mental health
resources
Community Resources
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Canadian Men's Health Foundation
We know that 72% of Canadian men have unhealthy habits, putting them at risk for chronic conditions and diseases. We provide easy tips and useful tools to help guys and their families make small changes that greatly impact their health.
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QMUNITY
QMUNITY is a non-profit organization based in Vancouver, BC that works to improve queer, trans, and Two-Spirit lives. We provide a safer space for 2SLGBTQIA+ people and their allies to fully self-express while feeling welcome and included. Our building serves as a catalyst for community initiatives and collective strength.
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Options Community Services
Options Community Services is a non-profit registered charity providing social services primarily in Surrey, Delta, White Rock and Langley. They believe in helping people help themselves. They believe in collaborating with individuals, businesses, community groups and government to create focused, effective and responsive resources for the community.
Teaching Mental Health Life Skills through
Physical and Health Education (PHE)
An Integrated Mental Health and Physical Education Program
The objective of this approach is to foster mental and physical health and wellness strategies
among students in British Columbia. The model emphasizes the use of cognitive, affective and
physical domains within PHE in order to critically understand the following mental health topics.
This body-mind connection through PHE lessons will give students and opportunity to learn
about resilience, emotional regulation, what helps them cope and other mental health life skills
that are transferable into their daily lives.
What is the Life Skill Model Approach?
The life skill approach for PHE is a pedagogical model that focuses on developing students’
social, emotional and cognitive skills through physical activity and health education. This
approach emphasises the importance of equipping students with the skills needed to enable them
to make informed decisions and take responsibility for their physical and mental health.
This approach recognizes that physical activity and health education can provide opportunities
for students to develop skills that are transferable to other areas of their lives such as
communication, problem-solving, decision-making, teamwork, etc. These skills are essential for
students to lead healthy and fulfilling lives to navigate the challenges and opportunities they will
face in the future.
Overall, the life skill approach is a holistic approach to physical and health education that
emphasizes the development of the whole person, rather than simply the acquisition of
knowledge or the improvement of physical fitness.
check, connect, reflect
Check, Connect, Reflect (CCR) is a framework that uses open-ended questioning to help students build deeper connections to the material they are learning, and is used as a way to check for understanding.
Check:
This is taking the time to ‘check’ to ensure if students understood what the life skill was and that they can recognize how they used it within the activity or lesson.
Some example questions could be:
What life skill did we work on in class today?
How did you use that life skill in the activities we completed?
What made that life skill more successful for you?
How did it make you feel when you practiced this skill?
Connect:
This is an opportunity for teachers to connect the learning from the game, into their school or homes.
Some example questions could be:
How can you use this life skill in your classroom?
How can you use this life skill at lunchtime?
How can you use this life skill when you are feeling overwhelmed at home or school?
How can you use this life skill at home?
Reflect:
The final piece of this framework is to encourage students to reflect on their experiences and learning in the wider community. This can involve asking questions about what they have learned, how they have grown, what challenges they still face, etc. Think big picture!
Some example questions could include:
How does this life skill impact our community?
How can you use this life skill in society?
How will this life skill help you when interacting outside of school?
How can this life skill enhance your life?
This framework allows for the teacher to gauge the students’ overall understanding and provide additional support or guidance necessary. CCR is an opportunity for students to really form connections with their learning. This can also be used as an assessment tool and can be done in the format of open-ended discussion as a class, in small groups or as homework assignments such as journals, presentations, etc.
The Research:
Why is This Important?
Mental health advocacy and awareness has become a critical topic that is now being recognized
in the field of health education and promotion. Currently, the mental health and wellbeing among
adolescence and young adults (ages 15-29) in Canada is continuing to rise, and suicide has
become the fourth leading death within this age group (World Health Organization, 2019). This
stage of life is where patterns of risky behaviours, and mental health disorders such as depression
and anxiety can begin to manifest (Kim et al., 2021). Without the sufficient knowledge,
resources and skills, students may find it exceedingly challenging to comprehend or navigate
these topics. Although these topics are starting to be discussed more openly, mental health topics
are complex and multifaceted and require a range of approaches in order to provide adequate
support and prevention for students.
