Unit Plan Title: Mental Illness

Subject(s):
Teacher:

Grade: 9
Term : 2

Enduring Understanding(s)/Big Idea(s):

Brief statement that describes what the students should understand at the end of the unit
The students will explore different types of mental illnesses and the impact that they have on individuals and those around
them. The goal is to break the stigma of mental disorders among students in Vietnam and provide them with a better
understanding. Students will also work on their research skills, group skills, and presentation skills using different technology
platforms to better assist them in their understanding.

What is the difference between mental illness and mental health

What is stigma?
Can we reduce and end mental health stigma?
What supports or networks are there for those with mental illness in Vietnam?
Curriculum Expectations
List overall and specific expectations that are addressed using Ministry documents: .
Cross-Curricular Connections (if possible)
Dance Drama Music Visual Arts Health & Phys.Ed. Math Science Social Studies French
Connection with Ministry Policies, Strategies and Initiatives (as applicable)
Equity and Inclusive Education Environmental Education Ontario First Nations, Mtis and Inuit
Financial Literacy Mental Health Creating Pathways to Success: Education & Career Planning

Overall Expectations:
A.1 identify and use a variety of literacy skills and strategies to improve reading, writing, and oral communication
in everyday contexts;
C.3 demonstrate the ability to apply appropriate interpersonal teamwork skills in a variety of learning
environments
Specific Expectations:
A1.1 identify and use a variety of reading skills and strategies to improve understanding of texts (e.g., identifying
purpose, applying prior knowledge, skimming and scanning, highlighting key words, using text features to find
information);
A1.2 identify and use oral communication skills to support reading, writing, and positive interaction with others
(e.g., asking questions to clarify meaning, using a think/pair/share strategy in problem solving, brainstorming to
generate ideas, making
oral presentations of group work);
B3.4 explain how stress can positively and negatively affect learning performances (e.g., with regard to test taking
and work completion), and demonstrate effective use of stress-management techniques to maximize performance
C1.2 identify and describe positive teamwork skills (e.g., sharing ideas, managing tasks, offering constructive
criticism, using conflict-resolution strategies) used in different learning environments;
C2.2 describe how interpersonal and teamwork challenges (e.g., inability to listen actively, interpersonal conflicts,
negative peer influences ) affect their learning.
C.3.3 evaluate the importance of various interpersonal and teamwork skills in a variety of learning situations
D2.2 identify and describe individuals or programs that can assist with their specific learning needs (e.g., peer
tutors, mentors, community youth programs);

ART 09 (Grade 9 Visual Arts Overall Expectations)

A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or
collaboratively;
A3.Production and Presentation: produce art works, using a variety of media/materials and traditional and/or
emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting
their works and the works of others.
B1.The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining,
interpreting, evaluating, and reflecting on various art works;
B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which
they were created, and of how they can affect personal values;
C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in
the creation of visual art works;
Learning Goals:
Statements that describe for a student what he or she should know and be able to do by the end of the unit

Learning Goals
Knowledge and Understanding
Students will have a better understanding of what is a mental illness & stigma
Students will have a better understanding of how stigma affect peoples lives
How can we eliminate stigma associated with mental illness
Skills
By the end of the lesson/task students will be able to:
Define/use the key terms
Be able to explain concepts of stigma, its causes and its impact
Be able to explain different ways treat people with mental illness versus physical illnesses
Be able to critically explore different mental illnesses.
Prior Knowledge & Skills Required
The knowledge/concepts and skills students must possess to be successful in this unit.

Students will have prior knowledge and skills to complete the assignments and tasks. This course is
also designed to help students to learn the skills to be successful at the secondary level.
Prior Knowledge
Self/peer editing
Research and organization (graphic organizers)
Video editing
Google doc
Students will work on the following skills:
Seminar Q&A format through active conversation on topics and lessons leading up to their
presentation
Organizing academic work and presenting at an academic level
Length of Unit
This unit will be approximately 14 periods (1 period = 75 minutes)
Resources
Texts and Print Material
Canadian Association of Mental Health:
http://www.camh.ca/en/education/Documents/www.camh.net/education/Resources_teachers_schools/TAMI/tami_teachersall.pdf

Mental Health Commission: http://www.mentalhealthcommission.ca/

Ever Active Schools: http://www.everactive.org/positive-mental-health-teacher-resources

Technology
- BYOD
- Projector / Smartboard with speakers
- wifi access
Community Resources
Guest speaker potentially a qualified professional from Ho Chi Minh City or a recorded interview with questions generated
by students or a skype interview
Management/Organization Tips
Classroom set up, routines
- BYOD
- Google Drive folder for students
- Handouts organized and ready for students
Student Assessment
Assessment For Learning

State learning goals for students.

This unit is helping students to better understand mental health and stigmas associated with them. They will
answer questions on a piece of paper related to their personal understanding of mental illnesses.
Students will be discussing the articles and questions proposed to them and creating additional questions they
could talk about in their groups that they will later explore in a VLOG/Educational video & magazine article
Assessment As Learning

Students will have the opportunity to brainstorm with peers, create questions etc., Students will have
opportunities to share written and communicate what they have learned in discussions with partners and with
the whole class.
Assessment Of Learning

Students will share their analysis of the poem or piece of art (drawing/painting) that they examined and explain
their interpretation of the art and what we can learnt from it. They will also share their blog and advertisement
about the mental illness.
Assessment of Learning Skills:
Responsibility Organization Independent Work Collaboration Initiative Self-Regulation
- self, peer, and teacher feedback
-student-teacher collaboration
-student-student collaboration
Additional Support
Use information about your class, consider the needs of students who require additional support

English Language Learners

Students with Individual Education Plans
Non-Identified students with unique learning needs

Accommodations made to support all students:

Increase time, space, amount
Scribe/ speech-to-text
Oral explanation
Include visuals, models, cueing, organizers
Change seating, groupings, pre-select peer editors
Peer tutor/Partner
Other: use of accessibility features on iPads that allow for speech recognition; text to
speech; speech pacing; guided access, etc.
Provide additional mini lessons / lunch time support on how to create, edit, and upload a
vlog and/or podcast
Unit Scope & Sequence
Time
150

Lesson Titles & Details

Talking about mental Illness / Stigmas
- What is stigma?
- How does stigmatize mental illness
- How does stigma affect peoples lives?
- How can we eliminate stigma?
Activities:
Activity 1: Free association exercise
Activity 2: What is stigma?
Activity 3: Case studies

75

What is mental illness?

Activity 1: Fact or Fiction?
Activity 2: Mental illness statistics for Ontario
Activity 3: Understanding mental illness: Definitions, possible causes
and treatment

300

The presentation for VLOG / Educational Video / Art Stop Frame

Animation Video
- preparing for the presentation
-preparing the students
- dos and donts brainstorm (p.67)
- class time to work on assignment

75

Presentation on Mental Health Awareness

(either in person or via skype)

Differentiated Instruction,
Accommodations and/or
Modifications
Video, powerpoint, group work,

150

Mental Health/Illness in the Media (p.67)

- How can we teach others the difference between mental health and
mental illness?
Activity 4: Art and Literature
- Awareness magazine advertisement / blog / magazine
- Activity 5: Famous people with mental illness

150

Wellness & Support Strategies

- Working and volunteering in mental health
- Where to get help
- mindfulness (breathing exercises)
- Taking care of your body and mind

75

Presentation and Q&A Session

Vlog / Educational Presentations and Q&A

75

Wrap up Mental Health Awareness

Submit Final Copies of Advertisement and Magazine or Blog
Submit Group evaluations

Evaluation
Journal Responses(individual)
Art Analysis (individual or partner)
Magazine Advertisement (individual or partner)
Blog or Magazine Entry (individual)
Vlog or Educational Video (group)

Examples of Lessons (Lessons #1, 2, 3)

Lesson # 1 Talking about Mental Illness / Stigmas
Goal Delivering the Lesson
What are the students doing?
Minds On: Approx.
Introduce Mental Illness and Stigmas
15 minutes
- Giving the students cue cards and asking
Materials:
Handout /
students can
use own device
to read from
teacher website
/watch video
links
Computer and
projector
(videos are
already
downloaded)
Action:

them to write down as many ideas as they can,

then stick the cue cards on the walls under the
categories myth (widely held, but false idea),
misconceptions or misunderstandings, hurtful or
disrespectful language, factual information
- write down ideas down on cue cards

Day 1
What is Stigma
Students will explore the concepts of stigma, its
causes and its impact.

What are you doing?

