Feeling low workbook: activities for young people

Secondary

This workbook provides advice, information and activities for young people about what low mood can feel like and how to help change these feelings. 

The feeling low workbook provides detailed information about low mood, how to identify it and strategies to use when feeling low. This resource contains activities for young people to complete which enhance their understanding of how low mood may feel for them, both emotionally and physically.

Using this resource

This resource is designed for:

  • young people aged 11 to 16
  • use with whole classes or small groups

Curriculum links

England - RSHE

Mental health and wellbeing

By the end of secondary school pupils should know:

• how to talk about their emotions accurately and sensitively, using appropriate vocabulary

• how to recognise the early signs of mental wellbeing concerns

Northern Ireland – Learning for Life and Work

Personal Health

KS3 pupils should have opportunity to:

• Investigate the influences on physical and emotional /mental personal health

• Develop understanding about, and strategies to manage, the effects of change on body, mind and behaviour

• Develop strategies to promote personal safety

Scotland – Health and Wellbeing

Mental and emotional wellbeing

• I am aware of and able to express my feelings and am developing the ability to talk about them.

• I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.

 

Wales - Health and Wellbeing

How we process and respond to our experiences affects our mental health and emotional wellbeing:

Progression step 3:

• I can self-regulate my emotions in a healthy way using strategies that I have developed.

• I can see the benefits of communicating about feelings as one of a range of strategies which can help promote positive mental health and emotional well-being.

Progression step 4: I can identify different strategies to self-regulate my emotions in response to a range of experiences.

Progression step 5: I can contribute towards a culture where talking about mental health and emotional well-being is encouraged and normalised.

 

Developing physical health and wellbeing has lifelong benefits

Progression step 3: I can explain the way in which physical and emotional changes are connected in different contexts, and I can monitor, review and adapt my behaviour to support my physical and emotional health, setting myself relevant targets.

Progression step 4: I can analyse the connection between physical and emotional changes. I can modify my behaviour to support my physical and emotional health, and can work collaboratively to plan and refine strengths and areas for improvements.

Progression step 5: I can evaluate the connection between physical and emotional changes, independently selecting from a range of strategies to improve my physical and emotional health and that of others.

 

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