Physical and Health Education is a school curriculum subject that primarily focuses on the
body’s movement (Kerner et al., 2017). Traditionally, during the course’s evaluation, the body is
analyzed for its physical ability, which will inevitably create an opportunity for students to
compare their bodies with their peers, or feel as if their body is being put on display (Kerner et
al., 2017). This can lead to body image disturbances which refer to “any form of affective,
cognitive, behavioural or perceptual disturbance that is directly concerned with physical
appearance” (Thompson et al., 1995). The life skill model enables teachers to address these
topics and equip students with skills on how to identify their mindset and cope with the
challenges that may arise in their personal lives.
Why Mental Health in Physical Education?
Physical and Health Education fall under the same category within BC, which implies that
mental health and other health-related topics should also be covered in this subject. However, it
can be challenging to include all of the essential health topics without compromising the physical
aspect of PHE. This approach enables instructors to continue teaching the required physical skills
and movements while also providing an opportunity for students to create space for meaningful
connections with life skills that could potentially enhance their mental health coping mechanisms
or strategies.
Curricular Competencies for Mental Well-Being that this approach encompasses:
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Elementary
K-6
Identify, describe and assess practices that promote mental well-being for self and others
Identify and describe feelings and worries
Identify and apply strategies that promote mental well-being
Describe physical, emotional and social changes as students grow older
Describe factors that influence mental well-being and self-identity
Describe factors that positively influence mental well-being and self-identity
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middle years
7-9
Describe and assess strategies for promoting mental well-being, for self and others
Describe and assess strategies for managing problems related to mental well-being and substance abuse
Create and assess strategies for managing physical, emotional and social changes during puberty and adolescence
Analyze strategies for promoting mental well-being, for self and others
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high school
10-12
Evaluate and explain strategies for promoting mental well-being
Create and evaluate strategies for managing physical, emotional and social changes 2) during adolescence
Describe the relationships between physical activities, mental well-being and overall health
The purpose of this assignment is to use this model in order to teach mental health skills
(or any health topics, but specifically mental health).
I chose to highlight 8 life skills to start, however you are not limited to these mental health life
skills as there are various important areas to dive into, and can be dependent on your students.
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Resilience
The capability to withstand or to recover quickly from difficulties; toughness
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Positive Self-Talk
Internal dialogue that makes a person feel good about themselves. This can be used to think optimistically and feel motivated – common tool used within athletes, and everyday life.
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Coping Mechanisms
Coping mechanisms are tools that help to navigate the thoughts and behaviours to manage internal and external stressful situations.
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Mindfulness
The mental state achieved by focusing one’s awareness on the present moment, while calmly acknowledging and accepting one’s feelings, thoughts and bodily sensations, used as a therapeutic technique.
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Self-Esteem or Self-Compassion (Body Image/Appearance)
The ability to treat oneself with kindness and understanding. Practicing self-compassion can help individuals with their self-esteem, reduce stress and build resilience.
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Conflict Resolution
The ability to approach problems in a systematic way, using critical thinking skills to evaluate options and make effective decisions. This skill can help individuals build resilience and promote positive mental health.
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Gratitude
The ability to cultivate a sense of gratitude can help individuals improve their overall well-being and mental health.ription
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Social Support
The ability to build and maintain healthy relationships with friends, family and other supportive individuals. This skill can provide a sense of community and promote overall well-being.
Lesson Plan
How to implement into your PHE classroom:
How to structure the lesson:
This approach should be able to be used regardless of what you are teaching that day for
example: a sports unit (volleyball, basketball, soccer, etc.), dance or gymnastics, outdoor
learning etc.
Introduction (5-15 minutes, depending on your time)
Introduce a short description of the life skill that you will be highlighting throughout
the lesson, and begin with a short discussion ensuring that they understand what the
skill and how to identify the skill within their activity.
For example: Life Skill – Positive Self-Talk
Elementary School (Grade 3)
“Hello class, today we will be working on our mental health life skills and todays focus will be on
positive self-talk. Does anyone know what this means? Positive self-talk is the internal dialogue
in our minds that makes a person feel good about themselves. Practicing positive self-talk can
help us get through tough situations or self-doubt.”
