{"id":30,"date":"2021-10-25T18:00:02","date_gmt":"2021-10-25T18:00:02","guid":{"rendered":"https:\/\/opentextbc.ca\/studentmentalhealth\/chapter\/detailed-agenda\/"},"modified":"2021-11-26T18:19:55","modified_gmt":"2021-11-26T18:19:55","slug":"detailed-agenda","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/studentmentalhealth\/chapter\/detailed-agenda\/","title":{"raw":"Detailed Agenda","rendered":"Detailed Agenda"},"content":{"raw":"This agenda provides suggested timings for a two-hour session, the minimum time recommended for presenting the information and providing time for the activities. However, you may want more time to offer this training and could extend the session to two-and-a-half or even three hours to allow more time for discussion, debriefs, and short breaks, and to give students lots of time to work through the scenarios at the end. Some facilitators may want to offer this training over two sessions. While this training is adaptable, we recommend that you include the sections on Indigenous perspectives on wellness, diversity, and marginalized groups, as it is important to maintain the integrity of diversity of voice in this resource.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Activity<\/th>\nSuggested Time<\/th>\n<\/tr>\n
Opening the Session<\/strong>\n
    \n \t
  • Territory Acknowledgement<\/li>\n \t
  • Opening Check In<\/li>\n \t
  • Goals and Objectives<\/li>\n \t
  • Practical Information<\/li>\n \t
  • Support and Self-Care and Breathing Exercise<\/li>\n \t
  • Group Guidelines<\/li>\n<\/ul>\n<\/td>\n
9 min.<\/td>\n<\/tr>\n
What Is Mental Health and Wellness?<\/strong>\n
    \n \t
  • Brainstorming Activity: What Mental Health Means<\/li>\n \t
  • The Wellness Wheel<\/li>\n<\/ul>\n<\/td>\n
10 min.<\/td>\n<\/tr>\n
The Language of Mental Health<\/strong>\n
    \n \t
  • Mental Health Continuum<\/li>\n \t
  • Mental Health Terms<\/li>\n \t
  • The Relationship Between Mental States<\/li>\n \t
  • Dual Continuum Model of Mental Health and Mental Illness<\/li>\n \t
  • Activity: Words Matter<\/li>\n<\/ul>\n<\/td>\n
15 min.<\/td>\n<\/tr>\n
Marginalized Groups and Mental Health<\/strong>\n
    \n \t
  • Overview of Marginalized Groups<\/li>\n \t
  • What We Need to Keep in Mind<\/li>\n \t
  • Activity: Reflection<\/li>\n<\/ul>\n<\/td>\n
9 min.<\/td>\n<\/tr>\n
Let\u2019s Talk about Stress<\/strong>\n
    \n \t
  • Rethinking Stress<\/li>\n \t
  • Video: Why Stress is Good for You<\/li>\n \t
  • The Stress Curve<\/li>\n \t
  • Resilience<\/li>\n \t
  • Activity: Thinking about Stress<\/li>\n<\/ul>\n<\/td>\n
15 min.<\/td>\n<\/tr>\n
What To Do When We\u2019re Stressed<\/strong>\n
    \n \t
  • Three Steps to Take<\/li>\n \t
  • Global Events and Mental Health<\/li>\n \t
  • Taking Charge of Your Health<\/li>\n \t
  • Activity: Discussion on Taking Care of Your Health<\/li>\n<\/ul>\n<\/td>\n
10 min.<\/td>\n<\/tr>\n
SHORT BREAK<\/strong><\/td>\n5 min.<\/td>\n<\/tr>\n
Helping Other Students<\/strong>\n
    \n \t
  • Activity: Reflection on What We Need When We\u2019re Distressed<\/li>\n \t
  • Video: Bren\u00e9 Brown on Empathy<\/li>\n \t
  • Steps to Take When Helping Others<\/li>\n \t
  • Services and Resources at Your Institution<\/li>\n \t
  • Provincial Crisis and Support Lines<\/li>\n \t
  • If the Student Won\u2019t See a Counsellor or Seek Help<\/li>\n<\/ul>\n<\/td>\n
12 min.<\/td>\n<\/tr>\n
Maintaining Boundaries<\/strong>\n
    \n \t
  • Check In with Your Feelings<\/li>\n \t
  • Consult with Others<\/li>\n \t
  • Activity: Brainstorming Self-Care Ideas<\/li>\n<\/ul>\n<\/td>\n
5 min.<\/td>\n<\/tr>\n
Scenarios for Practice and Discussion<\/strong>\n
    \n \t
  • Activity: Practice Scenarios (11 scenarios to choose from)<\/li>\n \t
  • Scenario Debrief<\/li>\n<\/ul>\n<\/td>\n
