{"id":3094,"date":"2021-03-02T10:34:08","date_gmt":"2021-03-02T10:34:08","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/?p=3094"},"modified":"2021-03-16T17:04:52","modified_gmt":"2021-03-16T17:04:52","slug":"mesp-third-and-fourth-level-lessons","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/mesp-third-and-fourth-level-lessons\/","title":{"rendered":"MESP Third and Fourth Level Lessons"},"content":{"rendered":"

\"\"<\/p>\n

See Me- On Edge<\/a><\/p>\n

On Edge aims to tackle the myths that surround self harm, reduce the stigma associated with it by increasing understanding of its function, reduce the barriers to help seeking by raising awareness of sources of support and promote a consistent humane response to a behaviour which is a manifestation of distress.<\/p>\n

 <\/p>\n

Dove- Self Esteem Resources<\/a><\/p>\n

Information and exercises relating to self-esteem and body image<\/p>\n

 <\/p>\n

Bounce Back\u00a0<\/a><\/p>\n

A whole-school program from P1 to S2, Bounce Back! provides students with practical strategies and life skills to handle challenges and adversity encountered.<\/p>\n

 <\/p>\n

Crossing The Line\u00a0<\/a><\/p>\n

This lesson and accompanying film explores the issue of cyberbullying with an LGBT focus. Through the toolkit activities students will define cyberbullying and recognise examples of it; exploring when actions have crossed the line. In addition to this there is clear signposting to advice and support on how to respond to and deal with issues of cyberbullying.<\/p>\n

 <\/p>\n

Anna Freud<\/a><\/p>\n

Information, lesson plans, powerpoints, animations for staff to lead discussions around mental health<\/p>\n

 <\/p>\n

Samaritans DEAL resource<\/a><\/p>\n

DEAL is a free resource for teachers and other educational professionals designed to help develop resilience in young people.<\/p>\n

 <\/p>\n

Brake- Road Safety<\/a><\/p>\n

Our guide for educators will help you teach important road safety messages to children age 2-18 and meet curriculum goals<\/p>\n

 <\/p>\n

No Knives Better Lives<\/a><\/p>\n

Direct link to the presentations available for knife crime prevention work with young people<\/p>\n

 <\/p>\n

ShunBurn – Teenage Cancer Trust\u00a0<\/a><\/p>\n

Protecting skin and avoiding skin cancer. Register for a free downloadable teacher resource pack<\/p>\n

 <\/p>\n

STOP Stigma – Cornwall Healthy Schools\u00a0<\/a><\/p>\n

STOP Stigma aims to increase students’ awareness of stigma linked to mental health problems, the role of the language in stigma and increasing knowledge and understanding of mental health problems<\/p>\n

 <\/p>\n

Dinnae Stress<\/a><\/p>\n

 <\/p>\n

Rise Above – Department of Education England:<\/a>
\nThere are resources covering the following areas, however, these are based around Key Stages 3 & 4 as rather than CfE: Social media, Sleep, Dealing with change, Transition to secondary school, Puberty, Bullying and cyberbullying, Smoking, Online stress and FOMO, Alcohol, Exam stress, Body image in a digital world and Forming positive relationships<\/p>\n

 <\/p>\n

Return to School Resources<\/a><\/p>\n

Place2Be has put together a series of resources focused on community recovery, to help headteachers and school staff start to bring their schools back together following recent challenging times. Drawing on themes including hope, gratitude and connectedness, these assembly and class activity ideas are intended as a universal resource for all children, and staff are invited to use them as starting points to promote emotional wellbeing and resilience for all.<\/p>\n

 <\/p>\n

Facts about mental health – third\/fourth level | Health and wellbeing activities | Resources for practitioners | Scotland Learns | National Improvement Hub (education.gov.scot)<\/a><\/p>\n

By learning facts about mental health, young people will be able to explore and challenge their own values and attitudes to mental health. This learning activity is based on third\/fourth level experiences and outcomes.<\/p>\n

 <\/p>\n

Why We Need Sleep<\/a><\/p>\n

Young people will learn about the importance of sleep in maintaining positive wellbeing and health.e.<\/p>\n

 <\/p>\n

Better Sleep Routines<\/a><\/p>\n

Young people will be encouraged to investigate ways to improve the quality of their sleep to maintain positive wellbeing and health.<\/p>\n

They will learn information and techniques to help them get a great night\u2019s sleep.<\/p>\n

 <\/p>\n

How Much Quality Sleep Do I Get?<\/a><\/p>\n

Young people will be encouraged to think about their own sleep patterns and how they can make slight changes which may have a significant impact on their wellbeing and health.<\/p>\n

 <\/p>\n

Identifying Coping Strategies<\/a><\/p>\n

Dealing with different challenging situations can cause a range of short and longer term emotional responses for everyone at times. This activity helps young people to identify coping strategies to help them to manage when they face challenging personal circumstances.<\/p>\n

 <\/p>\n

Creating a Sensory Box<\/a><\/p>\n

Dealing with different challenging situations can cause a range of short and longer term emotional responses for everyone at times. This activity helps young discuss using a sensory or self-soothe box as a strategy to help cope with difficult personal circumstances.<\/p>\n

 <\/p>\n

Managing Anger<\/a><\/p>\n

Dealing with different challenging situations can cause a range of emotional responses, including anger, for everyone at times. This activity helps young people to think about the kinds of things that make people angry and ways to cope with these often intense feelings.<\/p>\n

 <\/p>\n

Thinking about Worrying<\/a><\/p>\n

Here you will find some ideas to support you to design an activity to help young people to explore the kinds of things that people worry about at different stages in their life.<\/p>\n

 <\/p>\n

Worry, Stress and Anxiety<\/a><\/p>\n

Here you will find some ideas to support you to design an activity to help young people to think about the differences between worry, stress and anxiety.<\/p>\n

 <\/p>\n

Developing Coping Strategies<\/a><\/p>\n

This activity helps young people to explore the different ways that people cope with feelings of worry and anxiety. It also helps them to reflect on how well they themselves cope.<\/p>\n

 <\/p>\n

\"\" \"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

See Me- On Edge On Edge aims to tackle the myths that surround self harm, reduce the stigma associated with it by increasing understanding of its function, reduce the barriers to help seeking by raising awareness of sources of support and promote a consistent humane response to a behaviour which is a manifestation of distress. …<\/p>\n","protected":false},"author":73923,"featured_media":2661,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[93,104,180,109],"tags":[],"class_list":["post-3094","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-health-and-wellbeing","category-mental-emotional-social-and-physical-wellbeing","category-mesp-third-fourth-level-lessons","category-third-fourth-level-mental-emotional-social-and-physical-wellbeing"],"jetpack_featured_media_url":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/fvwlric\/uploads\/sites\/7616\/2021\/02\/19172326\/Lessons-1.png","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/3094","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/users\/73923"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/comments?post=3094"}],"version-history":[{"count":22,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/3094\/revisions"}],"predecessor-version":[{"id":3987,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/3094\/revisions\/3987"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/media\/2661"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/media?parent=3094"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/categories?post=3094"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/tags?post=3094"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}