| A | B | C | |
|---|---|---|---|
1 | Alignment to NYS Mental Health Education Framework Grades K-2 | ||
2 | Health education that respects the importance of mental health, as well as the challenges of mental illness, will help young people and their families and communities feel more comfortable seeking help, improve academic performance and, most importantly, even save lives. In May 2018, the Board of Regents clarified that a satisfactory program in health education in all grades must include instruction in the several dimensions of health, and must: • Include mental health and the relation of physical and mental health; and • Enhance student understanding, attitudes and behaviors that promote health, wellbeing and human dignity With the expansion of mental health education in schools, it is expected that school personnel, students, families and communities will be more openly discussing mental health well-being and mental health challenges which, in turn, will positively impact change in our children’s awareness of mental health prevention, treatment and stigma. | ||
3 | Health Ed Journeys Units: Unit 1: Let's Go CATCH! Foundational Health Unit 3: Personal Health and Hygiene Unit 4: Mental Health and Wellness Unit 5: Substance Misuse Prevention Unit 6: Staying Safe | P/A: Partial Alignment | |
4 | SELF-MANAGEMENT | ||
5 | Subcategory 1A. Self-care to promote mental health and overall well-being. | ||
6 | NYS Mental Health Education Framework | Unit, Lesson, Activity | |
7 | 1A.EE.a. | Individuals understand the benefits of eating healthy foods, mindfulness, getting enough sleep, being active both physically and socially as they relate to overall health and well-being. | 1.1, 1.3 My Health Journeys |
8 | Subcategory 1B. Resiliency | ||
9 | NYS Mental Health Education Framework | Unit, Lesson, Activity | |
10 | 1B.EE.a. | Individuals identify their own positive physical, social, and mental characteristics and those of others. | My Health Journeys |
11 | 1B.EE.b. | Individuals set reasonable goals and develop strategies to work toward them and assess the outcomes of experiences to build resiliency. | 3.3, My Health Journeys |
12 | Subcategory 1C. Feelings | ||
13 | NYS Mental Health Education Framework | Unit, Lesson, Activity | |
14 | 1C.EE.a. | Individuals identify different feelings and when one might experience these feelings how long the feelings are likely to last. | 4.1, 4.3 |
15 | 1C.EE.b. | Individuals identify appropriate ways to express and deal with feelings. | 4.2, 6.3 |
16 | 1C.EE.c. | Failures and challenges may be beneficial learning experiences that help individuals learn and grow. | My Health Journeys (P/A) |
17 | RELATIONSHIPS | ||
18 | Subcategory 2A. Communication Skills | ||
19 | NYS Mental Health Education Framework | Unit, Lesson, Activity | |
20 | 2A.EEa. | Communication is the sharing of information and involves giving and receiving information, ideas, and opinions. | 1.2, 4.3, 6.1, 6.3 |
21 | 2A.EEb. | Individuals can use body language and tone of voice as important parts of communication. | 4.3, 6.1 |
22 | 2A.EEc. | Social connections to one or more close individuals are important to the promotion and maintenance of mental health. | 4.3 (P/A) |
23 | Subcategory 2B. Empathy, Compassion, Acceptance | ||
24 | NYS Mental Health Education Framework | Unit, Lesson, Activity | |
25 | 2B.EEa. | Individuals understand the meanings of empathy, compassion and acceptance and how to express them appropriately. | 1.2 (P/A), 4.3 |
26 | 2B.EEb. | Individuals identify characteristics of healthy family relationships. | 4.3 (P/A) |
27 | 2B.EEd. | Individuals identify personal space and boundaries of others. | 4.3, 6.1 |
28 | Subcategory 2C. Gratitude, Forgiveness | ||
29 | NYS Mental Health Education Framework | Unit, Lesson, Activity | |
30 | 2C.EEa. | Individuals understand the meaning of gratitude (a feeling of appreciation or thanks) and how to express it. | 1.2, 4.3 |
31 | 2C.EEb. | Individuals understand the meaning of forgiveness and that, when warranted, forgiveness is a healthy part of moving forward after a negative experience. | 4.3 |
32 | RESOURCE MANAGEMENT | ||
33 | Subcategory 3A. What to ask for help for self and others | ||
34 | NYS Mental Health Education Framework | Unit, Lesson, Activity | |
35 | 3A.EEa. | Individuals recognize that sharing feelings in a healthy action. | 1.2, 4.1 |
36 | Subcategory 3B. When to ask for help for self and others | ||
37 | NYS Mental Health Education Framework | Unit, Lesson, Activity | |
38 | 3B.EEa | Individuals will be encouraged to recognize the difference between a situation that requires immediate attention and one that can wait. | 5.2, 6.5 |
39 | 3B.EEb | Individuals will develop the ability to know when help is needed and when it is not needed to make a decision related to mental and emotional health. | 4.2 |
40 | Subcategory 3C. Where to ask for help for self and others | ||
41 | NYS Mental Health Education Framework | Unit, Lesson, Activity | |
42 | 3C.EEa. | There are safe, trusted adults in school and at home to help individuals with their mental health needs. | 4.1, 4.2, 4.3 |
43 | Subcategory 3D. How to ask for help for self and others | ||
44 | NYS Mental Health Education Framework | Unit, Lesson, Activity | |
45 | 3D.EEa. | Individuals identify characteristics of a trusted adult in school and at home; this is the first step in accessing help. | 1.2, 4.2 (P/A), 4.3 (P/A) |
46 | 3D.EEb. | Individuals identify trusted adults with whom they can share feelings. | 4.2, 4.3 |
47 | |||