measurements, the line is 2cm long, the circle begins 4cm down the top right hand corner.
The teacher may also suggest that the student drawing repeat back what the student describing
the image has said, to clarify understanding. After students have finished their drawings they can
then discuss how they felt during the activity and what may have made the task difficult. Was it the
lack of specific instructions? The noise level of all of the other students in the class? The difficult
ways of communicating some aspects of the drawing? Students can then discuss how this task
relates to everyday communication.

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The Ha Game

Intention
This activity is intended to lift the mood in your classroom, in transitions between recess and
lunches, or at the end of the day.
Time
10 minutes
Resources
Not applicable
Classroom layout
This activity requires a bit of space, as it involves students lying on the floor with their heads resting
on another students stomach.
Procedure
Before this activity it is best to remind students about personal space and what is and isnt OK, if
necessary.
Starting from a student on an end, they will call out HA!, the next person will then say HA, HA!,
and this will continue on with each student adding another HA! as it goes along, until one or more
students begin to laugh then it starts again from the start. Encourage students to vary their tone,
speed, and so forth, to create silly laughs! The intention of the activity is not solely to see how
many HAs the class can accumulate without laughter, although this becomes a challenge, it is
more focused on each student getting a chance to participate and feel good, and really just have a
laugh.

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Chinese Whispers

Intention
Students reflect on and discuss miscommunication and rumours.
Time
Resources
Not applicable

Procedure
Students in your classroom may already be aware of the game Chinese Whispers.
Sitting in a circle, one student thinks of a sentence or word and will then whisper this the student on
their right or left. They can only whisper, and only say their sentence or word once. The student to
the left or right must then whisper what they have heard onto the next person, this continues until it
gets to the last person. The last person in the circle must then say aloud what they have heard
which is usually something very different from the original word or phrase.
Teachers can then use this as a prompt to discuss rumours, and how some information may
become skewed as it passes through a range of people. Students can discuss the effects that this
can have on the people involved.

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Show me what youve got (Alternative Chinese Whispers)

Intention
Time
Resources
Not applicable

Procedure
Students begin by standing in a line all facing the same wall of the room, usually the back wall.
The student that is second in line will turn and face the student at the front of the line, while all
of the other students are still facing the wall. The student at the front of the line will act
something out, such as an animal, making lots of noise and actions. They are to only act this
out once. The second person in line will then turn back to face the third person in line, and tap
them on the shoulder to cue them to turn around. They are then to repeat the noise and
actions they watched the first person perform. This proceeds down the line until the last
person has acted out the performance, which has usually changed along the way. This usually
gets a few laughs from the students facing the wall as actions and sounds are performed
behind them, especially if the sounds are very silly!
Much the same as Chinese Whispers, teachers can then use this as a prompt to discuss
rumours, and how some information may become skewed as it passes through a range of
people. Students can then discuss the effects that this can have on the people involved.

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Draw me, if you can! (Alternative Chinese Whispers)

Intention
Time
Resources
Not applicable
Procedure
Students sit in a line, or in a circle, and one student draws an image or writes a word monkey, for
example and then passes this along to the next person. The next person then draws the monkey
or writes monkey, whichever is opposite of the preceding paper, and passes this along, and so
forth. When the last person has finished, they will then tell the circle what they thought the starting
word was, usually this is different than the original idea.
The class can be split in half, or into smaller groups, and challenge each other to see which group
can get the most accurate to the original word/ image. Much the same as Chinese Whispers,
teachers can then use this as a prompt to discuss rumours, and how some information may
become skewed as it passes through a range of people. Students can then discuss the effects that
this can have on the people involved.

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Escalating Emotions

Intention
Students act out different emotions, trying to be as dramatic as possible.
Time
10 minutes
Resources
Not applicable
Procedure
Students begin by standing in a circle. One student will act out an emotion, and the next person will
then try to out-do the first person. For example, if the student was acting out excited, they might
smile and give a low yippee!, the next person might then smile wider, and jump up while shouting
yippee!.
As each student expands on the emotion, it can cause the students to think more on how a person
expressing these emotions may act. Some students may be quieter than others, or a bit shy, and
this is OK. Try prompting them to improve each time, or strategically place them closer to the start.
Encourage students to think of different emotions, rather than just sad or happy, or to extend on
their vocabulary by using other words, elated, ecstatic, miserable, dejected.

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To This Day (Video)

Intention
Students discuss the effects of bullying, the things they can do if they are being bullied, and ways
that they can seek help themselves or their friends.
Time
Varied
Resources
To This Day video: www.vimeo.com/59956490
Bullying. No way! Website: www.bullyingnoway.gov.au

Overview
To This Day is based off a spoken word poem written by Shane Koyczan. The video touches on
the on-going impact that bullying can have on a person. The video can be used to promote
discussion on bulling in your classroom.

Adapted from To This Day video, 2014

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Public Figures with Mental Illnesses

Intention
Students research public figures that have, or have had, a mental illness and present to the class.
Students recognise that mental illness affects a range of people, and that having problems and
seeking help for these problems does not stop people from having successful lives.
Time
Multiple Lessons
Resources
Computers
Poster paper
Pens / Textas / Pencils
Procedure
In groups of 3 or 4, students research a public figure that has, or has previously had, a mental
illness. They will research the mental illness and how this has impacted on the figures life and what
they have done to overcome it. Have students report back to the class on their findings. Students
may wish to create a PowerPoint or a poster for this activity.
If there is time, the teacher may begin a discussion on how students, or someone they know, have
dealt with a difficult time in their life. Prompt with situations such as:
Has anyone ever...
Learnt or tried something new
Handled a difficult situation
Made a Mistake?

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Communication Styles

Intention
Students are able to identify 4 basic communication styles: assertive, aggressive, indirect, and
passive. They will explore the consequences of each, and value assertive communication.
Time
60 minutes
Resources
Methods of Communication cue cards
Four Communication Styles information sheet
Procedure
Discuss with students the different ways that we express out wants, needs, and feelings, and that
everyone has different methods of expression. Distribute the Methods of Communication cue cards
and ask students if they use any of these. Explain to students about assertive, aggressive, indirect,
and passive communication styles and ask students to state which methods would fall under which
communication styles.
Break students into pairs or groups and assign each a scenario, some examples are:
You are working on a project with a classmate, who is not doing their fair share of the work. The
deadline of the project is fast approaching, and you are feeling used.
Your friend(s) are teasing you after a mistake you made earlier on in the day, and do not realise how
this is affecting you. At first, you found it funny too, but now you are embarrassed and starting to get
upset.

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Your teacher has just explained something to the whole class and everyone seems to understand
except for you. You want to ask them about it, but are unsure of how they and your other classmates
will react.
Students demonstrate to the class different ways that one might handle the situation, and explain
which communication style(s) would work best to deal with it. The teacher can question students
after their demonstration, asking questions such as:
Would this method work/ get you what you want?
What are some consequences of this approach?
How would you feel in this situation? How would other involved feel?
Which communication style do you think you would use?

Remind students that assertiveness may not always get them what they want, and that others have
the right to say no to their request. Mention that there are also times when responding passively or
aggressively may be a better option. An example of this is when someone is in a bad mood,
students may decide to stay quiet and discuss things with them later.

Adapted from Healthy Transitions, n.d.

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How to Talk so Others Will Listen
Intention
Students will be able to demonstrate assertive responses to various situations.
Time
Varied
Resources
I-statements, You-statements cards
How To Listen sheet
Procedure
Discuss with students I-statements and You-statements, highlighting the differences between
each. Have students role-play situations to demonstrate both statements, either in groups or with
classroom teacher. Ask students to think of how someone who is assertive, aggressive, assertive,
and indirect would respond.
Discuss how students responded well in role-plays, and what could be improved if they were
performed again. Hand out How To Listen sheet to students.

Adapted from Healthy Transitions, n.d.

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Promoting Positive Mental Health

Intention
Consider different views of mental health

Time
Multiple Lessons
Resources
Pens
Paper
Video Camera
Dress ups
Computers

Procedure
Students create a short film to be presented at an assembly. In small groups of three or four,
students design and create a script and film a 30 second video promoting mental health.
The video should include a tag line or slogan.
Should show a positive view on mental health.
Encourage students to explore myths and stereotypes about mental health. Do this wisely.
Alternatively, students may wish to write an article in the schools newsletter, promoting awareness
to those in the school and also to the broader community.


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Mental Health and the Broader Community

Intention
Consider different views of mental health.

Time
Homework task
One lesson
Resources
Pens
Paper
Survey
Record Sheet

Procedure
Students are to build on their knowledge of the attitudes towards mental health within their local
community. They are to take a survey home to interview five different people and record their
findings in a table. Students are to report their findings back to the class.

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If the Shoe Fits

Intention
Consider different views and attitudes of mental health.

