2015

Integrated Unit plan

Inquiry Question:
Do sociocultural differences influence an individuals or communitys mental health?

Year Level: 10
Michelle Antoniou & Roxane Bayona
Domains: Health and Humanities (Geography)
Introduction
This unit of study integrates the Health Level 9-10 Interpersonal Development curriculum unit of Mental Health, and
the Geography Year 10 Level unit of study Geographies of human wellbeing. Geographies of human wellbeing focus
on investigating global, national and local differences in human wellbeing between places. For the purpose of this
integrated Unit the focus will be on Mental Health. Within this unit of study students examine mental health issues
relevant to young people and consider the importance of family and friends in supporting their mental health and
emotional needs. They consider the stigma of mental illness as well as challenges faced by those who suffer from
mental illness as well as for the people that care for them. A strong focus will be on the knowledge and skills needed
in order to develop resilience strategies.
Students use an inquiry-based approach to explore the prevalence of mental health at a local scale within Australia,
including consideration of Aboriginal and Torres Strait Islander communities; at a regional scale within India, where
students will explore the importance of ancient spirituality practices such as mediation and yoga and their supportive
role in assisting people to cope with stresses in life; and at a global scale students will explore the issues affecting
mental health in developing countries within regions of Africa, South America or the Pacific Islands. Students will
investigate the reasons for and consequences of spatial variations and sociocultural differences within these localities
and their impact on Mental Health.
This integrated unit guide contains lesson plans for teaching the sociocultural differences of Mental Health to mixed
gender Year 10 classes over a four week period. The lessons are 50mins in length and expand over 3 classes a week,
with one class per week in weeks 1-3 held in an alternative setting.

AusVELS Curriculum Links

Health

Level 9-10 Health and Human Relations

Humanities

Level 10 Geography: Unit 2: Geographies of human wellbeing

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Health
AUSVELS Level:
AUSVELS Domains:

Year 10
Health and Human relations

AUSVELS learning focus, dimensions and standards Year Level Description Applicable to Unit
Health:
Health Promotion
Level 9:
Students examine mental health issues relevant to young people and consider the importance of
family and friends in supporting their mental health and emotional health needs. They consider the
stigma of mental illness as well as the challenges for those with a mental illness and for those caring
for them.
Level 10:

They describe mental health issues relevant to young people. They compare and evaluate
perceptions of challenge, risk and safety. They demonstrate understanding of appropriate
assertiveness and resilience strategies.

Achievement Standards: Mental health and wellbeing

By the end of Year 10, students critically analyse contextual factors that influence their identities, relationships,
decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community
connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students
access, synthesise and apply health information from credible sources to propose and justify responses to health
situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their
communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They
apply decision-making and problem-solving skills when taking action to enhance their own and others health, safety
and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement
situations. They apply criteria to make judgments about and refine their own and others specialised movement skills
and movement performances. They work collaboratively to design and apply solutions to movement challenges
Mental health and wellbeing: Learning outcomes
On completion of this unit, year 10 students will be able to define and explain terms related to mental health and
Understand and describe mental health issues relevant to young people.
Year 10 students will be able to reflect and engage in group dialogue and activities relevant to unit, effectively
identifying challenges, risk and safety issues.
They apply media literacy skills to identify stigma attached to mental illness on a local and global scale.
When researching, students develop questions and simple hypotheses to frame an investigation into mental health
issues and major disorders. They gather and analyse relevant data and information from different sources to answer
questions, identify current issues, trends in statistics and explain relationships.
Students develop and present evidence-based conclusions and reasoned arguments using appropriate texts, subjectspecific language and concepts. They analyse the effects of mental health issues, and gain knowledge how to develop
strategies to support friends, family and their own mental and wellbeing needs. They demonstrate understanding of
appropriate assertiveness and resilience strategies and the potential consequences of alternative actions.
By utilising action competence skills, Students generate alternative responses to an issue and use persuasive writing
techniques, developed critical literacy understandings and appropriate criteria to propose a course of action in
relation to a mental health issue to a local parliament member.

