Resource | K-12 Evaluated Resource Collection

K-12 Evaluated Resource Collection

Bringing Mental Health to Schools

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Author/Publisher/Website: pdce.educ.ubc.ca/mentalhealth/
Copyright: 2017
Evaluation/Record Entry Date: Aug/2019
Submitting suppliers/Website: Not Available
Recommended Grades and Subjects/Courses: 6-12
(View recommended grades and subjects)

Resource Description

This self-paced, online course for educators provides information on a variety of mental health topics suitable for grades 6 to 12. Each module has a video of an instructor who explains and provides the background to a set of slides on a topic which can be downloaded and used with classes. The resource includes an array of class/family/community resources including lesson guides, student handouts, guidebooks, coping cards, breathing cards, thinking cards, worksheets, and checklists, and many different types of activities which can meet a wide range of learning styles. This engaging Canadian resource can easily be implemented in classes as minimal preparation is required to use the activities.

CURRICULUM FIT

Does the resource support BC curriculum?
Extensively
This product supports the Core Competencies of the BC curriculum:
Communication
Critical thinking
Positive Personal and Cultural Identity
Personal Awareness and Responsibility
Social Responsibility
Comments:
This MOOC (Massive Open Online Course) fits well with the Physical and Health Education, English Language Arts, Physical and Health Education, and Family Studies courses. The content can be discussed in multiple areas across the curriculum. Topics include reducing stigma around mental health, understanding mental health and mental illnesses, seeing help and support, and the importance of positive mental health.

SOCIAL CONSIDERATIONS

Safety:
There are images showing the scars from cutting in some of the videos of people sharing their real-life experiences. Teachers should be aware of the individual backgrounds of their learners, and whether or not these images may be traumatizing for them.
Do the social considerations support, rather than detract from, student learning?
Extensively
Social Considerations Comments:
Some of the content may be difficult for students to watch due to the seriousness and sensitive nature of the topics being discussed. Discussions with the students prior to showing the videos are necessary as well as teaching the students how to ask for help and multiple sources/people they can go to for help and support if necessary. The videos do include a transcript that follows the dialogue, making the videos more accessible for viewers.

GENERAL CONTENT

Content
Should this product be identified as Canadian?
Yes
Is the resource engaging?
Extensively
Is the content current for the intended curriculum and grade?
Extensively
Is the content accurate for the intended curriculum and grade?
Extensively
Is the content timely and important for student broad understandings?
Extensively
Audience:
Is the content appropriate to the emotional maturity and cognitive level of students?
Extensively
Does the resource provide opportunities for creative and critical thinking?
Extensively
Can the content be differentiated?
Extensively
Can reading level be adjusted?
Not at all or slightly
Is the level of detail appropriate?
Extensively
Is the language use appropriate to the emotional maturity and cognitive level of students?
Extensively
Comments:
The content of the slides may be difficult for younger students. Activities and slides are downloadable as PDFs and videos which may be difficult to edit. The instructor discusses that the information presented is current as of the time of the making of the videos, and that as researchers learn more, information may change. There are a wide variety of activities with each module, so teachers can choose what works best with their learners. There is minimal prep needed for each of the activities so that teachers can easily implement them in their classes. Multiple activities for each topic allow teachers some choice in how to deliver the content.

TECHNICAL DESIGN

Does the resource make effective use of the medium?
Extensively
Is the navigation throughout the site intuitive?
Extensively
Is the content exportable in a variety of file formats such as wpd, doc, pdf, xls, etc.?
Extensively
Are the presentation controls (e.g. sizing, resolutions, volume, etc.) suitable for the classroom?
Moderately
Are images clear?
Extensively
Is the sound quality clear?
Extensively
Is the interface uncluttered?
Extensively
Descriptors:
Accessible for people with disabilities. (Look for personal preferences tools, adjustable font size, volume controls).
Print and online help provided in simple and brief segments (FAQ, Quick help, etc.)
External links are operational
Provides optional print formats
Displays in mobile devices
Comments:
Specific activities are not listed on the content slides within the course, but are noted at the top of the "activities" screen when users scroll over the book symbols. While there are controls to speed up the videos, they did not work when tested. Attachments downloaded easily on testers' computers. It is easy to navigate through the site with multiple ways to access prior content. Modules need to be completed sequentially as access is only provided to later modules once the prior one has been completed.