Time
15 - 20 minutes
Resources
Pens
If the Shoe Fits Activity Sheet

Procedure
Students look at If the Shoe Fits activity sheet located in the appendix, and name who they think
are the owners to each pair. Students will then engage in a class discussion on stereotypes.


Page 96 of 185

Role Plays

Intention
Students consider different views and attitudes of mental health. They identify barriers in seeking
support for mental illness.

Time
45 minutes
Resources
Not Applicable
Procedure
Students break into small groups to work on role plays depicting mental illness, and the barriers to
seeking support. They can make up their own scenario, or use one provided below.
Students present their scenario to the class, followed by a class discussion.
Example Role Plays
A student returns to school after an episode of mental illness. Lots of rumours are going around the
school. You are a friend and are a bit afraid of how, or even whether, to approach your friend.
You find out that Janes mother has schizophrenia. Jane is one of your friends. What do you do?
One of you teachers has had a breakdown. He has been on sick leave and is just about to come back


CHAPTER 7
RESOURCES

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Resources
Picture Books

You're not alone: SANE Guide for Children
SANE
This Guide explains through a simple picture-story what mental illness
is, how it is treated, and how to cope on a day-to-day basis. It is
intended to provide information which helps children to understand and
cope better with their situation (SANE, n.d.).
Purchase online on SANE Australias store: www.sane.org/bookshop

The Worry Tree
Marianne Musgrove
Juliets a worrywart, and no wonder! Her little sister, Oaf, sings The Irritating Song all day, her
parents are arguing, and Juliets two best friends are jealous of each other. Juliet cant fit in any
more worries!
But behind the wallpaper in her new room, Juliet discovers a painting of a tree. Its the Worry
Tree, and with the help of a duck called Delia and the other Worry
Tree animals, Juliet might be able to solve some of lifes big
problems (Musgrove, 2014).

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Chasing Shadows
Corinne Fenton
Everyone feels sad sometimes, but when sadness lingers, shadows
appear. Some of us, even children, chase shadows. Will a wriggly,
mischievous surprise help Beth chase her shadows away? (Pan
Macmillan Australia, 2014).

Big and Me
David Miller
Big and Small are machines that work together as a team. But some
days Big goes a bit wobbly, and I get a lot worried. Through the book
Big malfunctions in a variety of ways and Small tries to help with the
assistance of The Boss and Mechanic. The story is a metaphor for a
child living with an adult who suffers from mental illness. (Amazon, 2014).

Bailey Beats the Blah
Karen Tyrrell
Bailey HATES his new school. His tummy aches. He has no friends.
His dog Fuzzy slobbers all over him. BLAH! How can Bailey change
his BLAH to HA-HA-HA? Empowers children to cope with change,
worrying thoughts and sad days. Bailey is an inspirational mental
health picture book for children, spring-boarding discussion on emotions and action plans on
how to lift a child's mood. (Amazon, 2014).

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Your Feelings: I'm Worried
Brian Moses
Describing the emotion of anxiety, as it is experienced by young
children, this book attempts to offer various solutions. It is part of a
series to help chidren deal with emotions they experience in their
everyday lives. Also includes notes for teachers and parents (Amazon, 2014).

What To Do When Your Brain Gets Stuck: A Kid's Guide
to Overcoming OCD
Dawn Huebner
This story guides children and their parents through the cognitive-
behavioural techniques used to treat Obsessive Compulsive
Disorder. Revealing OCD in a whole new light, this interactive self-
help book turns kids into super-sleuths who can recognize OCD's tricks. Engaging examples,
activities, and step-by-step instructions help children master the skills needed to break free from
the sticky thoughts and urges of OCD, and live happier lives (Amazon, 2014).

What to Do When You Worry Too Much: A Kid's Guide to
Overcoming Anxiety
Dawn Huebner
What to Do When You Worry Too Much is an interactive self-help
book designed to guide children and their parents through the
cognitive-behavioural techniques most often used in the treatment
of generalized anxiety. Engaging, encouraging, and easy to follow,
this book educates, motivates, and empowers children to work towards change. It includes a
note to parents by psychologist and author Dawn Huebner, PhD (Amazon, 2014).

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David and the Worry Beast: Helping Children Cope with
Anxiety
Anne Marie Guanci
David could not stop thinking about the basket he had missed at the
end of the big game. He was worried that he might do it again. He was
worried that his team mates would be angry with him. He was worried
that his parents would not be proud of him. He was also worried about an upcoming math test.
In fact, David was worried a lot. "Should I quit the team?" he asked himself. "Should I be sick
tomorrow and miss the math test?" Luckily, David finally confided in his parents and school
nurse, both of whom gave him support and techniques for controlling the "worry beast" within
him (Amazon, 2014).

Little Mouse's Big Book of Fears
Emily Gravett
Young children will identify with the little mouse who uses the pages of
this book to document his fears -- from loud noises and the dark, to
being sucked down the plughole. Packed with details and novelty
elements including flaps, die-cuts and even a hilarious fold-out map
(Amazon, 2014).

A Terrible Thing Happened: A Story for Children Who Have
Witnessed Violence or Trauma
Margaret M. Holmes
Sherman Smith saw the most terrible thing happen. At first he tried to
forget about it, but soon something inside him started to bother him. He
felt nervous for no reason. Sometimes his stomach hurt. He had bad dreams. And he started to
feel angry and do mean things, which got him in trouble. Then he met Ms. Maple, who helped

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him talk about the terrible thing that he had tried to forget. Now Sherman is feeling much better.
This gently told and tenderly illustrated story is for children who have witnessed any kind of
violent or traumatic episode, including physical abuse, school or gang violence, accidents,
homicide, suicide, and natural disasters such as floods or fire (American Psychological
Association, 2014).

Nobody's Perfect: A Story for Children About Perfectionism
Ellen Flanagan Burns
Sally Sanders is a perfectionist if she can't be the best, she feels
like a failure. Sally procrastinates, shies away from new things, and
constantly compares herself to others, convinced she's not good
enough.
With the help of her teachers and mother, Sally learns how to relax and try new things without
worrying so much about being the best. She can just be herself, and that is all she needs
(American Psychological Association, 2014).

The Huge Bag of Worries
Virginia Ironside
Wherever Jenny goes, her worries follow her - in a big blue bag. They
are there when she goes swimming, when she is watching TV, and
even when she is in the lavatory. Jenny decides they will have to go.
But who can help her? (Amazon, 2014).

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Being Me: A Kid's Guide to Boosting Confidence and Self-
Esteem
Wendy L. Moss
Many kids struggle with low confidence. The good news is, Being Me
can help kids tackle everyday challenges and build confidence and
self-esteem. This handy guide gives kids the tools they need to explore
their strengths, feel successful, and be confident in school, with friends, and importantly, with
themselves. Loaded with kid-relevant examples, real-life stories, and easy-to-do tips and tricks,
Being Me will empower kids to feel happier and more secure and confident with themselves and
with everyone else in their lives (Amazon, 2014).

Understanding Myself: A Kid's Guide to Intense Emotions
and Strong Feelings
Mary C. Lamia
Strong feelings and intense emotions are part of every pre-teens life.
So why does something so common feel so overwhelming or
embarrassing? Understanding Myself is written especially for kids with
intense emotions. Chock-full of current and relevant psychological research on emotions as well
as real-life stories, useful quizzes and fun-fact boxes, Understanding Myself will encourage kids
to notice just what their emotions are telling them about themselves, their friends and family.
This informative and practical guide will help kids know what do when their emotions get to be
too much! (Amazon, 2014).

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Ten Turtles on Tuesday: A Story for Children About
ObsessiveCompulsive Disorder
Ellen Flanagan Burns
Meet Sarah. Sarah feels compelled to count. She has obsessive
compulsive disorder, or OCD for short. But with the help of her family
and her therapist, Sarah learns how to handle her fears and take
charge of her OCD (American Psychological Association, 2014).

Healing Days: A Guide For Kids Who Have Experienced
Trauma
Susan Farber Straus
Healing Days is a sensitive and reassuring story intended for
children who have experienced trauma and covers the feelings,
thoughts, and behaviours that many kids have after a bad and scary
thing happens. A useful book to read with a parent or therapist, Healing Days emphasizes that
children are not to blame for what happened, and that they can get help and look forward to a
happy future. Kids will begin to understand their response to the trauma and learn some
strategies for feeling safer, more relaxed, and more confident (American Psychological
Association, 2014).