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Humanities: Geography
AusVELS Level:
AusVels Domain:

Year 10
Unit 2: Geographies of human wellbeing

Geographical Knowledge and Understanding

The reasons for and consequences of spatial variations in human wellbeing in Australia at
the local scale (ACHGK080)
The reasons for and consequences of spatial variations in human wellbeing on a regional scale within India or
another country of the Asia region (ACHGK079)
The issues affecting the development of places and their impact on human wellbeing, drawing on a study
from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
The role of international and national government and non-government organisations initiatives in
improving human wellbeing in Australia and other countries (ACHGK081)

Geographical Inquiry and Skills

Collecting, recording, evaluating and representing
Collect, select, record and organise relevant data and geographical information, using ethical protocols, from a range
of appropriate primary and secondary sources (ACHGS073)
Evaluate sources for their reliability, bias and usefulness and represent multi-variable data in a range of appropriate
forms, for example, scatter plots, tables, field sketches and annotated diagrams with and without the use of digital
and spatial technologies (ACHGS074)
Interpreting, analysing and concluding
Evaluate multi-variable data and other geographical information using qualitative and quantitative methods and
digital and spatial technologies as appropriate to make generalisations and inferences, propose explanations for
patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
Communicating
Present findings, arguments and explanations in a range of appropriate communication forms selected for their
effectiveness and to suit audience and purpose, using relevant geographical terminology and digital technologies as
appropriate (ACHGS079)
Reflecting and responding
Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a
contemporary geographical challenge, taking account of environmental, economic and social considerations; and
explain the predicted outcomes and consequences of their proposal (ACHGS080)

Year 10 Geography Achievement Standard

By the end of this unit students Year 10, students will be able to identify, analyse and explain significant
interconnections between people, places and environments and explain changes that result from these
interconnections and their consequences. Students propose explanations for distributions, patterns and spatial
variations at different scales, and identify and describe significant associations between distribution patterns.
Students evaluate alternative views on a geographical challenge and alternative strategies to address this challenge
using environmental, social, cultural and economic criteria and propose and justify a response. Students collect and
critically evaluate a range of sources and select relevant geographical data and information to answer the unit inquiry
question Do sociocultural differences play a role in influencing an individuals, or communitys mental health?
Students accurately represent data and information in a range of appropriate graphic forms. Students synthesise data
and information to draw reasoned conclusions, taking into account alternative points of view. Students present
findings, arguments and explanations using relevant geographical terminology and graphic representations in a range
of appropriate communication forms. They evaluate their findings and propose action in response to a the
contemporary geographical challenge of human wellbeing, in particular mental health, taking account of
environmental, cultural, economic and social considerations.
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Cross-curriculum Priorities - Aboriginal & Torres Strait Islander histories & cultures
This unit ties with the cross-curriculum priority of ATSI history and culture. The content and skills used in this study
unit on the effect of mental health and wellbeing on communities in a local and global scale, encourages students to
consider emotional and social wellbeing within Aboriginal and Torres Strait Islander communities, and the cultural,
historical and contemporary issues associated with this topic.
Focus will be student engagement with the following aspects of the ATSI histories and cultures priority:
Provide opportunities for all students to appreciate and celebrate the beauty of the worlds oldest
continuous living cultures
Students will gain a deeper understanding of the significance and impact Australias First Peoples histories
and dynamic cultures continue to have on our world, providing important and engaging contexts for
exploring personal, community and group identities
Build understanding about differences and commonalities in systems of knowledge and beliefs. Students
learn about the richness of ATSI modes of communication and ways of living, and develop appreciation and
understanding of uniquely Australian connections to place, people and ways of being.
Students explore the importance of family and kinship structures for maintaining and promoting health,
safety and wellbeing within their community and the wider community.
Students participate in physical activities and cultural practices such as traditional and contemporary
Indigenous games

Intercultural Understanding
Throughout this unit students develop intercultural understanding as they learn to value their own cultures, languages
and beliefs, and those of others on a local, regional and global scale. Students come to understand how personal,
group and national identities are shaped, and the variable and changing nature of culture. Students will engage and
learn about diverse cultures in ways that recognise commonalities and differences, create connections with others
and cultivate mutual respect. Intercultural understanding assists young people to become responsible local and global
citizens, equipped through their education for living and working together in an interconnected world.
Intercultural Understanding is evident in this Unit through consideration of the social and emotional wellbeing of
Aboriginal and Torres Strait Islander communities, the historical, environmental, cultural and socioeconomic impact
on mental health in India, and focus on the role of international government and non-government body initiatives in
improving human wellbeing health in developing countries such as regions in Africa, South America and the Pacific
Islands. Students explore and compare cultural knowledge, beliefs and practices and develop respect for cultural
diversity through interacting and emphasising with others. This integrated unit plan draws on students growing
knowledge, understanding and critical awareness of their own and others cultural perspectives and practices derived
from learning area content.

