Mental Health/ Mental Illnesses

What is it? What do I know? What do I want to know?

BRAINSTORM: Thoughts, words, ideas, misconceptions, facts, myths, examples....

When you hear the term "Mental Illness", what comes to mind?


We'll record your ideas up front.

What is mindyourmind?

All about mindyourmind.ca

Language and Understanding

At mindyourmind, we're trying to get the right people (you) the right information in the right way about mental health.


We have been redesigning our website in a BIG way, and part of that means re-writing some of the written content.



Sometimes we're not sure of what we're writing is too much, too little, too "simple" or too "clinical" for young people to read.



  • We do: Want youth and young adults to come to the site and be able to find good information in a variety of forms, including good, accurate text info.
  • We do: Want the written content on the site to be in "plain language", so that you don't need a PhD to read an understand it!



  • We don't: Want to "dumb down" anything. Young people are smart, and we want them to learn something new.
  • We don't: Want the content to be so long that young people will say "nope!" and click away from the content.

WORKSHOP: With a Partner

We're going to give you and your partner a couple of pages of text and a couple of highlighters/pens.


The pages are about a specific mental illness, and the highlighters are your tools.


Step One: You and your partner will read the pages of text, (don't worry! It's not too long!) and while you are reading, you will think about the language in the text.


Step Two: HIGHLIGHT and MAKE NOTES on anything you see that you think needs to be addressed:


  • Is the language in the text appropriate for a 14 year-old person?
  • Are there words we don't understand or that we think our peers might not understand? Does anything here not make sense?
  • Is some information missing?
  • Is it too long or too short?


* We will be taking these sheets back from you, so it would be awesome if your notes are at least somewhat clear.


We will give you 15 minutes to do this.


Step Three: We will re-group in 15 minutes and discuss as a class, so be ready!

What are we doing again?

What did you think?

Tell us what you highlighted.

Tell us what you thought about what you read.

Tell us what you liked and what you think needs to be changed.



* We are going to record your ideas and thoughts up front again!

Here's how the info looks on our site right now:

LAST TASK! Top Five Poster Design.

Your classmates read about different types of illnesses than you. That means you have something to teach them about what you learned.



  • You and your partner will be given some chart paper and markers.
  • With your partner, create a poster that outlines the TOP FIVE things someone needs to know about the illness you learned about today.
  • The poster should have images AND text, and be easy to read. It is a POSTER, not an ESSAY.
  • It should be clear, informative and nice to look at, but not too much text!


You have the rest of the class to work on this. Your teacher wants to see the results of this for assessment.



Here are some good examples of "top five" posters for inspiration: