Youth on Mental Health Policy Unit Takeaways Recognize how children and youth are characterized within Canadian mental health policy. Consider the implications of how children and youth are represented in policy, and how their agency and inclusion offer new interpretations. Reflect on the gap that racialized youth see between how people who create mental health …
Letters to Professionals Unit Takeaways To explore the messages that youth have for mental health professionals about what helps and what hinders their wellbeing. To consider the ways young people experience their mental health in relation to what they need from professionals and professional services. To recognize microaggressions committed against children and youth because of …
Resisting Adultism in Mental Wellbeing Unit Takeaways Through an understanding of intersectionality, examine the ways discourses about “childhood” intersect with mental health discourses from the perspectives of psychiatrized youth. By looking at how youth understand mental health, and mental health issues, recognize how psychiatrized youth resist pathologization of their experiences of distress in childhood. By …
Component Exploration: Nina’s Art Toxicity by Nina Nina (she/her) – Artist’s Statement and Reflections I’m 26 years old, I live in Vancouver in the Downtown Eastside actually. I make paintings like abstract art is what I usually do. Art is something that I just started. I’ve only been painting for three years now, before that …
Component Evaluation: Discussion Time: 45 minutes; flexible Format: In-Class; online After the going through the module and unit content a hold a discussion that looks at the significance of art, activism, community-making, and self: How do these artists portray and discuss interlocking oppressions and engage in activism? How does artmaking contribute to community and collective …
Component Evaluation: Gallery Text Time: 60 minutes; flexible Format: In-Class; online Begin with a short lesson on elements of clear writing and successful exhibit writing. This could include going over visitor expectations, different types of exhibit labels, and clear language. Have students work either in small groups or on their own, have them write object …
Component Evaluation: Reimaging Sites of Care Timing: 60 minutes; flexible Mode: In-class; Online Disability justice scholars have theorized and dreamed up ideas around care work and communities. Care is understood as relational and involving feelings, practices, and labour that connect people together. In disability circles, care is about collectivity and resistance to the ableist structures …
Component Evaluation: Language and Visualization Timing: 35 minutes; flexible Mode: In-class OPTION 1: In groups of 2-4 have students write down the word capitalism on a blank sheet of paper. Ask them to visualize the connections between capitalism, oppressions, and mental health that are discussed in Cheers to Capitalism. Once those connections are established, encourage …
Component Evaluation: Discussion Based Activity Timing: 30 minutes; flexible Mode: In-class; online After going through the module and unit content hold a discussion that looks at the various intersections pointed out by Ashley. You may also post these questions to an online forum for an asynchronous discussion. What do interlocking oppressions allow us to understand …
Component Evaluation: Knowledge Mobilization Timing: 120 minutes; flexible Mode: In-class; online Knowledge mobilization is about making research accessible outside of academia. It involves information sharing and takes many forms. These forms include things like social media campaigns, infographics, websites, games, podcasts, and much more. For this exercise have your students work in groups of 2-3 …
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