Student Safety and Wellbeing

This study includes potentially sensitive topics. Teachers should ensure that students have opportunities to consider
topics systematically and objectively, and to become aware of the diversity of views held on such matters. Students
should not be asked to disclose personal information about their own or others health status and behaviours nor
should they feel compelled to volunteer this information.
When dealing with sensitive mental health matters, students should be specifically advised that they:
should not necessarily interpret their own experiences as signs of pathology
are not in a position to diagnose problems or offer any counselling or therapy
In addition, students should be given information about sourcing available treatment services within and outside
school.

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Focus Questions
Week 1: Understanding Mental Health and its prevalence in the Australian population with consideration of ATSI
communities.
1. What is mental health?
2. What is good mental health and what affects me?
3. What is the prevalence of Mental Health in Australia?
4. What are the historical & current cultural issues that impact social and emotional wellbeing in ATSI
communities?
Week 2: Historical, Environmental, Cultural issues impacting Mental Health at a Regional Scale - Focus on India.
Revise Week 2 Focus Questions:
1. What are the historical, environmental, socio-economic & cultural impacts of mental health in India?
2. What role do ancient spirituality practices such as mediation and yoga have in mental health?
3. What role does yoga have in my own personal health & wellbeing?

Week 3: The role of International & National Government & non-government initiatives in improving human
wellbeing health in Australia & other countries
1. What initiatives do WHO & other international bodies implement to improve mental health globally?
2. What initiatives do Australian government and non-government bodies implement to improve mental health
on a national scale?
Week 4: Revision of local, regional and global mental health and Summative Assessment
ICT Resources
A variety of ICT applications will be utilised within this integrated unit plan, including but not limited to PowerPoint,
YouTube Videos, Interactive whiteboard, websites, and iPad applications.
Summative Assessment
Within groups students are required to research and electronically publish their mental health research project with
consideration and comparison of environmental, cultural and historical issues at a local and regional scale, and
developing country/region to answer the inquiry question Do sociocultural differences play a role in influencing an
individuals or communitys mental health?.
Final project presentation must include current mental health issues, available services, the role of government and
non-government initiatives in improving mental health in these localities and further implementations necessary to
reduce prevalence of mental health. Within the research project students define mental health, and explain their
understanding of mental health. For the local scale component of the project, student groups can select Australia or
Aboriginal and Torres Strait Islander communities for their project. Students extend their knowledge of Mental
Health on a regional scale by utilising content from the lesson plans to further research mental health in India. For the
global piece, students research a developing country, selecting a region in Africa, South America or the Pacific Islands.
Students collect, record and organise data and geographical information from appropriate sources and cite
references. Whilst collating information, students must evaluate sources for their reliability and usefulness. Relevant
geographical terminology and spatial data representation must be present within the project in the form of
topographic maps, scatter plots, tables, field sketches and annotated diagrams.
Students must demonstrate satisfactory achievement of Geography Inquiry Skills ACHGSO73, ACHGSO74, ACHGSO76,
ACHGSO79, and ACHGSO80. For this unit students will be assessed on the final summative assessment and their
demonstrated understanding of concepts assessed by formative assessments throughout the unit, as described on the
unit plan rubric.
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Integrated Mental Health Unit Block plan

Week 1 Understanding Mental Health and its prevalence in the Australian population with consideration of ATSI communities.
Lesson #
Lesson 1

Domain / AusVELS
AusVELS Level 9-10 Health:
Interpersonal Development

Media Literacy

Lesson 2
Critical Literacy

Lesson 3
Alternative
Setting:
Indigenous
Reflection
Learning Space

Level 9: Students examine mental

health issues relevant to young people
and consider the importance of family
and friends in supporting their mental
health and emotional health needs.
They consider the stigma of mental
illness as well as the challenges for
those with a mental illness and for
those caring for them.
Level 10: They describe mental health
issues relevant to young people. They
compare and evaluate perceptions of
challenge, risk and safety. They
demonstrate understanding of
appropriate assertiveness and
resilience strategies.
Humanities: Geography
Level 10
Unit: Geographies of human
wellbeing
The reasons for and consequences of
spatial variations in human wellbeing
in Australia at the local scale
(ACHGK080)
Level 9-10 Health: Interpersonal
Development
Communicating and interacting for
health & wellbeing
Evaluate situations and propose
appropriate emotional responses and
then reflect on possible outcomes of
different responses (ACPPS094)
Humanities: Geography Level 10
Unit: Geographies of human
wellbeing
The reasons for and consequences of
spatial variations in human wellbeing
in Australia at the local scale
(ACHGK080)
Present findings, arguments and
explanations in a range of
communication forms selected for
their effectiveness and to suit the
audience and purpose, using relevant
geographical terminology and digital
technologies as appropriate
(ACHGS079)

Theme
Introduction to Mental
Health & Wellbeing
Focus Question: What is
Mental Health?

