Are you in Canada? Click here to proceed to the HK Canada website.

For all other locations, click here to continue to the HK US website.

Human Kinetics Logo

Purchase Courses or Access Digital Products

If you are looking to purchase online videos, online courses or to access previously purchased digital products please press continue.

Mare Nostrum Logo

Purchase Print Products or eBooks

Human Kinetics print books and eBooks are now distributed by Mare Nostrum, throughout the UK, Europe, Africa and Middle East, delivered to you from their warehouse. Please visit our new UK website to purchase Human Kinetics printed or eBooks.

Feedback Icon Feedback Get $15 Off

The HK Canada website will be closing May 26, 2026. Click here for important information.

Sample mental health lesson plan of a skills-based approach

This is an excerpt from Lesson Planning for Skills-Based Secondary Health Education 2nd Edition With Web Resource by Sarah Benes,Holly Alperin.

Lesson 3: Prevalence of ­Mental Health Conditions Purpose The purpose of this lesson is to have students practice using the ACCESS skill cues to find valid and reliable information related to ­mental health. Skill Objectives 3.8.3 Access valid and reliable sources of health information, products, ­services, and other resources. 3.8.4 Analyze the validity, reliability, and accessibility of health information, products, ­services, and other resources. 3.12.3 Evaluate the validity, reliability, and accessibility of health information, products, ­services, and other resources. Functional Knowledge Objectives Discuss the prevalence of ­mental health conditions in youth. Skill Development Steps Step 4: Provide opportunities for practice and feedback Materials N/A Instant Activity In their notebooks, journals, or LMS, have students respond to the following prompt: On a scale of 0 to 5 with 0 being very easy and 5 being hard, how easy or hard is it to access valid and reliable resources? Why? Introduction Have students do a “fist to five” vote to show how they ranked the skill. Ask a few students to share their “why” (try to get students from both ends to share). Let students know that over the next few lessons they ­will be exploring dif­fer­ent resources to learn more about ­mental health. Main Activities How Valid and Reliable Is It? (pg. 45) Let’s Explore the Data (pg. 46) Closing Exit ticket: What stood out to you from ­today’s lesson? Why? Meeting the Needs of All Learners Partner students to support participation and engagement. Give a dif­fer­ent article that is in students’ home languages or translate for them. Vary the reading level of the articles. Have small groups work with dif­fer­ent articles. Resources and Extension Ideas Connect with a math teacher and see if you can go deeper with the statistics or other proj­ects using the data.


How Valid and Reliable Is It? Lesson 3 Skill Objectives 3.8.4 Analyze the validity, reliability, and accessibility of health information, products, ­services, and other resources. 3.12.3 Evaluate the validity, reliability, and accessibility of health information, products, ­services, and other resources. Functional Knowledge Objectives N/A Skill Development Steps Step 4: Provide opportunities for practice and feedback Duration 15 minutes Description Put students into partners. Give them the following prompt and resource: Your best friend’s mom, who is ­really big into nutrition and healthy eating, said that juice cleanses can improve ­mental health and alleviate depression. You decide to research this question using a search engine, and the first website you find is from Healthline: www​.­healthline​.­com​/­nutrition​/­juicing​-­for​-­anxiety​-­or​-depression. Use the ACCESS skill cues to determine ­whether this is a valid and reliable source of information. ­After giving students about seven minutes of time to discuss, bring them back together and ask them to hold up a 1 if they think it is not valid and reliable, 2 if they think it is OK but not the best resource, and a 3 if they think it is a valid and reliable source. Discuss as a group using the skill cue prompts. Let students know that even though the source might be good overall, it ­doesn’t always mean that the advice is appropriate, especially for teens. Point out that even in this article, it says you ­shouldn’t make changes without talking to your doctor. This illustrates that it ­isn’t only about finding the source but also about considering what situations this source is best used in and thinking about the information you are finding in a critical way. Ask students: How does this example illustrate the importance of the skill as it relates to ­mental health? Implementation Considerations Partner students to support participation and engagement. Give a dif­fer­ent article that is in students’ home languages or translate for them.
More Excerpts From Lesson Planning for Skills-Based Secondary Health Education 2nd Edition With Web Resource

SHOP

    HK INSIDER

    Get the latest insights with regular newsletters, plus periodic product information and special insider offers.

    JOIN NOW
    Back to top