Guiding the students

through the questions
remind them that there is
now right or wrong answers
Guide students in
brainstorming
(allow students to work
individually or in pairs)

Powerpoint
Part 1: What is Stigma?
&
Part 2 : Terms Related to Stigma
1 - What Is Stigma?
2- Terms Related to Stigma to define and discuss stigma and
related terms. Tell students everyone has had discriminatory or
stigmatizing thoughts or attitudes. Remind them the important
things are: to recognize discriminatory or stigmatizing thoughts
and attitudes; to examine where they come from; and to work
toward controlling and changing the hurtful behaviours they
may cause.

(BASED ON PAGES 33-36)

Students have prior
Day 2
knowledge on case
Video: (2-3 minutes)
https://www.youtube.com/watch?v=BHSonXBZOwI studies will read over

Review Homework questions (ppt Q#9 & 10)

What are the stigmas in Vietnam regarding mental
illness
Is there support in HCMC and Vietnam for people
with mental illnesses

the questions and

answer any additional
questions or concerns
students have before
starting the task.

Case Study
Students will read the case study and in pairs discuss
the following the case study. (BASED ON PAGE
37)
We will discuss the questions as a group and record
our response on a google doc (students will be able
to come back to this and add additional questions or
comments or review)
Questions for discussion:
1) If both suffer from chronic biological illnesses,
why did Frank lose his job, his apartment and his
friends while Alices situation remained relatively
unchanged?
2) What kinds of assumptions underlie the actions of
health professionals, family and friends in each
situation?
3) Are friends, work, independence, recreation and
family support equally important for people with
mental illness and people with other chronic
illnesses?
4)Student lead question for discussion (each group
has to create a question they would like to discuss)
Independent Practice:
time to work

Students will work independently and or with

a partner to complete their case study review

Provide written
feedback via e-mail,

independently during
class time and outside
of class time
Consolidation: Brief 510 minute times at
end of several periods

questions and work on their art

piece/literature task

google docs, and in

class meetings

Students can ask questions and discuss

issues surround their assignments and mental
health issues. Students can put questions
they want answered in the question box if
they do not want to ask in front of the class

Record the first things that come to your mind when you think of mental illness or a person with
mental illness
(remember there are no right or wrong answers)

Activity 2: What is a Stigma (this will be a ppt)

Questions
1) Can anyone tell me what stigma is?
Possible answers include: labels like crazy, psycho, stereotyping or discrimination
2) What are some of the negative things you have heard about people with mental illness?
3) What are some of the positive things you have heard about people with mental illness?
Creative, artistic remember this can be seen as a type of stereotype
4) Why do you think people with mental illness are stigmatized?
Possible answers include: they are seen as different; people dont understand what mental
illness is.
5) Can you think of any other health conditions or social issues that have been stigmatized
throughout history?
Possible answers include: homosexuality, leprosy, unwed motherhood, divorce, aids.
6) What kind of factors have contributed to changing public perception around some of these
conditions or issues?
Possible answers include: education, public policy, open dialogue, scientific research,
changing social mores
7) What do you think influences perceptions about people with mental illness?
Possible answers include: the media news, newspapers, headlines and stories that
associate people with mental illnesses with violence or suicide; the fact that people with
mental illness sometimes behave differently and people are afraid of what they dont
understand
8) How do you think stigma affects the lives of people with mental illness?
Possible answers include: it makes them unhappy; they may not be able to get a job or
find housing; it may prevent someone from seeking help; it may cause them to lose their
friends; it can negatively affect the whole family
Homework Questions:
9) What are the stigmas in Vietnam regarding mental illness?

10)

Is there support in Ho Chi Minh City and Vietnam for people with mental illness?

*Students will share answers and the recorder(s) will keep a running note of the conversation and
answers on a google doc for all students to access during and after the ppt.