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Kissing Doorknobs
Terry Spencer Hesser
During her preschool years, Tara Sullivan lived in terror that
something bad would happen to her mother while they were apart. In
grade school, she panicked during the practice fire drills. Practice for
what? Tara asked. For the upcoming disaster that was bound to
happen?
Then, at the age of 11, it happened. Tara heard the phrase that changed her life: Step on a
crack, break your mother's back. Before Tara knew it, she was counting every crack in the
sidewalk. Over time, Tara's "quirks" grew and developed: arranging her meals on plates,
nonstop prayer rituals, until she developed a new ritual wherein she kissed her fingers and
touched doorknobs.... (Amazon, 2014).

The Glasshouse
Paul F. Collins & Jo Thompson
Clara lives in her balanced world where everything is perfect. Her
glasshouse is free of bugs, her prized pumpkins free of blemishes. But
then one day a boy walks into her life and slowly Clara realises that her
world is not perfect at all. Her paranoia spreads and she loses all her customers. Finally, she
must face up to the realisation that her world is not perfect, and she must make allowances and
compromise if she is to survive (Goodreads, 2014).

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Stand in My Shoes: Kids Learning About Empathy
Bob Sornson
When Emily asks her big sister what the word empathy means, Emily
has no idea that knowing the answer will change how she looks at
people. But does it really matter to others if Emily notices how they're
feeling? Stand in My Shoes shows kids how easy it is to develop empathy toward those around
them (Amazon, 2014).

Oh, The Places You'll Go!
Dr. Seuss
From soaring to high heights and seeing great sights to being left in a
Lurch on a prickle-ly perch, Dr. Seuss addresses lifes ups and downs
with his trademark humorous verse and illustrations, while encouraging
readers to find the success that lies within. In a starred review, Booklist
notes: Seusss message is simple but never sappy: life may be a Great Balancing Act, but
through it all Theres fun to be done (Random House, 2014).

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Novels
Keeper of the Night
Kimberly Willis Holt
Isabel's mother died peacefully. At least that's what Isabel likes to
think, since no one will talk about the truth. But the truth has a way of
revealing itself at night. Tata sleeps curled up on the floor right where
her mother's body was found. Olivia wets her bed and wakes
repeatedly from nightmares, and Frank starts carving his anger into the
bedroom wall. It's up to Isabel to help her family get beyond the pain and loss - to be the keeper
of the night. But who will be there for Isabel and help her through to the other side?

The Best Little Girl in the World
Steven Levenkron
Everyone agreed that Francesca was a model daughter. Quiet,
obedient, a good student, she never caused her parents a moment's
worry. And then one day her mother noticed that Francesca seemed to
be losing weight -- a lot of weight. Francesca was ordered to stop
dieting immediately, but still she wouldn't eat. And then the nightmare
began, because Francesca was starving herself to death (Barnes & Noble, 2014).

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Amazing Gracie
A.E. Cannon
Gracie, fifteen, looks just like her mother--and she worries that she's like
her in other ways, for Mom has a history of depression. Practical Gracie
has been the one to manage their lives. Then Mom remarries, suddenly,
and they move to Salt Lake City, where Gracie has to share a room with
her six-year-old stepbrother, Sinjian. In some ways the move is good for
Gracie. She meets Tiimo, her first boyfriend, explores the city, and even begins to enjoy
Sinjian's company. But for Mom, it's a disaster--and it's up to Gracie to hold the family together
(Cannon, n.d.).

Multiple Choice
Janet Tashjian
For as long as Monica Devon can remember, she has been two things:
a whiz at making anagrams and a perfectionist who obsesses about
saying and doing the right thing. Seeing no other way out from her
compulsive nature, she creates "Multiple Choice", a roulette word game
that will force spontaneity into her life. At first the game is exciting, but
soon it gets dangerous. Fortunately for Monica, help is closer than she thinks (Goodreads,
2014).

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The Phoenix Dance
Dia Calhoun
A journey through madness and mania. On the island of Faranor in
the kingdom of Windward, twelve princesses dance their shoes to
shreds each night. No one knows why. Not the king or queen. Not the
knights, lords, or ladies-in-waiting. When the queen blames the royal
shoemaker, his apprentice, Phoenix Dance, puts her life at risk to solve the mystery. She braves
magic spells, dragons, evil wizards, and the treachery of the princesses themselves. As Phoenix
faces these dangers, she finds herself caught in the dangerous dance inside herself - a dance of
darkness and light, a dance that presents her with the greatest challenge of her life
(Goodreads, 2014).

How to be a Real Person (In Just One Day)
Sally Warner
At first glance, Sally Warner's How to Be a Real Person (in Just One
Day) may appear to be a casual observational diary of an average
prepubescent girl. But after reading 11-year-old Kara's first list, "How to
Get Ready for School," the reader is well aware that this book is
anything but ordinary. Kara lives her life quietly, almost on an hourly basis. Creating lists for
every part of her day helps this troubled and lonely girl help feel more real. Essentially, that is
the goal of the whole book and her whole life. If she follows rules and lists and observes all the
real people around her, she can forget the so-called reality that prevails in her house. Her
mother is sick and has been sick her whole life. She suffers from depression, and when her
mom doesn't take her meds, or they simply don't work, Kara is left to pick up the pieces. For

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Kara, there were good times when she was younger, but now those moments are few and far
between (Goodreads, 2014).
Record Breaker
Robin Stevenson
Its 1963, and Jacks family is reeling from the death of his baby sister.
Adrift in his own life, Jack is convinced that setting a world record will
help his mother recover. But world events, including President
Kennedys assassination, threaten to overshadow any record Jack tries
to beatfrom sausage eating to face slapping. Nothing works, and
Jack is about to give up when a new friend suggests a different approach that involves listening
to, not breaking, records.

Rocky Road
Rose Kent
Ice cream warms the heart, no matter what the weather.
That's the Dobson family motto. When things get tough, they break
out the ice cream. The road has been especially rocky lately for
Tess and her deaf little brother, Jordan. Then Ma abruptly moves
the family from Texas to snowy Schenectady, NY, where she uses
the last of their savings to open an ice cream shop in the dead of winter. How will they ever
survive? This moving story of family and community proves that, with a little help from family &
friends, life can be sweet and a little nuttyjust like Rocky Road.

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Small as An Elephant
Jennifer Richard Jacobson
Ever since Jack can rem ember, his mom has been unpredictable,
sometimes loving and fun, other times caught in a whirlwind of energy
and spinning wildly until its over. But Jack never thought his mom
would take off during the night and leave him at a campground in
Acadia National Park, with no way to reach her and barely enough
money for food. Any other kid would report his mom gone, but Jack knows by now that he needs
to figure things out for himself starting with how to get from the backwoods of Maine to his
home in Boston before DSS catches on. With nothing but a small toy elephant to keep him
company, Jack begins the long journey south, a journey that will test his wits and his loyalties
and his trust that he may be part of a larger herd after all.

Letters from Rapunzel
Sara Lewis Holmes
Once upon a time, there was a girl. Let's call her Rapunzel. A modern-day
version. Abandoned. Alone. Waiting for her hair to grow and dreaming of a
way to escape from her tower. She was trapped, you see. Not in the
conventional fairy-tale way--this was the dreaded after-school Homework
Club. A desolate place, where no gum could be chewed, and where Rapunzel
sat day after day, cursing the evil spell that had been cast over her father. The
doctors called it something else, but a true heroine can smell an evil spell a mile away. So when a
mysterious letter addressed to P.O. Box #5667 falls into her hands, she knows she's found the pea under
her mattress. But since when is finding happily ever after as simple as Just Writing Back? (Goodreads,
2014).

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Clean
Amy Reed
Olivia, Kelly, Christopher, Jason, and Eva have one thing in common: Theyre
addicts. Addicts who have hit rock bottom and been stuck together in rehab to
face their problems, face sobriety, and face themselves. None of them wants
to be there. None of them wants to confront the truths about their pasts. And
they certainly dont want to share their darkest secrets and most desperate
fears with a room of strangers. But theyll all have to deal with themselves and
one another if they want to learn how to live. Because when you get that high, theres nowhere to go but
down, down, down (Reed, 2010).

Stick Figure: A Diary of My Former Self
Lori Gottlieb
For a girl growing up in Beverly Hills in 1978, the motto "You can
never be too rich or too thin" is writ large. Precocious Lori learns her
lessons well, so when she's told that "real women don't eat dessert"
and "no one could ever like a girl who has thunder thighs," she decides
to become a paragon of dieting. Soon Lori has become the "stick
figure" she's longed to resemble. But then what? Stick Figure takes the reader on a gripping
journey, as Lori struggles to reclaim both her body and her spirit (Amazon, 2014a).

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The Best Little Girl in the World
Steven Levenkron
Everyone agreed that Francesca was a model daughter. Quiet,
obedient, a good student, she never caused her parents a moment's
worry. And then one day her mother noticed that Francesca seemed
to be losing weight -- a lot of weight. Francesca was ordered to stop
dieting immediately, but still she wouldn't eat. And then the
nightmare began, because Francesca was starving herself to death (Barnes & Noble, 2014).

