Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Part A: Seeking help

20 minutes

Part B: A case study

30 minutes

Part C: Campaign

5 minutes

Reflection

Part A: Seeking help

Step 1

Ask students to write down: Where are places that you can get help when you have problems?
1.
2.
3.
4.

Step 2

Ask students to discuss on their tables:

Why do you think it is vital for people to get help when they're going through a rough time?
What are the benefits of seeking help?

Step 3

Tell students that they will be watching some clips about a community that experienced intense and devastating bushfires. Ask students to brainstorm a list of problems the community might be facing and what supports they might need:

Possible problems	The support they might need

Part B: A case study: A Fire Inside

Step 1

Introduce the video to students about counselling from the feature documentary A Fire Inside:

A Fire Inside: Counselling (https://vimeo.com/651794846)

Step 2

Ask students to write responses to the below questions individually:

What stood out to you in this clip?
Did anything surprise you? Why/why not?
What messages did you take away from this clip?
Why is it important to seek help and to be clear about the support that you need?

Step 3

Ask students to share their answers with their peers.

Step 4

Tell students to read the quotes from the film below and write down their responses to them.

Key quotes analysis:

Quote:	What this makes me think/feel:
“There is this stigma, there is this shame about being emotionally impacted. ..we’ve got to do more to open the door to give permission to our mates.. that it’s ok to be impacted by traumatic experiences”.
“Talking about it makes it come good. It’s a release”.
“You’ve got to be ready to put your hand up (for help)”.
“It’s not about character... It’s not about there’s something wrong with me. This is just a perfectly natural response to a very unnatural situation”.
“It wasn’t telling you that you’ve got to get over it”.
“Taking care of your own self is not a selfish thing to do”.
“It can’t be forced, you’ve got to be ready to put your hand up”.
“We are not as tough as we thought we were but we are more resilient”.
“I thought I was a rock”.

Part C: Propose a campaign

Step 1

Divide students into small groups of 3-4. Invite each group to design a health promotion campaign designed to help people that are in need of support.

Step 2

Conduct some brief research on various health campaigns and what makes a health campaign impactful and relatable.

Examples include:

Step 3

Ask students to work together and plan a campaign to help those in need of support and ensure they consider the importance of removing the stigma associated with help-seeking. Students are to consider ways that might activate change and the way we approach people, communities or organisations for help.

Step 4

Have students plan their campaign including:

The aspect of support to focus on:
Primary audience (person, group or community)
Slogan
Imagery
Other essential details

Step 5

During this task, ensure all students are given specific tasks and work together respectfully. Circle each group and ask members of the group to identify their roles and responsibilities.

Step 6

Ask students to present their ideas and the knowledge they have gained from completing the task. Prompt students to think about:

What difficulties may they encounter with their plan?
What makes their program unique?
How do they plan on ensuring the campaign has reached the target audience and its full potential?

If you notice a particular student or number of students that have shown an interest in this area or field you may like to consider asking them to conduct some extensive research on that field of work. For example, you could ask the students to investigate the founder or people that work there.

How they have appointed that role?
Did they study a specific subject/s or degree?

Reflection

Step 1

Ask students to read another group’s campaign plan.

Step 2

Ask students to write down:

Something the other team did well
Something the other team should work on
Something they now want to add/change about their campaign.

Differentiated Learning

Extension - Students could turn their campaign into a video or series of social media posts. Students can investigate who is responsible for creating promotion in those fields and what their line of work entails. Do they need a degree, just experience, passions etc?

Prompt question: Have you ever considered working in the health industry or are you interested in what they do and how?

Option 1. Turn your campaign into a video or series of social media posts to educate youth about the importance of seeking help and being vulnerable.

Option 2. Investigate who is responsible for promoting health and what their line of work entails.

Who are the professionals you came across in the field of psychology, health, health promotion?
Do they need a degree, just experience or just passion?
Do they need to study specific subjects in order to enrol into a degree?

Provisions for Learning Support - Students could create a poster in a small group.

Teacher reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

A Fire Inside - The Importance of Seeking and Offering Help

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Students will...

Success criteria:

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