Case Studies
FRANK JONES
Frank Jones had been released from a provincial psychiatric hospital after having been admitted
recently for intense psychotic symptoms. At the time of admission, Frank was highly agitated,
yelling that the police were going to harm him because hes the Boston Stranglers brother. In the
emergency room, Frank told the on-call psychiatrist that he was hearing voices of the devil
preaching about his murderous relatives.
This was the patients third hospitalization since schizophrenia was first diagnosed 12 years
earlier at age 22. Frank had made an excellent recovery from previous hospital stays: He had
been working as a salesman at a hard-ware store for the past six years, and lived nearby in a
small but comfortable apartment. He visited a psychiatrist at the community mental health centre
for medication about once a month. He also met with a counsellor there to discuss strategies to
cope with his mental illness. Frank had several friends in the area and was fond of playing softball
with them in park district leagues. He had been dating a woman in the group for about a year and
reported that he was getting serious. Frank was also active in the local Baptist Church,
where he was co-leading Bible classes with the pastor. The reappearance of symptoms derailed
his job, his apartment and his social life.
Recuperating from this episode involved more than just dealing with the symptoms of his illness.
The reaction of friends, family members and professionals also affected what happened to Frank.
The hardware store owner was frightened by Franks mental hospitalization. The owner had
heard mentally ill people could be violent, and worried that the stress of the job might lead to a
dangerous outburst in the shop. Franks mother had other concerns. She worried the demands of
living alone were excessive: Hes pushing himself much too hard trying to keep that apartment
clean and do all his own cooking, she thought. She feared Frank might abandon his apartment
and move to the streets, just like other mentally ill people she had seen.
Franks doctor was concerned his hospitalization signaled an overall lack of stability. His doctor
believed schizophrenia was a progressively degenerative disease, a view first promoted by a
renowned psychiatrist in 1913. In this view, psychiatric hospitalizations indicated the disease was
worsening. The doctor concluded Franks ability to live independently would soon diminish; it was
better to prepare for it now rather than wait for the inevitable loss of independent functioning. So
the doctor, with the help of Franks mother and boss, talked him into leaving his job, giving up his
apartment and moving in with his mother. Franks mother lived across town, so he stopped
attending the Baptist church. Frank was unable to meet with his friends and soon dropped out of
the sports league. He stopped seeing his girlfriend. In one month, he lost his job, apartment and

friends.

ALICE JOHNSON
Like Frank Jones, Alice Johnson had been diagnosed with a significant and chronic disease:
diabetes. She had to carefully monitor her sugar intake and self-administer insulin each day. She
watched her lifestyle closely for situations that might aggravate her condition. Alice also met
regularly with a physician and a dietitian to discuss blood sugar, diet and exercise. Despite these
cautions, Alice had an active life. She was a 34-year-old clerk-typist for a small insurance
broker. She belonged to a folk-dancing club she attended at a nearby secondary school. She was
engaged to an accountant at the insurance company.
Despite carefully watching her illness, Alice suffered a few setbacks, the last occurring about a
month ago when she required a three-day hospitalization to adjust her medication. The doctor
recommended a two-week break from work after her discharge, and referred her to the dietitian to
discuss appropriate changes in lifestyle. Even though diabetes is a life-threatening disease (in her
most recent episode, Alice was near coma when she was wheeled into the hospital), no one
suggested she consider institutional care where professionals could monitor her blood sugar and
intervene when needed. Nor did anyone recommend Alice give up her job to avoid work-related
stressors that might throw off her blood sugar.
Case studies adapted from Corrigan, P. (1998). The Impact of Stigma on Severe Mental Illness. Cognitive and Behavioral Practice, 5, 201222

Lesson # 2 What is a Mental Illness

Goal Delivering the Lesson
What are the students doing?
Minds On:
What is Mental Health?
https://www.youtube.com/watch?
Materials:
v=aNQBdIMM3mQ
Question: What do you do when you are
stressed? What can you do to improve your
mental health?
Action:

We will now examine mental illness / problems

through Activities from the Canadian Association
of Mental Health
Activity 1: Fact or Fiction? (p40 for questions)
Activity 2 and 3 are based on pages 44-56
(http://www.camh.ca/en/education/Documents/www.camh.net/
education/Resources_teachers_schools/TAMI/tami_teachersall.pdf)

What are you doing?

Guide student
conversation add
questions or confirm
responses. This will be
mainly student led.

Teacher will walk around

and answer student
questions (as there will be
multiple questions about
the material as it will be
fairly new to the students.

