JOURNALING

JOURNALING

WHAT IS IT ALL ABOUT?

Students explore journaling about their feelings in order to understand situations and how they might respond to them.

WHY DO IT?

It is important to understand your feelings and what influences them. Keeping a journal can help you understand your emotions shift over a period of time and ways to manage your emotions and responses as needed.

HOW DO WE DO IT?

Remind students that an important part of mental health is understanding their feelings and why they occur. Explain that it is common for people to sometimes feel overwhelmed with their emotions and become immobilized by their fear or sadness. Knowing why you feel upset can provide valuable information, possibly telling you that you need to change something in your life.

Maintaining a journal can help students explore their inner world.

Students begin the process of keeping and daily journal. If they recognize that they need or want to change something in their life, they can then create a plan of action.

Share with students a few prompts to consider using for journal entries:

Describe a hero. It can be either someone you know or simply qualities of a hero. Describe the perfect friend. List one of your pet peeves and write about why it annoys you. What is courage? What is something that you appreciate about your parents or family? What is your favourite activity? Who do you do it with? Why do you think you enjoy it so? What was your most difficult life experience? What was your most joyous life experience?

WHAT ELSE DO WE NEED?

Journals Online journaling applications Paper Writing utensils

? 2020 Ophea | Page 1 of 2 | Ideas for Action - Mental Health

JOURNALING

HOW DO WE GET CREATIVE?

Have students create their own journal prompts, which they can share with others if they choose. Have students journal using video or other technologies. Be mindful of safety recommendation from CMHO (Children's Mental Health Ontario) regarding images and self-disclosures. Help students recognise and understand their feelings and reminders. Supply a list of whom they can ask for extra support and where.

ADAPTED FROM:

Adapted from: Alberta Education. Mental Health Matters. Retrieved from

? 2020 Ophea | Page 2 of 2 | Ideas for Action - Mental Health

STOP! THE WORRY

WHAT IS IT ALL ABOUT?

Students build safe and thoughtful solutions around the issues and concerns that affect them emotionally.

WHY DO IT?

Students use the "STOP!" acronym to build safe and thoughtful solutions around the issues and concerns that affect them emotionally.

HOW DO WE DO IT?

Students brainstorm a list of worries that students their age might have. Working in small groups of 2?3, students select one issue to think of solutions for. Student leaders present the STOP! acronym:

S: Stop and review -- What is the issue? Name it. T: Think -- How do I feel? What are some possible solutions? O: Options -- Choose the best option to stay safe. Choose to take good care of myself. P: People and places -- Who can help me? Where can I find assistance? ! -- Be excited that you are a solution builder! Have students review their solutions and, using STOP!, determine how they might address the issue similarly or differently the next time certain emotions come up.

WHAT ELSE DO WE NEED?

Paper Writing utensils

HOW DO WE GET CREATIVE?

Have students create scenarios and share them with other groups to respond to. Display scenarios and responses anonymously on a bulletin board to share them with other students.

ADAPTED FROM:

Adapted from: Alberta Education. Mental Health Matters. Retrieved from

? 2020 Ophea | Page 1 of 2 | Ideas for Action - Mental Health

STOP! THE WORRY

? 2020 Ophea | Page 2 of 2 | Ideas for Action - Mental Health

MEDITATION MOMENT

WHAT IS IT ALL ABOUT?

Students take a few moments to meditate at the start of the class. They then focus on an affirmation or recording.

WHY DO IT?

Meditation is a powerful strategy to help relieve stress and relax.

HOW DO WE DO IT?

Meditation can takes only a few minutes and can help students learn to quiet their body and prepare for the day. Student leaders share information about meditating with students. Explain to students that there is no right or wrong way to mediate and that they should not be concerned if the mind buzzes with thoughts, or if they don't feel any different when they're finished. When first starting, encourage students to focus on an affirmation or simply on their breath. One way to meditate is to find a comfortable seated position and close your eyes. Have students try meditating for 3 minutes and gradually increase to 5, 10, or even 15 minutes. Or, meditation can be as simple as sitting quietly and taking a single, deep, slow breath. Anything that helps one slow down for even a brief moment can be helpful.

WHAT ELSE DO WE NEED?

Sufficient space for students to take a comfortable seated position

HOW DO WE GET CREATIVE?

Search online for text or recorded guided meditations or affirmations to lead students through. Volunteers guide other small groups or classes through meditations. Students record themselves reading a guided meditation so they can use it at another time.

? 2020 Ophea | Page 1 of 1 | Ideas for Action - Mental Health

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