Oh, The Places You'll Go!
Dr. Seuss
From soaring to high heights and seeing great sights to being left in
a Lurch on a prickle-ly perch, Dr. Seuss addresses lifes ups and
downs with his trademark humorous verse and illustrations, while
encouraging readers to find the success that lies within. In a starred
review, Booklist notes: Seusss message is simple but never sappy:
life may be a Great Balancing Act, but through it all Theres fun to be done. (Random House,
2014).
Wintergirls
Laurie Halse Anderson
Lia and Cassie are best friends, wintergirls frozen in fragile bodies,
competitors in a deadly contest to see who can be the thinnest. But
then Cassie suffers the ultimate loss-her life-and Lia is left behind,
haunted by her friend's memory and racked with guilt for not being
able to help save her. Laurie Halse Anderson explores Lia's

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struggle, her painful path to recovery, and her desperate attempts to hold on to the most
important thing of all: hope (Amazon, 2014d).
Wasted: A Memoir of Anorexia and Bulimia
Mara Hornbancher
Why would a talented young woman enter into a torrid affair with
hunger, drugs, sex, and death? Through five lengthy hospital stays,
endless therapy, and the loss of family, friends, jobs, and all sense of
what it means to be "normal," Marya Hornbacher lovingly embraced her
anorexia and bulimia -- until a particularly horrifying bout with the
disease in college put the romance of wasting away to rest forever. A vivid, honest, and
emotionally wrenching memoir, Wasted is the story of one woman's travels to reality's darker
sideand her decision to find her way back on her own terms (Hornbacher, n.d.).

Crazy
Amy Reed
Connor knows that Izzy will never fall in love with him the way hes fallen for
her. But somehow hes been let into her crazy, exhilarating world and become
her closest confidante. But the closer they get, the more Connor realizes that
Izzys highs are too high and her lows are too low. And the frenetic energy
that makes her shine is starting to push her into a much darker place. As
Izzys behavior gets increasingly erratic and self-destructive, Connor gets
increasingly desperate to stop her from plummeting. He knows he cant save her from her painbut what
if no one else can? (Reed, 2011).

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Recovery Road
Blake Nelson
Madeline is sent away to Spring Meadows rehab for drinking and rage. At the
weekly movie night in town, she meets Stewart, from another rehab nearby.
They fall for each other despite the crazy time. Madeline gets out and starts to
regain her feet. But when Stewart joins her, both still are severely troubled,
and he is getting worse (Goodreads, 2014f).

Badd
Tim Tharp
Ceejay has never been pretty or popular, but she knows who she is:
she's younger sister to Bobby, the most charming bad boy in town.
Bobby's a bit wild, but with his big heart and sense of fun, everybody
loves him. And nobody understands Ceejay like Bobby.
Now, Ceejay can't wait for Bobby to return home from his tour in Iraq.
But then he turns up unannounced and seems to be avoiding his family. And he's so different.
His wild streak has become reckless. His sense of fun has become desperate. And seeing this,
Ceejay's own tough shell begins to crack. How can she believe in being strong when her hero is
broken?
As she tries to get Bobby back, Ceejay begins to reexamine her family, her community, and
everyone in her life. What she finds is that true strength is not quite what she thought it was
(Goodreads, 2014a).

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Border Crossing
Jessica Lee Anderson
The mixed-race son of apple pickers, Manz lives with his hard-drinking
mother and her truck-driver boyfriend in the hardscrabble world of dusty
Rockhill, Texas. Forced to take a summer job rebuilding fence of a
cattle ranch, Manz works alongside his friend Jed and meets a girl
named Vanessa but even among his friends, Manz suffers from an
uncontrollable paranoia. As the summer wears on, Manz becomes convinced that "Operation
Wetback," a brutal postwar relocation program, is being put back into effect. As the voices in his
head grow louder and more insistent, Manz struggles to negotiate the difficulties of adolescence,
the perils of an oppressed environment, and the terror of losing his grip on reality (Goodreads,
2014b).

Total Constant Order
Crissa-Jean Chappell
Fin can't stop counting. She's always heard a voice inside her head,
ordering her to listen, but ever since she's moved to the Sunshine
State and her parents split up, numbers thump like a metronome,
rhythmically keeping things in control. When a new doctor introduces
terms such as "clinical depression" and "OCD" and offers a
prescription for medication, the chemical effects make Fin feel even more messed up. Until she
meets Thayer, a doodling, rule-bending skater who buzzes to his own beatand who might just
understand Fin's hunger to belong, and her struggle for total constant order (Amazon, 2014c).

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I Dont Want to Be Crazy
Samantha Schutz
This is a true story of growing up, breaking down, and coming to grips
with a psychological disorder. When Samantha Schutz first left home
for college, she was excited by the possibilities freedom from
parents, freedom from a boyfriend who was reckless with her
affections, freedom from the person she was supposed to be. At first,
she reveled in the independence . . . but as pressures increased, she began to suffer anxiety
attacks that would leave her mentally shaken and physically incapacitated. Thus began a hard
road of discovery and coping, powerfully rendered in this poetry memoir (Schutz, 2010).

The Virgin Suicides
Jeffrey Eugenides
In a quiet suburb of Detroit, the five Lisbon sisters--beautiful, eccentric,
and obsessively watched by the neighbourhood boys--commit suicide
one by one over the course of a single year. As the boys observe them
from afar, transfixed, they piece together the mystery of the family's fatal
melancholy, in this hypnotic and unforgettable novel of adolescent love,
disquiet, and death (Amazon, 2014b).

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How to be a Real Person (in Just One Day)
Sally Warner
At first glance, Sally Warner's How to Be a Real Person (in Just One
Day) may appear to be a casual observational diary of an average
prepubescent girl. But after reading 11-year-old Kara's first list, "How to
Get Ready for School," the reader is well aware that this book is
anything but ordinary. Kara lives her life quietly, almost on an hourly
basis. Creating lists for every part of her day helps this troubled and
lonely girl help feel more real. Essentially, that is the goal of the whole
book and her whole life. If she follows rules and lists and observes all the real people around
her, she can forget the so-called reality that prevails in her house. Her mother is sick and has
been sick her whole life. She suffers from depression, and when her mom doesn't take her
meds, or they simply don't work, Kara is left to pick up the pieces. For Kara, there were good
times when she was younger, but now those moments are few and far between (Goodreads,
2014c).

Lexapros and Cons
Aaron Karo
Chuck Taylors OCD has rendered him a high school outcast. His endless
routines and habitual hand washing threaten to scare away both his closest
frien d and the amazing new girl in town. Sure he happens to share the name
of the icon behind the coolest sneakers in the world, but even Chuck knows his
bizarre system of wearing different color Cons depending on his mood is
completely crazy (Goodreads, 2014d).

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OCD, The Dude, and Me
Lauren Roedy Vaughn
With frizzy orange hair, a plus-sized body, sarcastic demeanour, and
"unique learning profile," Danielle Levine doesnt fit in even at her
alternative high school. While navigating her doomed social life, she
writes scathing, self-aware, and sometimes downright raunchy essays
for English class. As a result of her unfiltered writing style, she is
forced to see the school psychologist and enroll in a "social skills" class. But when she meets
Daniel, another social misfit who is obsessed with the cult classic film The Big Lebowski,
Danielles resolve to keep everyone at arms length starts to crumble (Penguin Group, 2014).

Lisa, Bright and Dark
John Neufeld
Lisa Shilling is 16, smart, and attractive and she is losing her
mind. Some days are "light," and everything is normal; during her
"dark" days, she hides deep within herself, and nothing can reach
her. Her teachers ignore what is happening. Her parents deny it.
Lisa's friends are the only ones who are listening, and they walk with
her where adults fear to tread (Scholastic, 2014).

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I Never Promised You a Rose Garden
Joanne Greenberg
Enveloped in the dark inner kingdom of her schizophrenia, sixteen-
year-old Deborah is haunted by private tormentors that isolate her
from the outside world. With the reluctant and fearful consent of her
parents, she enters a mental hospital where she will spend the next
three years battling to regain her sanity with the help of a gifted
psychiatrist. As Deborah struggles toward the possibility of the "normal" life she and her family
hope for, the reader is inexorably drawn into her private suffering and deep determination to
confront her (Amazon, 2014).
The Bell Jar Total Constant Order
Crissa-Jean Chappell
Fin can't stop counting. She's always heard a voice inside her head,
ordering her to listen, but ever since she's moved to the Sunshine
State and her parents split up, numbers thump like a metronome,
rhythmically keeping things in control. When a new doctor introduces
terms such as "clinical depression" and "OCD" and offers a
prescription for medication, the chemical effects make Fin feel even more messed up. Until she
meets Thayer, a doodling, rule-bending skater who buzzes to his own beatand who might just
understand Fin's hunger to belong, and her struggle for total constant order (Amazon, 2014).