Content / Skill Development

Assessment

Being healthy /good mental health

Teacher assessed
An extended response
to the influence the
media has on self-image.

What affects me?

Maintaining a balanced lifestyle

Describe mental health

issues relevant to young
people.

Focus Question: What is the

prevalence of Mental Health
in Australia? Looking at the
demographics

Understanding & Identifying

Mental Health / Response to
mental illness in Australia
Looking at demographical data
(age, gender, cultural differences migrant & refugees, rural /remote
communities, stigma, available
services)

Teacher Assessed
Within groups students
create a mental health
awareness poster aimed
at a population
demographic i.e. youth,
elderly, migrants &
refugees, women or
men, remote/ rural
communities

Case Study
Recap definitions of primary and
secondary sources of information.

Focus Question: What are

the historical & current
cultural issues that impact
social and emotional
wellbeing in ATSI
communities?

Level 9-10 Health: Interpersonal

Development:
Being healthy, safe and active
Propose, practise and evaluate
responses in situations where external
influences may impact on their ability
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Are mental health patterns similar

for ATSI people? Discuss cultural
beliefs, coping and services.
Consider historical events that
implicate mental health in ATSI
communities (colonisation, stolen
generation and legislation). Current
issues that affect ATSI people.

Teacher Assessed
Students use ComicLife
ICT app to create a
comic strip representing
culturally appropriate
dialogue to
communicate Social and
emotional wellbeing of
indigenous communities

2015
to make healthy and safe choices
(ACPPS092)

Week 2 Historical, Environmental, Cultural issues impacting on Mental Health at a Regional Scale - Focus on India.
Lesson #
Lesson 1

Lesson 2

Lesson 3
Alternative
Setting: Yoga
Dojo /
Secondary
College MPC

Domain / AusVELS

Theme

Content / Skill Development

Assessment

Level 9-10 Health: Development of

Identity
Identify and describe a range of social
and cultural factors that influence the
development of personal identity and
values.

Focus Question: What are

the historical, environmental,
socio-economic & cultural
impacts of mental health in
India?
Investigate the prevalence of
mental health at a regional
scale within India

Media Literacy: Looking at how

Mental health is viewed and
accepted globally
Coping & treating mental illness
Discussion of WHO-sponsored
project in the India state of
Tamilnadu to limit pesticide access
to reduce incidence of suicide

Teacher Assessed
Think, Pair & Share
Student groups conduct
research on the
historical,
environmental, socioeconomic & cultural
issues impacting on
mental health in India

Focus Question: What role

do ancient spirituality
practices such as mediation
and yoga have in mental
health?
Investigate the prevalence of
mental health at a regional
scale within India
Focus Question: What role
does yoga have in my own
personal health & wellbeing?
Students explore the
supportive role of ancient
spirituality practices such as
mediation and yoga in
mental health

Students explore the supportive

role of ancient spirituality practices
such as mediation and yoga in
mental health
Coping & treating mental illness
Eastern Vs. Western
medicine/therapies

Teacher assessed
Think, Pair & Share
Student groups conduct
research on yoga and
meditation spirituality
practices and its effects
on mental health

Yoga 50 minute basic yoga poses,

breathing practices, meditation
techniques and relaxation exercises
for positive thinking and relaxation
Lesson facilitated by an
experienced Yoga practitioner

Teacher / Peer Assessed

Active participation in
group activity, maintain
positive peer relations,
and demonstrate
satisfactory effort and
enthusiasm. Students to
provide reflection at end
of activity regarding
their state of wellbeing.

