6 Pages
1420 Words
Introduction To Understanding and Supporting Mental Health
Scheme of Work for a 6-week course
Course Overview
Subject: "Understanding and Supporting Mental Health"
Goal: To impart thorough knowledge and useful abilities in comprehending, assisting, and advancing mental health.
Breakdown Week by Week
First Week: Overview of Mental Health
Topics: Historical viewpoints, definitions of mental health and mental illness.
Activities: Interactive conversation and introductory lecture.
Assessment: Basic concepts quiz.
Week 2: Mental Health-Related Factors
Subjects: Social, psychological, and biological aspects.
Case studies and group discussions are the activities.
Evaluation: a brief case study analysis essay.
Week 3: Typical Mental Health Conditions
Topics include schizophrenia, bipolar disorder, anxiety, and depression.
Activities: seeing documentaries and hearing from a guest psychologist or psychiatrist.
Group presentation about a chosen disorder serves as the assessment.
Week 4: Assisting People with Mental Health Concerns
Topics: Boundaries, empathy, and communication skills.
Exercises in role-playing and reflective journaling are the activities.
Evaluation: Recap of the role-playing activity.
Week 5: Differentiating Mental Health Environments
Topics: Community, schools, and workplace.
Activities: A workshop on designing spaces that promote mental wellness.
Evaluation: Create a mental health programme for a selected environment.
Week 6: Evaluation and Recap
Topics covered include the course overview, current mental health trends, and future directions.
Activities: study groups and a Q&A session.
Evaluation: Last test.
- Resources and Instructional Techniques
- seminars, guest lecturers, conferences, and multimedia materials.
- assigned literature and internet resources for additional information.
- Evaluation and Comments Ongoing evaluation via tests, essays, and presentations.
- Feedback is given following each significant evaluation.
- adherence to both internal and external standards
- Course material that complies with the institution's academic requirements.
- Fulfils the requirements established by mental health professional associations.
- Adjustment to Various Learning Requirements
- a variety of instructional strategies are used to accommodate diverse learning preferences.
- Availability of extra assistance when needed.
- Observation and Assessment
- routine student check-ins to assess comprehension and participation.
- evaluations at the end of the course for comments and potential advancements.
Three lesson plans from the SOW
Lesson Plan 1: Defining Mental Health and Mental Ill-Health
Learning Outcomes
The definitions of mental health and mental illness will be understood by the students.
The major historical viewpoints on mental health will be recognised by the students.
Distinctiveness
Offer reading materials with varying degrees of difficulty.
In activities, provide space for written or spoken responses.
Actions
Introduction: A 15-minute lecture providing an overview of mental health and mental illness.
Students analyse how attitudes towards mental health have evolved over time in a 20-minute group discussion.
Analysis of Case Study (20 minutes): Examine a historical case study pertaining to mental health therapy.
Formative Criticism
Give prompt verbal responses when having discussions.
Gather written comments for each person based on the case study analysis.
Lesson Plan 2: Factors Affecting Mental Health
Learning Outcomes
The biological, psychological, and social elements influencing mental health will be recognised by the students.
Students will examine how these elements combine to affect mental health.
Distinctiveness
Provide illustrations for difficult topics.
Give advanced pupils optional extra readings to do.
Actions
Lecture (20 minutes): a thorough breakdown of the different aspects that affect mental health.
Interactive Activity (20 minutes): Diagramming the relationships between several components in a group setting.
Thinking (15 minutes): Write a succinct analysis of how these elements are seen in actual situations.
Formative Criticism
Observations were made throughout the group exercise to provide immediate direction.
Evaluate reflection writings and provide tailored criticism in response.
Lesson Plan 3: Supporting Individuals with Mental Health Issues
Learning Outcomes
Students will acquire useful communication techniques for helping people who are struggling with mental health concerns.
Pupils will comprehend the value of empathy and establishing limits.
Distinctiveness
Play through scenarios that are adapted to different degrees of difficulty.
Depending on comfort level, there is an option to watch or take part in role-playing.
Actions
Gaining Proficiency Lecture (15 minutes): Discuss boundary-setting, empathy, and communication techniques.
Students practise newly learned abilities in pairs or small groups during a thirty-minute role-playing exercise.
Ten minutes for a group discussion and debriefing on the experiences and lessons learned from the role-play.
Formative Criticism
As the role-playing activity is going on, provide advice and criticism.
During the debriefing, summarise the most important lessons learned and provide group input.
Rationale
The selected Scheme of Work (SOW) for the 6-week Introduction to Environmental Science course has been specifically created to cater to the unique requirements of learners by integrating a range of teaching and learning strategies. She course adheres to both internal and external criteria, conforming to the curriculum rules set by the college and the broader professional standards in environmental science education.
Differentiation tactics are employed in lesson preparation to address the unique needs of each individual. Visual aids, group discussions, practical observations, and a range of reading resources are tailored to accommodate different learning styles (Yotta, 2023). Formative feedback methods, such as evaluating participation, delivering presentations, and administering quizzes, enable continuous assessment of individual development and comprehension. Flexibility in designing and implementing teaching and learning strategies is essential in order to effectively address the diverse requirements of learners. The field trip in Week 1 is designed to accommodate kinesthetic learners, while the debate in Week 2 actively involves individuals with strong critical thinking skills. The open-ended class discussions in Week 3 provide an opportunity for individuals to explore and adapt their personal contributions to climate change mitigation based on their own interests.
The Statement of Work (SOW) and lesson plans for the Introduction to Environmental Science course place a high emphasis on inclusivity and adaptability, aiming to effectively address the varied requirements of learners. The course endeavours to cultivate a constructive and captivating learning encounter by implementing several pedagogical approaches, with the goal of promoting comprehension, analytical reasoning, and dynamic involvement.
The created Scheme of Work (SOW) and related lesson plans for the Introduction to Environmental Science course have been methodically crafted to satisfy the particular needs of diverse learners, acknowledging the necessity of catering to varied learning styles, skills, and backgrounds (Nam-Nguyen et al., 2021). The reasoning behind this is supported by the values of inclusion, differentiation, and adaptation, which are in line with both the college's internal requirements and wider professional norms in education.
References
- Nam-Nguyen, V., Truong, T. T. A., Ly, D. T. T., & Dagamac, N. H. A. (2021). Perceptions of Environmental Science and Management Students on Synchronous Online Teaching of Environmental Policies: Learning Experience from Southeast Asian Cohort. Pedagogical Research, 6(1). https://eric.ed.gov/?id=EJ1287169
- Yotta, E. G. (2023). Accommodating students' learning styles differences in English language classroom. Heliyon, 9(6), e17497. https://doi.org/10.1016/j.heliyon.2023.e17497