20 min<\/td>\n<\/tr>\n
Concluding the Session<\/strong>\n
    \n \t
  • Summary of Key Points<\/li>\n \t
  • Questions<\/li>\n<\/ul>\n<\/td>\n
10 min.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n ","rendered":"

This agenda provides suggested timings for a two-hour session, the minimum time recommended for presenting the information and providing time for the activities. However, you may want more time to offer this training and could extend the session to two-and-a-half or even three hours to allow more time for discussion, debriefs, and short breaks, and to give students lots of time to work through the scenarios at the end. Some facilitators may want to offer this training over two sessions. While this training is adaptable, we recommend that you include the sections on Indigenous perspectives on wellness, diversity, and marginalized groups, as it is important to maintain the integrity of diversity of voice in this resource.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Activity<\/th>\nSuggested Time<\/th>\n<\/tr>\n
Opening the Session<\/strong><\/p>\n
    \n
  • Territory Acknowledgement<\/li>\n
  • Opening Check In<\/li>\n
  • Goals and Objectives<\/li>\n
  • Practical Information<\/li>\n
  • Support and Self-Care and Breathing Exercise<\/li>\n
  • Group Guidelines<\/li>\n<\/ul>\n<\/td>\n
9 min.<\/td>\n<\/tr>\n
What Is Mental Health and Wellness?<\/strong><\/p>\n
    \n
  • Brainstorming Activity: What Mental Health Means<\/li>\n
  • The Wellness Wheel<\/li>\n<\/ul>\n<\/td>\n
10 min.<\/td>\n<\/tr>\n
The Language of Mental Health<\/strong><\/p>\n
    \n
  • Mental Health Continuum<\/li>\n
  • Mental Health Terms<\/li>\n
  • The Relationship Between Mental States<\/li>\n
  • Dual Continuum Model of Mental Health and Mental Illness<\/li>\n
  • Activity: Words Matter<\/li>\n<\/ul>\n<\/td>\n
15 min.<\/td>\n<\/tr>\n
Marginalized Groups and Mental Health<\/strong><\/p>\n
    \n
  • Overview of Marginalized Groups<\/li>\n
  • What We Need to Keep in Mind<\/li>\n
  • Activity: Reflection<\/li>\n<\/ul>\n<\/td>\n
9 min.<\/td>\n<\/tr>\n
Let\u2019s Talk about Stress<\/strong><\/p>\n
    \n
  • Rethinking Stress<\/li>\n
  • Video: Why Stress is Good for You<\/li>\n
  • The Stress Curve<\/li>\n
  • Resilience<\/li>\n
  • Activity: Thinking about Stress<\/li>\n<\/ul>\n<\/td>\n
15 min.<\/td>\n<\/tr>\n
What To Do When We\u2019re Stressed<\/strong><\/p>\n
    \n
  • Three Steps to Take<\/li>\n
  • Global Events and Mental Health<\/li>\n
  • Taking Charge of Your Health<\/li>\n
  • Activity: Discussion on Taking Care of Your Health<\/li>\n<\/ul>\n<\/td>\n
10 min.<\/td>\n<\/tr>\n
SHORT BREAK<\/strong><\/td>\n5 min.<\/td>\n<\/tr>\n
Helping Other Students<\/strong><\/p>\n
    \n
  • Activity: Reflection on What We Need When We\u2019re Distressed<\/li>\n
  • Video: Bren\u00e9 Brown on Empathy<\/li>\n
  • Steps to Take When Helping Others<\/li>\n
  • Services and Resources at Your Institution<\/li>\n
  • Provincial Crisis and Support Lines<\/li>\n
  • If the Student Won\u2019t See a Counsellor or Seek Help<\/li>\n<\/ul>\n<\/td>\n
12 min.<\/td>\n<\/tr>\n
Maintaining Boundaries<\/strong><\/p>\n
    \n
  • Check In with Your Feelings<\/li>\n
  • Consult with Others<\/li>\n
  • Activity: Brainstorming Self-Care Ideas<\/li>\n<\/ul>\n<\/td>\n
5 min.<\/td>\n<\/tr>\n
Scenarios for Practice and Discussion<\/strong><\/p>\n
    \n
  • Activity: Practice Scenarios (11 scenarios to choose from)<\/li>\n
  • Scenario Debrief<\/li>\n<\/ul>\n<\/td>\n
20 min<\/td>\n<\/tr>\n
Concluding the Session<\/strong><\/p>\n
    \n
  • Summary of Key Points<\/li>\n
  • Questions<\/li>\n<\/ul>\n<\/td>\n
10 min.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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