Activity 2: Mental illness statistics for Ontario

Activity 3: Understanding mental illness: Definitions,
possible causes and treatment
Reflective Video

The Stand up Kid Time to make change**

https://www.youtube.com/watch?
v=SE5Ip60_HJk
Mental Illness: What You See / What You
Don't See
https://www.youtube.com/watch?
v=54sDdNa9vek
OCD Slam poetry and mental health
awareness
https://www.youtube.com/watch?
v=ZIKzBjbOK9M
Independent Practice:
time to work
independently during
class time and outside
of class time
Consolidation: Brief 510 minute times at
end of several periods

Students will have the opportunity to work

and research additional information
independently. Students will watch videos
at home if not enough class time.
Living with a Mental Disorder
https://www.youtube.com/watch?
v=ezI2W32yNg8
Write in your journal 3 things you learned 2

Answer questions and lead

classroom discussion
about the videos talk
about the emotions,
stigmas and so on.

things you thought was interesting and 1 or

more questions you still have
Watch for homework:
Rewriting the Stigma of Mental Illness
https://www.youtube.com/watch?v=p5YwRad-rs
Imagine There Was No Stigma to Mental
Illness
https://www.youtube.com/watch?
v=WrbTbB9tTtA

FACT OR FICTION?
(Presented online as a survey will share results with the classroom)
True

Fiction

Questions
One person in 100 develops schizophrenia.
A person who has one or two parents with mental illness is more likely to develop
mental illness.
Mental illness is contagious
Mental illness tends to begin during adolescence.
Poor parenting causes schizophrenia.
Drug use causes mental illness.
Mental illness can be cured with willpower.
People with mental illness never get better.
People with mental illness tend to be violent.
All homeless people are mentally ill.
Developmental disabilities are a form of mental illness.
People who are poor are more likely to have mental illness than people who are not.

Answer Key:
Section 2
42

Fact or fiction? answer key

1. One person in 100 develops schizophrenia.
True. One per cent of the general population develops schizophrenia.
2. A person who has one or both parents with mental illness is more likely to develop mental illness.
True. Mental illness can be hereditary. For example, the rate of schizophrenia in the general population is
one per cent. This rate rises to to eight per cent if one parent has the disorder and to 3746 per cent if both

parents have it. One in 10 people in the general population has experienced depression, compared to one in
four for people whose parents have experienced depression.
3. Mental illness is contagious.
False. Mental illness is not contagious. Heredity can, and often does, play a factor in the development of
the disease.
4. Mental illness tends to begin during adolescence.
True. The first episode of a mental illness often occurs between the ages of 15 and 30years. Early
intervention is currently thought to be one of the most important factors related to recovery from mental
illness. Embarrassment, fear, peer pressure and stigma often prevent young people from seeking out help.
5. Poor parenting causes schizophrenia.
False. Childhood abuse or neglect does not cause mental illnesses such as schizophrenia. However,
stressful or abusive environments may seriously impair a persons ability to cope with and later manage the
illness.
6. Drug use causes mental illness.
True and False. Alcohol and other drugs sometimes play a role in the development of some symptoms and
disorders, but do not usually cause the illness. However, long-term drug and alcohol use can lead to the
development of drug-induced psychosis, which has many of the same symptoms of organic mental illness.
Alcohol and drugs are often used as a means to cope with the illness, although using alcohol and drugs can
make the symptoms of mental illness worse.
7. Mental illness can be cured with willpower.
False. Mental illness is associated with chemical imbalances in the brain and requires a comprehensive
treatment plan.
8. People with mental illness never get better.
False.
With the right kind of help, many people with a mental illness do recover and go on to lead healthy,
productive and satisfying lives. While the illness may not go away, the symptoms associated with it can be
controlled. This usually allows the person to regain normal functioning. Medication, counselling and
psychosocial rehabilitation are treatment options that can help people recover from mental illness.
9. People with mental illness tend to be violent.
False.
People who experience a mental illness acutely sometimes behave very differently from people who do not.
While some of their behaviours may seem bizarre, people with mental illness are not more violent than the
rest of the population.
10. All homeless people are mentally ill.
False. Although studies have shown that between 17 and 70 per cent of people who are homeless have
mental illnesses, it is clear that being homeless doesnt automatically indicate a mental illness.
11. Developmental disabilities are a form of mental illness.
False.

Mental illness is often confused with developmental disabilities, even though the two conditions are quite
different. Mental illness does not affect an individuals intellectual capacity, whereas developmental
disabilities do. However, people with developmental disabilities are more susceptible to developing mental
illness.
12. People who are poor are more likely to have mental illness than people who are not.
False. Income is not a factor in overall rates of mental health problems. However, people with lower
incomes experience slightly higher rates of depression. People who live with major mental illnesses often
end up in lower social classes because the illness may interfere with their ability to hold a job.