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Dr. Bird's Advice for Sad Poets
Evan Roskos
Sixteen-year-old James Whitman has been yawping ( la Whitman) at
his abusive father ever since he kicked his beloved older sister, Jorie,
out of the house. Jamess painful struggle with anxiety and
depressionalong with his ongoing quest to understand what led to
his self-destructive sisters exilemake for a heart-rending read, but
his wild, exuberant Whitmanization of the world and keen sense of humour keep this emotionally
charged debut novel buoyant (Amazon, 2014).

I Dont Want to Be Crazy
Samantha Schutz
This is a true story of growing up, breaking down, and coming to
grips with a psychological disorder. When Samantha Schutz first left
home for college, she was excited by the possibilities freedom
from parents, freedom from a boyfriend who was reckless with her
affections, freedom from the person she was supposed to be. At first,
she reveled in the independence . . . but as pressures increased, she began to suffer anxiety
attacks that would leave her mentally sha ken and physically incapacitated. Thus began a hard
road of discovery and coping, powerfully rendered in this poetry memoir (Schutz, 2010).

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Madness: A Bipolar Life
Mara Hornbancher
Hornbacher tells the story that until recently she had no idea was hers to
tell: that of her life with Type I ultra-rapid-cycle bipolar disorder, the most
severe form of bipolar disease. In Madness, Hornbacher relates that
bipolar can spawn eating disorders, substance abuse, promiscuity,
and self-mutilation, and that for too long these symptoms have
masked their underlying illness (Hornbacher, 2014).

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Further reading for teachers
The following books are examples of further reading teachers can use to get more information
on mental health issues and strategies to assist you in your classrooms.
Mental Health and Wellbeing: Educational Perspectives
Edited by Rosalyn Shute with Phillip Slee, Rosalind Murray-Harvey and
Katherine Dix.
This book provides a significant overview of the matter of 'Mental Health &
Wellbeing' with particular relevance to educational contexts. Comprising
peer-reviews chapter contributions from prominent Australian and
international researchers and practitioners, this book provides an authoritative account of:
the promotion of social and emotional wellbeing
school bullying and wellbeing
the role of teachers in the promotion of wellbeing
promoting relationship for wellbeing
teaching and learning as related to mental health & wellbeing
health promotion across boundaries
clinical & practice-based approaches to wellbeing

Barriers to Learning: The Case for Integrated Mental Health
Services in Schools
Debra S Lean
A key concern for educators, administrators, professional support services
personnel, parents and policy makers are barriers to learning, particularly
student mental health. Statistics reveal that up to 20 percent of children and
youth have mental health issues and up to 80 percent do not receive proper intervention.

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Barriers to Learning enables readers to gain valuable insight into the challenges presented in
classrooms today. This book presents a unique classification and review of various mental
health and learning issues. The authors link current education and child and youth mental health
reforms to make the case for improving services to address barriers to learning. This book
includes a unique School-based Integrated Student Support Model (SISSM), which, within the
context of exceptional school leadership and instruction, provides a framework for timely and
evidence-based integrated and collaborative services to reduce, manage, and prevent barriers
to learning for all...

Bullying Interventions in Schools
Ken Rigby
Bullying Interventions in Schools aims to promote an understanding of what
methods exist to address actual cases of bullying, and when and how they
can be applied (Rigby, 2010).

In Safe Hands, Bullying prevention with Compassion for All
Sheri Werner.
This book is a hands on blueprint for helping schools, parents, and the
community at large address and solve the problem of bulling. This book
includes real life examples (Werner, 2012).
.

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The Anti-Bulling Handbook
Keith Sullivan.
This fully revised edition of The Anti-Bullying Handbook sets out what we
know about bullying and harassment in schools, and combines this with
proven practical and effective resources to prevent, address and deal with
bullying and harassment (Sullivan, 2011).

Students in Trouble: Schools Can Help Before Failure
William Fibkins.
School administrators, councillors, teachers and support staff are faced
with a growing number of students affected by personal problems,
alienation, and the anonymity found in large secondary schools Students
in Trouble: Schools Can Help Before Failure helps educators come face to
face, adopting the concept of a school wide intervention system that
includes many open and inviting doors for help (Fibkins, 2005).

Understanding Girls Friendships, Fights and Feuds
Valerie Besag.
School administrators, councillors, teachers and support staff are faced
with a growing number of students affected by personal problems,
alienation, and the anonymity found in large secondary schools Students
in Trouble: Schools Can Help Before Failure helps educators come face to
face, adopting the concept of a school wide intervention system that
includes many open and inviting doors for help (Fibkins, 2005).

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CHAPTER 8
USEFUL LINKS

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Useful Links
The following are useful links for teachers to use to expand on knowledge and retrieve
resources from reputable sources.
Department of Education and Early Childhood Development
Framework for Student Support Services Teacher Resource
http://www.education.vic.gov.au/Documents/school/teachers/health/fwssteacherresource.pdf
Framework for Student Support Services Professional Development
Support Materials
http://www.education.vic.gov.au/Documents/school/teachers/health/fwsspdmaterials.pdf
Mental Health Resources
http://www.education.vic.gov.au/childhood/professionals/profdev/Pages/mhresources.aspx
Guidelines to assist in responding to an attempted suicide or suicide by a
student
http://www.education.vic.gov.au/Documents/school/principals/health/suicideguidelines.pdf
Bully Stoppers
http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/default.aspx
Bullying. No Way!
Student and Teacher resource
http://www.bullyingnoway.gov.au/
Headspace
School Support Program (In partnership with the Department of Education
and Early Childhood Development)

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http://www.headspace.org.au/what-works/school-support
Mental Health Resources
http://www.headspace.org.au/what-works/resources
School Support (must log in to view)
http://www.headspace.org.au/what-works/school-support/resources
Suicide Prevention Tool Kit Secondary Schools
http://www.headspace.org.au/media/274777/hsp040%20postvention%20toolkit%20final.pdf

Kids Matter
Resources for Schools
http://www.kidsmatter.edu.au/primary/resources-schools

Australian Government, Department of Health
Mental Health Reform 2013 2015.
http://www.health.vic.gov.au/mentalhealth/priorities/index.htm
Mental Health Publications
http://www.health.gov.au/internet/main/publishing.nsf/Content/mental-pubs
Hunter Institute of Mental Health. Response Ability
http://himh.clients.squiz.net/response-ability/primary-and-early-childhood/copyright-and-
reproduction

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Mind Matters
Tools and Resources
www.mindmatters.edu.au/tools-resources/component-framework
Reach Out
Resources
www.au.professionals.reachout.com/Teaching-and-learning/Classroom-activities
www.au.professionals.reachout.com/Teaching-and-learning/Practical-lesson-ideas

CHAPTER 9
ADDITIONAL SUPPORT

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Additional Support
Northern Grampians Shire
Grampians Pyrenees Primary Care Partnership (GPPCP)
Address: 60 High St, Ararat, 3377.
Grampians Pyrenees Primary Care Partnership (GPPCP) is a voluntary alliance of over 30
health, welfare, local government, community based services and disability agencies who are
working together to improve the health and wellbeing of our communities. GPPCP has
provided a list of agencies and their services around the Northern Grampians shire. This listing
covers the whole of Northern Grampians municipality, except where specified Stawell or St
Arnaud only.
This listing aims to:
Increase and improve communication between service providers for the benefit of the consumer.
Increase the awareness of, and number of referrals to a range of health and wellbeing services
and supports.
Provide agencies with a resource which clearly defines the eligibility and entry criteria for health
and wellbeing services across the Northern Grampians Shire.
Highlight services that address the whole of life needs of individuals and families.

The information in this document is aimed at agencies and professionals only. Up to date
versions of the resource can be found of the GPPCP website:
www.grampianspyreneespcp.org.au/index.aspx

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Mental Health Programs and Services
Grampians Community Health - Balgartnie Centre
Head Office: 34 Viewpoint Street, Ararat Vic 3377
Phone: 5352 6280
Membership is open to people with a diagnosed psychiatric disability. Membership to
Balgartnie is free & voluntary
The following services are provided by Grampians Community Health at the Balgartnie Centre;
Home Based outreach Support ( HBOS)
Planned Respite
Active Adults
Simply Social
Therapy Groups
Stepping Stones
Hearing voices
Kids Family Care ( KFC)
Seniors Program
Carers Support
Psychosocial Rehabilitation

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Grampians Partners in Recovery (PIR)
Grampians Community Health: 8-22 Patrick St, Stawell Vic 3380.
Phone: 5358 7400
Fax: 5358 4113
Grampians Community Health services the entire Grampians Region and aims to support
people experiencing severe and persistent mental illness who also have complex needs.
PIR support facilitators will link and coordinate services for individuals. PIR organisations will
coordinate between sectors, services and supports at a regional level to promote seamless
service delivery

Mental Health Care Plans
Accessed through your General Partitioner (GP)
For more information about Mental Health care plan visit:
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Mental_health_care_plans
Mental health plans are for people with a mental illness who have several healthcare
professionals working with them. A care plan explains the support provided by each of those
professionals and when treatment should be
provided. The doctor will use a care plan to
work out what services are needed, set goals
and decide on the best treatment options.
Visit your GP who will assess whether you
have a mental disorder and whether the
preparation of a GP Mental Health Treatment
Plan is appropriate for you.