Humanities: Geography Level 10,

Unit: Geographies of human
wellbeing
The reasons for and consequences of
spatial variations in human wellbeing
on a regional scale within India or
another country of the Asia region
(ACHGK079)
Humanities: Geography Level 10
Unit: Geographies of human
wellbeing
The reasons for and consequences of
spatial variations in human wellbeing
on a regional scale within India or
another country of the Asia region
(ACHGK079)
Level 9-10 Health
Health Promotion
Humanities Level 10 Geography
(ACHGK079) The reasons for and
consequences of spatial variations in
human wellbeing on a regional scale
within India

Week 3 The role of International & National Government & non-government initiatives in improving human wellbeing health in Australia & other
Lesson
1

Domain / AusVELS
Level 9-10 Health: Health promotion
Identify the health services and
products provided by government and
non-government bodies and analyse
how these can be used to support the
health needs of young people.
Humanities Level 10 Geography
(ACHGK081) The role of international
and national government
organisation initiatives in improving
human wellbeing health in Australia
and other countries
(ACHGK078) The issues affecting the
development of places and their
impact on mental health, drawing on
a study from a developing country or
region in Africa, South America or the
Pacific Islands

countries
Theme
Focus Question: What
initiatives do WHO & other
international bodies
implement to improve
mental health globally?
Research and discuss
initiatives sponsored by
World Health Organisation
and other international
bodies to address global
mental health issues

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Content / Skill Development

Assessment

Looking at Mental Health around

the world
Discussion of WHO-sponsored
projects, i.e. in the state of
Tamilnadu to limit pesticide access
to reduce incidence of suicide
April 2016 global Mental Health
meeting, focus on anxiety and
depression
Suicide Prevention

Research, discuss and

debate: Is mental health
is viewed the same
around the world?
Think, Pair, Share
Student groups research
Mental Health projects
from around the globe
in developing countries
such as Africa, South
America and the Pacific
Islands

2015
Lesson 2:
continuation
from Lesson 1

Lesson 3
Alternative
setting

Level 9-10 Health: Health promotion

Identify the health services and
products provided by government and
non-government bodies and analyse
how these can be used to support the
health needs of young people.
Humanities Level 10 Geography
(ACHGK081) The role of international
and national government
organisation initiatives in improving
human wellbeing health in Australia
and other countries
(ACHGK078) The issues affecting the
development of places and their
impact on mental health, drawing on
a study from a developing country or
region in Africa, South America or the
Pacific Islands

Research and discuss

initiatives sponsored by
World Health Organisation
and other international
bodies to address global
mental health issues

Level 9-10 Health: Health promotion

Identify the health services and
products provided by government and
non-government bodies and analyse
how these can be used to support the
health needs of young people.
Australian Curriculum
Contributing to healthy and active
communities
Plan, implement and critique
strategies to enhance the health,
safety and wellbeing of their
communities (ACPPS096)

Focus Question: What

initiatives do Australian
government and nongovernment bodies
implement to improve
mental health on a national
scale?
Identify the role of national
government and nongovernment organisation
initiatives in improving
mental health Australia-wide

Plan and evaluate new and creative

interventions that promote their own
and others connection to community
and natural and built environments
(ACPPS097)
Critique behaviours and contextual
factors that influence the health and
wellbeing of their communities
(ACPPS098)

Intercultural understanding:
-Recognising culture &
developing respect
- Explore and compare
cultural knowledge, beliefs
and practices
- Develop respect for cultural
diversity

Looking at Mental Health around

the world
Discussion of WHO-sponsored
projects, i.e. in the state of
Tamilnadu to limit pesticide access
to reduce incidence of suicide
April 2016 global Mental Health
meeting, focus on anxiety and
depression
Suicide Prevention

Students research, compile and

electronically publish a collection of
Mental Health services available to
the Australian Population
Action competency task:
Utilising previous knowledge on
issues pertaining to mental health
statistics locally:
Students research what facilities
and activities are available within
their local community to assist
teens to maintain connections and
avoid feeling isolated, what
facilities are not readily available
that they believe would benefit
their community

Teacher assessed
Research, discuss and
debate: Is mental health
is viewed the same
around the world?
Think, Pair, Share
Student groups research
Mental Health projects
from around the globe
in developing countries
such as Africa, South
America & Pacific Islands
Students deliver oral
presentation on their
research on global
Mental Health projects
Teacher Assessed
Students satisfactorily
publish their list of
suitable mental health
services online
Action competency:
Students generate
alternative responses to
address this issue and
use persuasive writing
techniques, developed
critical literacy
understandings &
appropriate criteria to
propose a course of
action in relation to
address this issue to a
local parliament
member

Humanities Level 10 Geography

(ACHGK081) The role of international
and national government
organisation initiatives in improving
human wellbeing health in Australia
and other countries

Week 4 Revision of local, regional and global mental health and Summative Assessment
Lesson
Lesson 1

Domain / AusVELS
Humanities Level 10 Geography
Unit: Geographies of human
wellbeing
Level 9-10 Health: Interpersonal
Development

Theme

Content / Skill Development

Assessment

Revision of Week 1:
Understanding Mental
Health and its prevalence in
the Australian population
with consideration of ATSI
communities.