Lesson # 3 The presentation for VLOG / Educational Video

Goal Delivering the Lesson
Minds On:
Materials:

What are the students doing?

You Are Not Alone video to introduce the
Culminating Activity
https://www.youtube.com/watch?
v=ZU5n8pc2jB0#t=14

What are you doing?

Action
Assign students group
Students in Grade 9
Art will be working
together to complete
the Stop Frame
Animation Video (see
attachment for their
timeline students
will have a different
due date/presentation
date)
Students will put into
groups of (3 to 4) and
given one of the
following topics:
:

Culminating Activity - Create a VLOG /

Education Video or ART Stop Frame
Animation Video Discussing a Mental Illness
Topics:

Anxiety Disorders
Attention Deficit Hyperactivity Disorder
(ADHD, ADD)
Autism Spectrum Disorders (ASD)
Bipolar Disorder (Manic-Depressive Illness)
Borderline Personality Disorder
Depression
Eating Disorders
Obsessive-Compulsive Disorder (OCD)
Post-Traumatic Stress Disorder (PTSD)
Schizophrenia
Suicide Prevention

Teacher will create

groups that will help
students maximize their
strengths
Students will have the
opportunity to create a
list of the top 3 topics
they would like to
explore as a group.

Students will fill out a KWL chart with their group

How to create a VLOG or Educational
Video * (Stop Frame Animation will be
taught in Art)

Students will fill out a

KWL chart after creating
their group folder on the
google drive

Discussions/mini lessons on the following (if

they have not been covered prior to this

The group will review the

assignment)
Researching Mental Illness
- Graphic organizers
- Dividing work / working together
- Bibliography and Sources
- Plagiarism
- Editing / Revising
Independent Practice:
time to work
independently during
class time and outside
of class time
Consolidation: Brief 510 minute times at
end of several periods

Students will have time to work together and

collect information, divide course work, edit
and revise (expected to be on a google doc)

VLOG / Educational video

ppt from the previous
unit

Will have access to

google doc and be able
to track group and
individual progress

This lesson is on-going students will be given

15-30 minutes at various times to work with
their group.

Group Namess KWL Chart for mental illness topic: ________________

What do I KNOW What do I WANT to know
What did I LEARN
about
about
about _______________
________________
__________

Mental Illness Presentation Expectations and Assessment

Expectations

Explain current topic and the stigmas associated with that illness
Demonstrate an understanding of the illness and ways that people can seek help
Explore: develop a video that helps break that perception of the stigma associated with
the illness
Process: evaluate, analyze, and synthesize information related to the mental illness
Create a final product and effectively communicate the understanding of the illness

Assessment Rubric
Criteria

Level 1
(5059%)

Level 2
(6069%)

Level 3
(7079%)

Level 4
(80100%)

Knowledge and Understanding

Explore the assigned
topic and provide
a thorough and
accurate summary
of current and relevant
information on the
topic

Demonstrates a
limited knowledge
of the assigned
topic; information
presented is limited
in its accuracy,
currency, and
relevancy

Demonstrates
some knowledge
of the assigned
topic; information
presented is
somewhat
accurate, current,
and relevant

Demonstrates
considerable
knowledge of the
assigned topic;
information
presented is mostly
accurate, current,
and relevant

Demonstrates
thorough knowledge
on the assigned topic;
information is,
accurate, current, and
relevant

Present and examine

the different supports
available for individuals
and families

Demonstrates
a limited
understanding of
how institutions
provide support

Demonstrates
some
understanding of
how institutions
provide support

Demonstrates
considerable
understanding of
how institutions
provide support

Demonstrates
a thorough
understanding of how
institutions provide
support

Analyzes current
stigmas and issues
related to mental
illness
with limited
effectiveness

Analyzes current
stigmas and issues
related to mental
illness
with some
effectiveness

Analyzes current
stigmas and issues
related to mental
illness with
considerable
effectiveness

Analyzes current
stigmas and issues
related to mental
illness with a high
degree of effectiveness

Thinking
Analyze current
stigmas and issues
related to the mental
illness by creating and
answering questions
that are thought
provoking and promote
discussion

Communication

Presentation effectively
expresses the main
ideas and concepts
required and presents
them in a logical and
organized manner