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PHaMS Personal Helpers and Mentors - Balgartnie Centre
Head Office: 34 Viewpoint Street, Ararat Vic 3377
Phone: 5352 6280
Eligibility: Must be 16yrs and over. Talk to the PHaMS worker who will ask some questions
about your situation so they can work out how they can help
A PHaMS Worker can help with;
Having someone to talk to
Getting family life and relationships back on track
Going to the doctors or hospitals
Talking to Centrelink, legal aid, housing and other services
Banking and money planning
Building confidence
Getting involved with the community

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School Programs

Department of Education & Early Childhood
Development (DEECD)
Student Support Services assists children and young people facing a range of barriers to
learning to achieve their educational and developmental potential through the provision of a
range of strategies and specialised support at individual, group, school and network levels.
Western Network (under school principal governance) provides the following to
Government schools; psychologists, social workers and speech pathologists.
SWV Region provides Visiting Teacher Service for hearing, vision, health, mental health,
physical disability, severe and challenging behaviour, autism spectrum and learning
difficulties.
Primary School Nursing Program provides a visiting school service.
Secondary School Nursing Program, a school-based program with most nurses allocated
to two secondary schools.

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Other Mental Health Resources
Grampians Medicare Local
Horsham (Services Northern Grampians)
Address: 148 Baillie St, Horsham
Email: [email protected]
Phone: 5381 1756
Website: http://www.grampiansml.com.au/cb_pages/mental_health.php
The link above takes you to a wide range of information on the types of mental health
programs that can be accessed through GPs, including Better Access to Mental Health
Initiative which provides Medicare rebates for up to ten individual and ten group allied mental
health services per year. Allied mental health services include;
Psychological assessment and therapy
Services provided by clinical psychologists.
Focused psychological strategies services provided by appropriately qualified GPs and eligible
psychologists,
Social workers & occupational therapists.

GET Mental health
Horsham (Services Northern Grampians)
Address: Dawson House, 15 Dawson Street South, Ballarat, VIC, 3350
Phone: 5364 2977
GET mental health provides mental health group work, education, training and facilitation
throughout the Grampians region.

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Suicide Line
Phone: 1800 651 251
Website: http://suicideline.org.au
Free professional, anonymous support, 24 hours a day, seven days a week across Victoria.

Sane Australia
Phone: 1800 187 263
Website: http://www.sane.org/
SANE Australia is a national charity helping all Australians affected by mental illness lead a
better life through campaigning, education and research.

beyondblue Anxiety & Depression
Phone: 1300 22 4636
Website: http://www.beyondblue.org.au/
Web chat: https://online.beyondblue.org.au/WebModules/General/OutOfHours.aspx
beyondblues work is aimed at achieving an Australian community that understands
depression and anxiety, empowering all Australians, at any life-stage, to seek help. Call 24
hours a day, 7 days a week.

Lifeline Saving Lives
Phone: 13 11 14
Website: http://www.lifeline.org.au/

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Lifeline is a national charity providing all Australians experiencing a personal crisis with access
to 24 hour crisis support and suicide prevention services.

Kids Help Line
Phone: 1800 55 1800
Website: http://www.kidshelp.com.au/
Kids Helpline is a free, 24 hour counselling service for young people aged 5-25 years.
Counselling is offered by phone, email and over the web.

Mensline Australia
Phone: 1300 78 99 78
Website: http://www.mensline.org.au
Mensline Australia is a professional telephone and online support, information and referral
service, helping men to deal with relationship problems in a practical and effective way.

Headspace - The National Youth Mental Health
Foundation
Website: http://www.headspace.org.au/
Helps young people, aged 12 -25, who are going through a tough time, can get health advice,
support and information from headspace on general health, mental health and counselling.

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eHeadspace - The National Youth Mental Health
Foundation
Phone: 1800 650 890
Website: http://www.eheadspace.org.au/
eHeadspace is a confidential, free and secure space where young people 12 - 25 or their
family can chat, email or speak on the phone with a qualified youth mental health professional.

Children of Parents with a Mental Illness (COPMI)
Website: http://www.copmi.net.au/
COPMI is a national initiative that develops information for parents, their partners, carers,
family and friends in support of children. This information complements online training courses
developed by COPMI for professionals to support families either individually or through
community services and programs

The Mental Health Foundation of Australia
Phone: 9427 0406
Website: http://www.mentalhealthvic.org.au
The Mental Health Foundation of Australia (Victoria) is an organisation of professionals,
sufferers, families of sufferers, related organisations concerned with mental health. It aims to
educate and advocate for change.

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Better Health Channel
Website: http://www.betterhealth.vic.gov.au
Better Health Channel (BHC) provides health and medical information
that is quality assured, reliable, up to date, easy to understand, regularly reviewed and locally
relevant. BHC does not have any advertising or sponsorship and is fully funded by the State
Government of Victoria

CHAPTER 10
GLOSSARY

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Glossary
Addiction
Informal term for substance dependence.
Agoraphobia Anxiety
About being in places or situation from which escape may be difficult.
Anxiety
A feeling of worry, nervousness, or unease about something with an uncertain outcome
Alcohol
By-product of the fermentation of yeasts, sugar, and water; the most communally used and abused
depressant substance.
Alcohol use disorders
Cognitive, biological, behavioural, and social problems associated with alcohol use and abuse.
Alogia
Deficiency in the amount or content of speech, a disturbance often seen in people with
schizophrenia.
Anomic Suicide
Suicide motivated by loss and confusion caused by a major life disruption.
Anorexia Nervosa
Eating disorder characterised by recurrent food refusal, leading to dangerously low body weight.
Antisocial Personality Disorder
Personality disorder involving a persuasive pattern of disregard for and violation of the rights of
others.

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Avoidant Personality Disorder
A personality disorder featuring a pervasive pattern of social inhibition, feelings of inadequacy, and
hypersensitivity to criticism.
Binge
Relatively brief episode of uncontrolled, excessive consumption, usually of food or alcohol.
Binge Eating Disorder
Pattern of eating involving distress-inducing binges not followed by purging behaviours.
Bipolar I Disorder
Alternation of major depressive episodes with full manic episodes.
Bipolar II Disorder
Alternation of major depressive episodes with hypomanic episodes.
Borderline Personality Disorder
Personality disorder involving a pervasive pattern of instability of interpersonal relationships, self-
stability of interpersonal relationships, self-image, affects and control over impulses.
Brief Psychotic Disorder
Psychotic disturbance involving delusions, hallucinations, or disorganised speech or behaviour
but lasting less than 1 month; often occurs in reaction to a stressor.
Bulimia Nervosa
Eating disorder involving recurrent episodes of uncontrolled excessive (binge) eating followed by
compensatory actions to remove the food (for example, deliberate vomiting, laxative abuse, and
excessive exercise).

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Caffeine Use Disorders
Cognitive, biological, behavioural, and social problems associated with the use and abuse of
caffeine.
Catatonic Type of Schizophrenia
Type of Schizophrenia in which motor disturbances (rigidity agitation, and odd mannerisms)
predominate.
Chronic PTSD Posttraumatic Stress Disorder
Endure longer than 3 months and is associated with greater avoidance and a higher likelihood or
comorbidity.
Comorbidity
The presence of two or more disorders in an individual at the same time.
Delayed-onset PTSD Posttraumatic Stress Disorder
The onset of PTSD with onset more than 6 months after the traumatic event.
Delusion
Involving disorder of thought, content and presence of strong beliefs that are misrepresentations of
reality.
Dependent Personality Disorder
Personality disorder characterised by a persons pervasive and excessive need to be taken care
of, a condition that lead to submissive and clinging behaviour and fears of separation.
Depressants
Psychoactive substances that result in behavioural sedation, including alcohol and the sedative,
hypnotic, and anxiolytic drugs.

