Activity 2

• Download and save a copy of the Self Esteem Worksheet. It is an easy, visual guide to help you remember all about Self-Esteem!

• Insert the NAPLAN words into the worksheet

• Complete Task 1 on the Worksheet to:

  • • Think: What is self-esteem? What ideas on self-esteem did the video give you? 

    • Pair up with another student student in class to share responses. 

    • Share: Your teacher will ask you to share your responses with the class

Activity 3

• Work through the activities on your Self Esteem Worksheet to reflect and enhance your understanding of Self Esteem. 

  • • Task 2: Complete labelling the self esteem figure/table as instructed on the worksheet.

    • Task 3: Define wellbeing and sense of self using the definitions below.

Activity 4

• Continuing in the Self-Esteem Worksheet:

  • • Task 4: With the class brainstorm the factors or things that influence our sense of self

    • Watch the video, Defining Sense of Self

    • Task 5: With a partner, classify the influences on our sense of self as positive or negative . 

Activity 5

• Task 6: Continuing in the Self-Esteem Worksheet, type two TEEL paragraphs explaining the impact positive and negative influences can have on our sense of self

  • • Topic sentence

    • Example

    • Explain

    • Link to topic sentence 

Activity 2

• Download and save a copy of the worksheet, Reframing Thinking - Scenarios Worksheet. 

• In the table, for each of the four negative thoughts or put downs: 

  • • Write 3 positive responses that reframe this thinking.

    • Share your best responses with the class

    • Write the class’ best reframed statement in the space provided 

Activity 2

• Download, save a copy and, by following the Teacher's presentation, complete the Google Slides presentation, Attitudes to Mental Health - Student Version. Including:

  • • Viewing the videos: Do you see what I see?

    • Analysing young peoples’ attitudes to mental health and mental illness

Managing stress

Learning Intention: We will be able to propose strategies to minimise the negative consequences of stress

Stress is an emotion that everyone experiences throughout their life. Some situations stress people more than others. Not all stress is bad. It is important that we recognise characteristics of stressful situations so that we can develop appropriate strategies for managing stress and anger.

Activity 1

• Download, save a copy and complete the worksheet Stress Worksheet

• Watch YouTube - Anger Management with Angry Birds and YouTube - Teenage Stress videos 

• Using the first table in the Stress Worksheet:

  • • Write down what you think stress is

    • Pair with the person next to you and share your responses with each other and place this into the next column

• • As a class, share the responses and record your most liked response

  • Using these responses, create a class definition of stress

Activity 2

• Continuing in the Stress Worksheet:

  • • Brainstorm some things that cause stress

    • Use the images in the table to identify and record the possible causes of stress and the associated emotions 

Activity 3

• Continuing in the Stress Worksheet: 

  • • Access the Skills You Need website to complete the table about information on 10 stress relieving techniques

    • Then rank these techniques in terms of relevance or use for you

• Your teacher will allocate each corner of the room with a view of; 

  • • • • • extremely helpful

          • helpful

          • somewhat helpful

          • not helpful.

    • For each stress relieving technique, you will move to the appropriate corner of the room in terms of that strategy being useful for you

    • Be ready to respond as your teacher may ask questions or ask you to explain your view

ACCESSING HELP

Learning Intention: We will be able to investigate reliable help agencies for teens in Australia.

Everyone at some stage in their life will require help. It is important to know where to seek reliable and accurate information when we do decide that we need help. The following activities will help us investigate help agencies and assistance that teens in Australia may require.

Activity 1

• Using the Newman’s Prompts scaffold, complete the steps to solve the following problem:

  • • According to the Youth Beyond Blue website, 78.3% of young people turn to the internet as their primary source of information in a time of crisis. Based on this information, determine how many of the 197 year 9 students at St John Paul II College would use the internet as their first strategy for seeking help?

Activity 2

• Download and save a copy of the worksheet Health Website Reliability Tests

  • • Complete the worksheet using the website Know the Science: The Facts About Health News Stories and the Health Info Online - Health Direct - Fact Sheet to:

      • • • Investigate the reliability of health news reporting

          • Assess or test the reliability or trustworthiness of online health websites

Activity 3

• Download and save a copy of the worksheet Help Agencies Worksheet 

• Complete the table by using the internet to research help agencies that are appropriate for teens:

  • • You are asked to find the following information about each agency:

      • • Web address

        • What topics do they provide information on?

        • What support services do they offer?

        • An example of how this agency could help a teenager in need