Example Game: “I Am Awesome”
EQUIPMENT:
Index cards/small pieces of paper and pens or markers
ACTIVITY DESCRIPTION:
Each student will begin writing down on a piece of paper one thing that they love about
themselves. Encourage the students to think deeply and come up with something that is
unique to them.
Once everyone has done completed their positive trait, collect the paper and mix them up
Spread the paper throughout the playing area
Students will move around the playing area completing a locomotion of your choice (hopping, skipping, jumping, galloping, etc.)
When the instructor yells “GO”, they will run and pick up one of the pieces of paper and read out loud what is written on it
The students will say out loud “I am awesome because (what is written on the paper).
Have the students move around again, and repeat this for 5 rounds.
Ensure that you are always emphasizing the importance of positive self-talk throughout the
lesson and remind students that they are all awesome in their own unique ways!
Middle School (Grade 8):
Outdoor Learning
INTRODUCTION LIFE SKILL:
Positive Self-Talk
EXAMPLE ACTIVITY:
Nature Walk Self Talk
EQUIPMENT:
A natural area, park or trail, water bottle and journal
ACTIVITY DESCRIPTION:
Start by explaining to students the concept of positive self-talk and its benefits for mental and emotional well-being. Emphasize positive self-talk involves speaking to oneself in a supportive and encouraging way, especially during challenging or stressful situations.
Start walk, and encourage students to take their time, observe their surroundings and engage their senses.
After about 5 minutes of walking, ask students to find a quiet spot to sit or stand for a few minutes
Instruct students to close their eyes, take a few deep breaths, and focus attention on their thoughts and feelings. Encourage them to notice any negative self-talk that might be present, such as self-doubt, self-criticism, or self-judgment
Next have them replace those negative thoughts with positive affirmations. Instead of “I suck at this” replace it was “I am capable and can do my best”
Encourage students to repeat their positive affirmations silently, or out loud
After a few minutes ask students to open their eyes and take more deep breaths
Finally have students take out their journals and write down their positive affirmations.
Encourage them to use this as a resource to revisit whenever they need a reminder to speak to themselves in a positive way.
High School (Grade 10):
Volleyball Unit
INTRODUCTION LIFE SKILL:
Positive Self-Talk
GAME NAME:
“Power of Positive Talk”
EQUIPMENT;
Volleyball court, volleyball, pen/marker, white board or paper
ACTIVITY DESCRIPTION:
Explain to players that in this game, they will be focusing on the positive- self-talk life skill to support themselves and their teammates
Have each player write down one positive affirmation on a piece of paper or whiteboard that they can use during the game. For example, “I am confident”, “I believe in myself” or “I am a valuable part of this team”, etc.
Once everyone has written their affirmation, have the players take turns sharing their affirmations with the team
Divide players into teams and set up volleyball court
During the game, encourage the players to use their affirmations to support themselves and their teammates
After the lesson, have the players reflect on their use of positive self-talk and share any examples of how it helped them or their team
References
Kerner, C., Haerens, L., & Kirk, D. (2017). Understanding body image in Physical Education. European Physical Education Review, 24(2), 255–265.
https://doi.org/10.1177/1356336x17692508
Kim H, Park KH, Park S. Gender Differences in Sexual Behaviors and Their Relevance to Mental Health among High School Students with Sexual Experience in South Korea. Int J Environ Res Public Health. 2021 Oct 27;18(21):11295. doi: 10.3390/ijerph182111295. PMID: 34769809; PMCID: PMC8582716.
Thompson, J., & Gray, J. (1995). development and validation of a new body-image assessment scale. Journal of Personality Assessment, 64, 258-269. - references - scientific research publishing. (n.d.). Retrieved December 5, 2022, from
https://www.scirp.org/reference/ReferencesPapers.aspx?ReferenceID=2431956
World Health Organization. (2022). World health statistics 2022. World Health Organization. Retrieved March 3, 2023, from
https://www.who.int/news/item/20-05-2022-world- health- statistics-2022