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Depression
Severe, typically prolonged, feelings of despondency and dejection
Diagnosis
Process of determining whether a presenting problem meets the established criteria for a specific
psychological disorder.
Disorganised type of schizophrenia
Type of schizophrenia featuring disrupted speech and behaviour, disjointed delusions and
hallucinations, and silly or flat effect.
Double depression
Severe mood disorder typified by major depressive episodes superimposed over a background
of dysthymic disorder.
Dysthymic Disorder
Mood disorder involving persistently depressed mood, with low self-esteem, withdrawal,
pessimism, or despair, present for at least 2 years, with no absence of symptoms for more than 2
months.
Emotion
Pattern of action elicited by an external event and a feeling state, accompanied by a characteristic
physiological response.
Flat affect
Apparently emotionless demeanour (including toneless speech and vacant gaze) when a reaction
would be expected.

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Generalised Anxiety Disorder (GAD)
Anxiety disorder characterised by intense, uncontrollable, unfocused, chronic and continuous worry
that is distressing and unproductive, accompanied by physical symptoms of tenseness, irritability,
and restlessness.
Hallucinations
Psychotic symptoms of perceptual disturbance in which things are seen, heard, or otherwise
sensed although they are not actually present.
Hypomanic Episode
Less severe and less disruptive version of a manic episode that is one of the criteria for several
mood disorders.
Major Depressive Disorder
Single or recurrent episode mood disorder involving one (single episode) or more (separating by
at least 2 months without depressions recurrent) major depressive episodes.
Major Depressive Episodes
Most common and severe experience of depression, including feelings of worthlessness,
disturbances in bodily activities such as sleep, loss of interest, and inability to experience pleasure
persisting at least 2 weeks.
Manic Episode
Period of abnormally elevated or irritable mood that may include inflated self-esteem, decreased
need for sleep, pressured speech, flight of ideas, agitation, or self-destructive behaviour.
Mental Health
A persons condition with regard to their psychological and emotional well-being.

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Mental Illness
Term formerly used to mean psychological disorder but less preferred because it implies that the
cause of the disorder can be found in a medical disease process.
Mood
Enduring period of emotionality.
Mood Disorders
Group of disorders involving severe and enduring disturbances in emotionality ranging from elation
to severe depression.
Narcissistic Personality Disorder
A personality disorder involving a pervasive pattern of grandiosity in fantasy or behaviour, need for
admiration, and lack of empathy.
Night Eating Syndrome
Consuming a third or more of daily food intake after the evening meal and getting out of bed at
least once during the night to have a high-calorie snack. In the morning however, individuals with
night eating syndrome are not hungry and do not usually eat breakfast. These individuals do not
binge during their night eating and seldom purge.
Obsessive Compulsive Disorder (OCD)
Anxiety disorder involving unwanted, persistent intrusive thoughts and impulses, as well as
repetitive actions intended to supress them.
Obsessive Compulsive Personality Disorder
Personality Disorder featuring a pervasive pattern of preoccupation with orderliness,
perfectionism, and mental and interpersonal control at the expense of flexibility, openness, and
efficiency.

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Panic
Sudden, overwhelming fright or terror.
Panic Attack
Abrupt experience of intense fear or discomfort accompanied by a number of physical symptoms,
such as dizziness or heart palpitations.
Panic Disorder with Agoraphobia (PDA)
Fear and avoidance of situations the person believes might induce a panic attack.
Panic Disorder without Agoraphobia (PD)
Panic attacks experienced without development of agoraphobia.
Paranoid Type of Schizophrenia
Type of schizophrenia in which symptoms primarily involve delusions and hallucinations;
speech and motor emotional behaviour are relatively intact.
Personality Disorders
Enduring maladaptive patterns for relating to the environment and self, exhibited in a range of
contexts that cause significant functional impairment or subjective functional impairment or
subjective class.
Posttraumatic Stress Disorder
Enduring, distressing emotional disorder that follows exposure to a severe helplessness or fear
inducing threat. The victim re-experiences the trauma, avoids stimuli associated with it, and
develops a numbing of responsiveness and an increased vigilance and arousal.
Psychological Disorder
Psychological dysfunction associated with distress or impairment in functioning that is not a typical
or culturally expected response.

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Psychosis
Group of severe psychological disorders, including schizophrenia, featuring delusions and
hallucinations.
Purging Techniques
In the eating disorder, bulimia nervosa, the self-induced vomiting or laxative abuse used to
compensate for excessive food ingestion.
Schizophrenia
Devastating psychotic disorder that may involve characteristic disturbances in thinking (delusions),
perception (hallucinations), speech, emotions, and behaviour.
Schizophrenia Disorder
Psychotic disorder involving the symptoms of schizophrenia but lasting less than 6 months.
Schizotypal Personality Disorder
A personality disorder involving a pervasive pattern of interpersonal deficits featuring acute
discomfort with, and reduced capacity for, close relationships, as well as cognitive or perceptual
distortions and eccentricities of behaviour.
Seasonal Affective Disorder
Mood disorder involving a cycling of episodes corresponding to the seasons of the year, typically
with depression occurring during the winter.
Separation Anxiety Disorder
Excessive enduring fear in some children that harm will come to them or their
parents while they are apart.
Situational Phobia Anxiety
Involves enclosed places (for example, claustrophobia) or public transportation (for example, fear
of flying).

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Social Phobia
Extreme, enduring, irrational fear and avoidance of social or performance situations.
Stigma
A mark of disgrace associated with a particular circumstance, quality, or person.
Stress
Bodys physiological response to a stressor, which is any event or change that requires adaptation.
Substance Abuse
Pattern of psychoactive substance use leading to significant distress or impairment in social and
occupational roles and in hazardous situations.
Substance Dependence
Maladaptive pattern of substance use characterised by the need for increased amounts to achieve
the desired effect, negative physical effects when the substance is withdrawn, unsuccessful effects
to control its use, and substantial effort expended to seek it or recover from its effects. Also known
as addiction.
Suicidal Attempts
Efforts made to kill oneself
Suicidal ideation
Serious thoughts about committing suicide.
Suicidal Plans
The formulation of specific method of killing oneself.

CHAPTER 11
BIBLIOGRAPHY

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CHAPTER 12
SUPPORTERS

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Supporting Organisations
Financial Sponsors
The Foundation for Regional and Rural Renewal (FRRR)
Moving Mountains is funded by a $10,000 grant from FRRRs
Heywire Youth Innovation Grants fund.
FRRR and Heywire have collaborated to help communities put into
action the great ideas generated by the 32 young Australians who
attended the 2013 Heywire Regional Youth Summit.
FRRR is pleased to support a total of nine projects across Australia one project each for the
ideas, and an additional project for each of The Green Room and Breaking Down the Door
ideas, as these proved most popular (FRRR, 2014).

The Victorian State Government Engage!
The YAC is funded through the Victorian State Governments Engage!
program.
The aim of the 2012-2014 Engage! program is to provide early support and engage with young
people 12-25 years to actively participate in and benefit from civic, economic and social
activities in their community.
The Engage! program supports young people through locally planned activities. The program
objectives are to provide opportunities for young people to participate in their community and
contribute to decision-making and initiatives, build their skills, knowledge and pathways and
develop support networks and strengthen their connections with families, peers and community
(Youth Central, 2014).

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Supporters
The Northern Grampians Shire Council
We would like to thank the Northern Grampians Shire Council for their
commitment to Moving Mountains and their ongoing support and for
youth based enterprise and especially this project, Moving Mountains.

The Northern Grampians Shire Youth Action Council (NGYAC)
The Moving Mountains work group is a sub-committee of the NGYAC. The
Youth Action Council is an enthusiastic supporter for Moving Mountains
committee, providing input of their ideas has been useful to the project.

Federation University Australia
This booklet was written by fourth year Bachelor of
Education students, Harriet Madams and Elizabeth
Bemrose from Federation University Australia. Their commitment to Moving Mountains has
added another dimension to our project.

Grampians Pyrenees Primary Care Partnership
(GPPCP)
Moving Mountains would like to show their appreciation to
Grampians Pyrenees Primary Care Partnership for their support and provision of agencies
servicing the Northern Grampians Shire.

Appendix
Appendix

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Understanding Mental Illness - Anxiety

If I went outside I couldnt breathe. I had trenbly legs. So I stayed in forr four years,
and never went out. It was very gradual at first. I noticede that in crowds I couldnt
go out or I got panicky and if I went shopping for good and the shop was full, Id
walk out.
(NSW Mental Health Information Services Material, 1997)

What are anxiety disorders?
Who gets anxiety disorders,
how common are they?
What are some of the
systems of anxiety disorders?
What are some of the types of
anxiety disorders?
What treatment is available?
What local services are
available?

Page 167 of 185

Understanding Mental Illness - Depression
It was the worst period of my entire life. Im normally a very optimistic person,
but I felt listless, pessimistic, and apathetic about everything. I saw no point in
going on. I felt like an orphan. There was nothing and no-one for me/ I
remember crying and crying and crying. I had an ocean of tears. I recall
wondering where all the fluid cane from. At times I thought Id never stop
crying: it was like I was developing an involuntary habit. I thought Id tumbled
into a deep hole and I couldnt climb out.