INSTRUCTIONAL DESIGN

Is the instructional design effective and appropriate for the intended audience?
Extensively
Is the resource suitable for a wide range of learning and teaching styles?
Extensively
Are the instructional elements consistent with the purpose of the resource?
Extensively
Are the concepts clearly explained?
Extensively
Does the progression in learning go from the simple to the complex?
Extensively
Are the content chunking and sequencing appropriate?
Extensively
Does the resource provide multiple strategies to help learners construct meaning?
Extensively
Does the resource support a gradual release of responsibility i.e. explicit instruction, guided practice, independent learning?
Extensively
Does the resource provide varied opportunities to demonstrate learning and extend thinking?
Extensively
Does the resource provide appropriate tools for assessment?
Moderately
Does the resource support the transfer of learning to personal or applied contexts?
Extensively
Comments:
For teachers who choose to do the test as part of the certificate, incorrect answers are shown at the end (not shown for the pretest). Each module has a short quiz for instructors, with the answer showing up immediately. No specific assessment tools are given for learner activities. Activities are designed for in-class, family, and community interaction, as well as self-reflection. Multiple types of activities are suggested for a wide range of learning styles. These include group work, discussions, research topics, community involvement, individual writing activities, and self-regulation calming activities. Concepts clearly explained with resources including videos, slides, websites.

PROFESSIONAL DIGITAL

Does the resource support the philosophy and pedagogy of one or more BC curriculum?
Extensively
Does the resource support the development of educators as reflective practitioners?
Extensively
Does the resource provide support for instructional planning?
Extensively
Does the resource support instructional delivery?
Extensively
Does the resource support teachers with practical ideas when attempting change?
Extensively
Is the scope and depth of topics covered consistent with the purpose of the resource?
Extensively
Do external links contribute to the professional learning?
Extensively
Professional Learning Descriptors
Is grounded in current pedagogical theory
Cites research base
Gives suggestions of student activities
Has reproducibles (e.g. black line masters).
Provides opportunities for differentiation
Provides suggestions for further reading
Has cross-curricular applications
Is relevant for intermediate
Is relevant for secondary
Comments:
The course has a searchable discussion area/forum for teachers. There are a wide variety of resources made available to teachers as well guides and booklets intended for parents and families. Many of the activities include pre-made printables to guide the students' work such as handouts, coping cards, breathing cards, thinking cards, worksheets, and checklists. Throughout the course reference is made to additional sources of information and support, many of which are online making them accessible to all teachers and students regardless of physical location.

TECHNICAL INFORMATION PROVIDED BY THE VENDOR

Mac Version(s) :
n/a
Win Version(s) :
n/a
Linux Version(s) :
n/a
Is Active Directory integration available for updating user data?
No

ADDITIONAL COMMENTS

Readability:
At intended grade level(s)
Comments:
The instructor, Dr. Stan Kutcher, also has a related website and YouTube channel--teenmentalhealth.org--that includes links to the information presented in the course, as well as more information for learners, family members, teachers, and health professionals. There is a link to a teachers' guide "Talking about Mental Illness" as well as a Teacher Knowledge Update resource. The course provides access to student guides such as "Taking Charge of Your Health" and Teen Mental Health Speaks magazines. Parent guides are also included, for example "How to Parent my Teen".

SUGGESTED CLASSROOM USAGE

Comments:
Each module begins with a video of the instructor giving detailed background to, and explaining, a set of slides. Those slides are available for download for teachers to use with their class. There are lesson guides with a variety of activities for teachers and learners to use for the each module in the course. A wide variety of resources for further exploration are also given, allowing instructors to go more in-depth and learn more information about what is presented in each module. Parent resources are also available. Teachers could teach all of the modules with their classes, or could focus on certain areas, depending on learners' needs.
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