Download SAFE-‐SPOTTER PROGRAMME Tutorial 2/3 – Second Year `Stigma

SAFE-­‐SPOTTER PROGRAMME Tutorial 2/3 – Second Year ‘Stigma of Mental Health and Emotional Wellbeing?’ Aims 1) Further development of understanding of the impact and prevention of Stigma Introduction to Session (Led by Teacher) At start students to be made aware of a ‘safe place’ – if they find the content of the tutorial difficult – what staff member or area of school they can go to if they find lesson difficult for them during or after class. This class is meant to build on general learning around Stigma gained in the first year curriculum. This lesson plan has an emphasis on group discussion and optional small group activities such as a quiz and considering aspects of stigma in smaller groups and feeding back to the class. Stigma Fact Spot What is Stigma? Stigma is defined as ‘a mark of disgrace associated with a particular circumstance, quality of person’ Negative attitudes then create prejudice which leads to negative actions and discrimination. Teacher to lead group discussion around examples of Stigmatising behaviour…Starting with an open question such as ‘What kind of person might experience stigma or discrimination?’ The following questions could be considered within this wider discussion or by slitting students into smaller groups to consider the questions with approx 5-­‐7 minutes per question. Class should be encouraged to think of various kinds of stigma including discrimination secondary to: Physical Disability Race Sexuality Gender Mentalf Illness Learning Disability Religion Social Class Class should now be encouraged to think about how stigma affects an individual: Employment Relationships Housing Risk of abuse and bullying In their Emotional Health Reduction in dignity and self-­‐esteem Discrimination due to perceived beliefs about that individual (For example belief that individuals with a mental illness are dangerous, that individuals from certain religious backgrounds are dangerous or that individuals with a learning disability cannot understand certain issues or make decisions) Suggested Group Activity -­‐ Quiz Suggested that at the start of the lesson, a class quiz is undertaken – the point of this exercise being highlighting any prejudiced of stigmatised attitudes or beliefs that already exist due to the Stigma within society. Example Questions and Accurate Statistics below: 1) What proportion of young people will experience an emotional difficulty or mental illness during their life? Answer 1/3 2) What proportion of adults at any given time are experiencing an emotional difficulty or mental illness? Answer 1/4 3) What proportion of murders are committed by individuals with emotional difficulties or mental illness? Answer – less than 3% 4) What proportion of individuals with emotional difficulties or mental illness have been the victim of a crime in the last year? Answer -­‐ 25% 5) What proportion of individuals with emotional difficulties of mental illness have experienced stigma specifically relating to this in the last year? Answer – 95% Students to think of examples of Stigma in Emotional Difficulties and mental health problems? This part of the lesson focuses particularly on the stigma experienced by individuals with emotional difficulties and mental illness. Examples of stigma against this group: Homosexuality was considered a ‘mental illness’ in the UK until 1973! It was also considered illegal in the UK until 1967! Films such as Hannibal Lecter -­‐ a cannibalistic psychiatrist in Silence of the lambs One Flew Over the Cuckoo’s Nest – giving the impression that psychiatric wards are like prison cells Storyline’s on soaps including Eastender's when Ronnie was experiencing Post Natal Depression – attempted to murder child. Reporting in British Media of murders and criminal acts to include headlines such as ‘Crazed killer’ ‘Mentalist Murderer’. Use of phrases such as ‘mental’ ‘off his head’ ‘spazzy’ -­‐ what do these descriptions imply? What do the students think the impact of language such as this is on a persons self esteem, mood, confidence? Evidence has shown that the impact of bullying and discrimination such as this is long term – and that as adults the impact of bullying as a child with such terms can be catastrophic. What does the law say? In 2014 the Glasgow Media group reviewed three months of TV drama to identify themes in the way mental healthy was being portrayed. This showed that mental health portrayals had become more positive, and fewer characters with mental health problems were being portrayed as violent. Soaps including Casualty and Coronation Street have since tackled issues including self-­‐harm and suicide attempts in a more positive and accurate way. Supporting the Fight against Stigma Increased Recognition of Normality of Emotional difficulties and mental health problems: By recognising that around ¼ people will experience these difficulties at some point in life – you can help to reduce the stigmatising of individuals by Not participating in Stigmatising Behaviour: There are lots of reasons why an individual participates in this behaviour. Sometimes people may not even realise they are doing it. By ‘liking’ a post on Facebook, re-­‐tweeting a Twitter comment, watching a soap that is running a stigmatising story, buying a magazine promoting unhealthy beliefs or images of young people. By recognising that prejudice is present – we encourage young people to consider the impact this is having on individuals, and to consider their participation in buying/watching/engaging in this. Encouraging a social change in Stigmatising behaviour in society and the Media: Through charities such as Time To Change (www.time-­‐to-­‐change.org.uk) -­‐ young people can access information around how to approach politicians, TV licensing boards and authors on their stigmatising messages. On a day to day basis in society, school, families, friend groups – young people can have a HUGE influence on the stigma and prejudiced behaviour demonstrated. This can include challenging people on their use of derogatory language or behaviour and protecting vulnerable individuals. ___________________________________________________________________________Last Updated June 2015 Copyright SafeSpot Limited. No unauthorised copies of this tutorial to be copied or distributed.