What is depression?
Who gets depression, how
common is it?
systems of depression?
What are some of the types
of depression?
available?

Page 168 of 185

Understanding Mental Illness - Schizophrenia
I know that there are really not any voice but I feel as though there are, and
that I should listen to them or something will happen to me. I see thing in
crowds. I see people looking at me, and talking about me. Sometimes I hear
them planning to kill me. I dont want to die. I want to be like everyone else.

What is schizophrenia?
Who gets schizophrenia, how
common is it?
systems of schizophrenia?
schizophrenia?
available?

Page 169 of 185

Understanding Mental Illness - Eating Disorders
The more you starve yourself, the more in control you feel, and the more of
that euphoric feeling you get. You get more light headed and you feel this is a
good feeling. Ive really got control. Im better than everybody else because
Ive got such strict control.

What are eating disorders?
Who gets eating disorders,
how common are they?
systems of eating disorders?
eating disorders?
available?

Page 170 of 185

Understanding Mental Illness - Bipolar
I remember this voice, this beautiful voice saying to me you know everything
is going to be alright and I was just getting high, high, high. You know
nothing seemed to go wrong in life. I could cope with anything. Everything
seemed to be perfect, like I was in paradise.

What is bipolar?
Who gets bipolar, how
common is it?
systems of bipolar?
bipolar?
available?

Page 171 of 185

Mental Health Quiz

1. Which of the following statements is correct?
a) Mental illness refers to five specific diseases of the brain.
b) Only people with a family history of mental illness will suffer from a mental illness.

c) Many mental illnesses are caused by a physical or chemical dysfunction of the brain.

2. Hallucinations are:
a) Drugs that suppress elevated moods.

b) Drugs that heighten depressed moods.

c) Seeing, hearing, smelling, tasting or feeling things that are not there.

d) Seeing, hearing, smelling, tasting or feeling things are there.

3. Someone experiencing an acute stage of a psychotic illness is likely to:
a) Be in touch with reality.

b) Perceive their world differently from ours.

c) Be able to make sense of thoughts, feelings and external information without these
processes being affected.

4. Which of the following symptoms have been identified with bipolar?
a) An increased energy and overactivity.

b) Lack of inhibitions.

c) Reduced need for sleep.

d) All of the above.

Page 172 of 185

5. What are two types of eating disorders?

____________________________________________________________

____________________________________________________________

6. People with a generalised anxiety disorder,
a) Worry constantly about harm befalling them, their loved ones, their work, and their
relationships.

b) Experience fear when confronted with a particular object or situation.

c) Try to do everything perfectly.


7. What do the letters OCD stand for?
___________________________________________________________

8. What of the following is a symptom of anxiety?
a) Difficulty sleeping.

b) Sweating.

c) Hyperventilation.


9. List two types of depression

___________________________________________________________

10. What is the difference between sadness and depression

___________________________________________________________

Page 173 of 185

Mental Health Quiz - Answers
1. C
2. C
3. B
4. D
5. Anorexia Nervosa, Bulimia Nervosa, EDNOS
6. A
7. Obsessive Compulsive Disorder
8. D (all of the above)
9. Dysthymia, Major depression
10. Sadness, lasts a short time. Depression, involves excessive or long term distress that
impacts their life.

Page 174 of 185

Methods of Communication
Whining, pointing out how unfair
the situation is
Pleading, begging
Beating around the bush, not
being direct, giving big hints
Not saying anything, but making
sure they know youre upset
(silent treatment)
Repeating the same request over
and over
(pestering)
Making the other person feel
guilty
Being honest, stating your case,
expressing what is important for
you, and paying attention to the
other persons concerns
Negotiating & compromising
Sucking up to the other person Crying

Page 175 of 185

Threatening/ getting angry
Lying or telling only part of
the truth
Having a temper tantrum
Speaking with a calm and clear
tone of voice
Retrieved from Victorian Youth Mentoring Alliance (2012)

Page 176 of 185

Four Communication Styles
Aggressive
Try to dominate others
Use humiliation to control others
Criticise, blame, or attack others
Can be very impulsive
Have low frustration-tolerance
Speak in a loud, demanding, and overbearing voice
Act threateningly and rudely
Do not listen well
Interrupt frequently
Use You-statements
May have an overbearing posture
Assertive
States needs and wants clearly, appropriately, and respectfully
Express feeling clearly, appropriately, and respectfully
Use I-statements
Communicate respect for others
Listen without interrupting
Have good eye contact
Speak in a calm and clear tone of voice
Have a relaxed body posture
Feel connected to others
Stand up for their rights

Page 177 of 185

Passive
Do not assert themselves
Allow others to deliberately or inadvertently infringe their rights
Fail to express their feelings, needs, or opinions
Tend to speak softly or apologetically
Exhibit poor eye contact and slumped body posture
Use You-statements

Indirect
Mutter to themselves rather than confront the person or issue
Have difficulty acknowledging their anger
Use facial expressions that dont match how they feel (i.e.
smiling when angry)
Deny there is a problem
Appear co-operative while purposely doing things to annoy
and interrupt
Stand up for their rights


Page 178 of 185

I-statements, You-statements

I-statements
Tell others what YOU think, feel, want, believe, or prefer
Help you get your point across, without threatening others
Help you to take responsibility for your thoughts, feelings, or
preferences
Make it easier for the other person to have a discussion with you,
instead of an argument

Examples:
Id rather do something else
I felt hurt when you said that

You-statements
Tend to blame or accuse others
Seem to make others responsible for your feelings
Make others feel like theyre being attacked, so they get defensive
Are generally hostile or threatening
Often inflame the situation into an argument

Examples:
You never let me decide what were going to do!
Youre always hurting my feelings!

Page 179 of 185

How to Listen
This list will help you to check to see how well you (and others!) are listening.

Im really listening if I:
Listen without interrupting
Rephrase what the person just said to make sure that I understand them (reflective listening-this can also help you slow down a bit
if youre upset)
Use conversation encouragers (Really? Thats great!)
Send positive non-verbal messages (nodding head, turned toward person, leaning toward person, facial expressions, looking at
person)

Im NOT really listening if I:
Send negative non-verbal messages (turn away from the speaker, constantly look away or look for something else, do something
else)
Interrupt
Listen only to figure out what to say next (like during an argument)
Pay attention to other things happening nearby
Retrieved from Child and Youth Health Network of Eastern Ontario (2006)

Page 180 of 185

Mental Health and the Broader Community - Survey
Tick the most appropriate answer: Agree Disagree
Not
Sure
1. People should generally sort out their own mental health problems
2. Once you have a mental illness you have it for life
3. Females are more likely to have a mental illness than males.
4. Medication is the best treatment for a mental illness
5. People with a mental illness are generally violent and dangerous
6. Adults are more likely than teenagers to have a mental illness
7. You can tell just by looking at someone whether they have a mental illness

8. People with a mental illness are generally shy and quiet
9. Mental illness can happen to anybody
10. You would be willing to have a person with a mental illness at school or
workplace.

11. You would be willing to have a person with a mental illness marry into your
family

12. You would be happy to have a person with a mental illness become a close
friend

13. It would be safer for the community for people with a mental illness to be kept
in hospital

14. Its okay for people with a mental illness to have children
15. People see mental illness in the same way they see physical illness.

Page 181 of 185

If the Shoe Fits

Notes

Notes

Notes

About the Authors

Harriet Madams is in her final year of the Bachelor of Education (P-10)
program at Federation University. Miss Madams, specialising in Science
and Health teaching, is passionate about acknowledging and raising
awareness of mental health in rural areas. Her passion has led her to
undertake a Youth Mental Health First Aid Training course and be an active
member of the Residential Support Team at her university. Miss Madams, a local community
resident of Stawell has upheld the role as secretary of the Northern Grampians Shire Youth
Action Council and chairperson of Moving Mountains. Upon completion of her degree, Miss
Madams aims to return to a rural setting to further endorse the importance of positive mental
health.

Originally from the outer eastern suburbs of Melbourne, Elizabeth
Bemrose is currently completing her final year of a Bachelor of Education
(Prep 6) at Federation University Australia. Miss Bemrose has been
interested in youth mental health since becoming a mentor for the Life
Skills, Activities, Relationships, and Fun (LARF) mentoring program
based in Ballarat, which she has been a part of for four years. Through working as a
Residential Advisor at the university and completing her Mental Health First Aid Training, Miss
Bemrose has gained a greater interest in supporting positive mental health. Working with
Moving Mountains on this project has enabled Miss Bemrose to explore in depth how this can
be achieved in a classroom setting, and reduce the stigma attached to mental illness.

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