Revise Week 1 Focus Questions:

1. What is Mental Health?
2. What is the prevalence
of Mental Health in
Australia?
3. What are the historical
& current cultural issues
that impact social and
emotional wellbeing in

Major Summative
Assessment
Students work within
their allocated groups to
work on their
assessment task

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ATSI communities?

Lesson 2

Humanities Level 10 Geography

Unit: Geographies of human
wellbeing
Level 9-10 Health: Interpersonal
Development

Lesson 3

Humanities Level 10 Geography

Unit: Geographies of human
wellbeing
Level 9-10 Health: Interpersonal
Development

Revision of Week 2:
Historical, Environmental,
Cultural issues impacting
Mental Health at a Regional
Scale - Focus on India.

Revise Week 2 Focus Questions:

4. What are the historical,
environmental, socioeconomic & cultural
impacts of mental health
in India?
5. What role do ancient
spirituality practices
such as mediation and
yoga have in mental
health?
6. What role does yoga
have in my own personal
health & wellbeing?

Major Summative
Assessment

Revision of Week 3:
Historical, Environmental,
Cultural issues impacting
Mental Health at a Global
Scale - Focus on Developing
Countries

Revise Week 3 Focus Questions:

3. What initiatives do WHO
& other international
bodies implement to
improve mental health
globally?
4.
What initiatives do
Australian government
and non-government
bodies implement to
improve mental health
on a national scale?

Major Summative
Assessment
Student groups
electronically publish
their mental health
research project with
consideration and
comparison of
environmental, cultural
and historical issues at a
local and regional scale,
and include a developing
country/region. Of their
selection, i.e. Australia
(with consideration of
ATSI communities), India
and a Pacific Island
Region.

Students work within

their allocated groups to
work on their
assessment task

Resources
Teacher Resources
Bradford, M & Dawe, B, 2015, Year 10 Health and Human Relations 2015 Workbook. South Yarra pp. 90-102
Australian Curriculum Assessment and Reporting Authority. (2015). The Australian Curriculum in Victoria. Retrieved
from: http://ausvels.vcaa.vic.edu.au/
Viewed 01/09/15
Department of Education and Early Childhood Development. (2009). Prep to Year 10 Assessment- Assessment
Advice.
Retrieved from:
http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvice/default.htm
Viewed 01/09/15
Australian Indigenous Health Info net, (2014). Social and emotional wellbeing (including mental health)
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Retrieved from: http://www.healthinfonet.ecu.edu.au/other-health-conditions/mentalhealth?gclid=CPenluv9osgCFY5vvAodE1UO8w

Viewed 02/10/15
National Bureau of Statistics, Survey of Mental and Wellbeing: Summary of results
Retrieved from:
<http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/4326.0Main%20Features32007?opendocument&tabna
me=Summary&prodno=4326.0&issue=2007&num=&view=>
Viewed 01/09/15
World health report 2002. Reducing risks, promoting healthy life. Geneva, World Health Organization, 2002.

Student Resources
Australian Indigenous Health Info net, (2014). Social and emotional wellbeing (including mental health)
Retrieved from: http://www.healthinfonet.ecu.edu.au/other-health-conditions/mentalhealth?gclid=CPenluv9osgCFY5vvAodE1UO8w
Viewed 02/10/15
Cool Australia 2015, Educating for a Sustainable future, Cool Australia, viewed 1 August 2015,
http://www.coolaustralia.org/
National Bureau of Statistics, Survey of Mental and Wellbeing: Summary of results
Retrieved from:
<http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/4326.0Main%20Features32007?opendocument&tabna
me=Summary&prodno=4326.0&issue=2007&num=&view=>
Viewed 01/09/15
World health report 2002. Reducing risks, promoting healthy life. Geneva, World Health Organization, 2002.

References:

http://www.mindframe-media.info/__data/assets/pdf_file/0015/6009/Mental-Illness-Facts-and-Statistics.pdf
http://www.mentalhealth.wa.gov.au/mental_illness_and_health/mh_aboriginal.aspx

Tes Australia
Racism no way
Who mental health

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