Expresses and
organizes
information
with limited
effectiveness

Expresses and
organizes
information
with some
effectiveness

Expresses and
organizes
information with
considerable
effectiveness

Expresses and
organizes information
with a high degree of
effectiveness

Presentation shows
understanding of
audience for the
purpose of informing

Communicates for
audience
and purpose
with limited
effectiveness

Communicates for
audience
and purpose
with some
effectiveness

Communicates for
audience and
purpose with
considerable
effectiveness

Communicates for
audience and purpose
with a high degree of
effectiveness

Written component
effectively reflects
proper use of
conventions,
vocabulary, and
terminology

Uses the proper

conventions,
vocabulary,
and terminology
with limited
effectiveness

Uses the proper

conventions,
vocabulary,
and terminology
with some
effectiveness

Uses the proper

conventions,
vocabulary, and
terminology with
considerable
effectiveness

Uses the proper

conventions,
vocabulary, and
terminology with a
high degree of
effectiveness

Makes connections
between the
concepts with
limited
effectiveness

Makes connections
between the
concepts with
some effectiveness

Makes connections
between the
concepts with
considerable
effectiveness

Makes connections
between the concepts
with a high degree of
effectiveness

Application
Discussion questions
makes connections by
analyzing how current
research and theories
influence development

LLS09 (ISU) Mental Illness

Presentation Process and Assessment
Purpose

To allow further investigation into topics relevant to the study of mental illness

To develop the skills needed to properly research and present a topic at the academic level

Process
Students will be divided into groups of 3-4. Each group will be responsible for covering a topic on mental illness and
presenting it as a VLOG or Educational Video in English and Vietnamese. Following the video presentation the group will
hold a seminar style question and answer (Q&A) session answering questions about their topic. All students are expected
to participate within the group and in the Q&A session following the video. The video should be approximately 3 to 5
minutes in length and the Q&A should be about 5-7 minutes in length.

Topics

Anxiety Disorders
Attention Deficit Hyperactivity Disorder (ADHD, ADD)
Autism Spectrum Disorders (ASD)
Bipolar Disorder (Manic-Depressive Illness)
Borderline Personality Disorder
Depression
Eating Disorders
Obsessive-Compulsive Disorder (OCD)
Post-Traumatic Stress Disorder (PTSD)
Schizophrenia
Suicide Prevention

Evaluation
Evaluation will be in 3 parts:

a) Written Report: A group report will be handed in the day after the presentation. This will include a bibliography of all
resources, written in APA format; a brief summary of the research conducted (1 page); a list of all questions used by the
group to promote discussion, and a script of the video in English & Vietnamese.
b) Self-Assessment: There will be a completion of the self-assessment form by each member
plus a 1-page
assessment about the your group presentation and video. Include both positive and negative points. How could you
improve the presentation if you were to do this again? What did you do really well? Was it a positive learning experience?
Why or why not? What about the process would you like to see changed? Any other comments/questions?
c) Peer Assessment: The members of the group will assess how the group worked as whole using the provided form.

LSS09 (ISU) Peer Assessment Form

Student Name________________________________________________________
Topic_______________________________________________________________
Use the following form to assess the a group that presented. Circle the appropriate number
beside each of the criteria listed with 1 being the lowest score and 5 being the highest.
The video was the proper length (3 to 5 minutes).
1

The video included an introduction and conclusion.

The video was logical and easy to follow.

Everyone was easily heard.

Everyone knew his/her material. Everyone was able to answer questions related to the topic.
1

Everyone was able to generate discussion about the topic during Q&A
1

Use the space provided to make comments about the video & presentation. Include both positive
and negative points. How could the group improve the presentation for next time? What did the
group do really well?

Signature of Evaluator: __________________________

LSS09 (ISU) Self-Assessment Form

Student Name________________________________________________________
Topic_______________________________________________________________
Use the following form to assess the presentation. Circle the appropriate number beside each of
the criteria listed with 1 is the lowest score and 5 being
the highest.
The presentation was the proper length (3 to 5 minutes).
1

I actively participated in my group video & presentation.

I felt that the presentation was logical and easy to follow.

I knew the material. I did not need to refer to my notes often and I was able to answer
questions related to the topic.
1

We were able to generate discussion about the topic. We had prepared a list of questions prior to
the seminar.
1

Prepare a 1-page assessment about the your group presentation and video. Include both
positive and negative points. How could you improve the presentation if you were to do this
again? What did you do really well? Was it a positive learning experience? Why or why not? What
about the process would you like to see changed? Any other comments/questions?