Mental Health Stigma Reduction Campaign
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we create a stigma reduction campaign that addresses cultural perspectives, models of understanding, and diagnostic challenges related to mental health, to promote understanding and support within our school and community?Essential Questions
Supporting questions that break down major concepts.- How do different cultures view mental health and what role does stigma play in these views?
- What are the main models used to understand mental illness, and how does stigma affect people's willingness to seek help within these models?
- In what ways can stigma affect an individual, their family, and the wider community?
- What are the primary categories of psychological disorders, and what are the challenges in diagnosing them accurately?
- How can we design a campaign that effectively reduces stigma and promotes understanding and support for mental health in our school and community?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to define mental health stigma and its impact.
- Students will be able to analyze cultural perspectives on mental health and illness.
- Students will be able to describe various models of understanding mental health and their implications.
- Students will be able to explain the challenges associated with diagnosing psychological disorders.
- Students will be able to design a stigma reduction campaign targeting specific audiences.
- Students will be able to apply psychological principles to create effective messaging and communication strategies.
- Students will be able to evaluate the effectiveness of stigma reduction strategies.
Teacher Specified
Entry Events
Events that will be used to introduce the project to studentsThe 'Silent Struggle' Simulation
Students participate in a simulation where they experience (in a safe, controlled environment) microaggressions and misunderstandings related to mental health. This is followed by a debriefing discussion connecting the simulation to real-world experiences and the impact of stigma.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Defining Stigma: The Foundation
Students will begin by defining abnormal behavior, mental health stigma, and its various forms. This foundational understanding is crucial before exploring its impact and cultural contexts.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA well-defined explanation of abnormal behavior and stigma with specific examples of its different forms.Alignment
How this activity aligns with the learning objectives & standardsAligns with standards 1.1 (Define abnormal behavior) and 1.4 (Explain how stigma relates to abnormal behavior).Cultural Lens: Mental Health Across Cultures
Students explore how different cultures perceive mental health and illness, focusing on the role of stigma in these views. They will analyze specific cultural beliefs and practices related to mental health.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA comparative analysis report detailing cultural perspectives on mental health and the role of stigma, including specific examples and insights.Alignment
How this activity aligns with the learning objectives & standardsAligns with standard 1.2 (Describe cross-cultural views of abnormality).Understanding Models of Abnormality
Students will delve into the major medical and biopsychosocial models of abnormality, examining how these models influence understanding of mental illness and how stigma affects people's willingness to seek help within these models.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed comparison of the medical and biopsychosocial models, including an analysis of how stigma interacts with each model to affect help-seeking behaviors.Alignment
How this activity aligns with the learning objectives & standardsAligns with standard 1.3 (Describe major medical and biopsychosocial models of abnormality).The Ripple Effect: Impact of Psychological Disorders
Students explore the impact of psychological disorders on the individual, family, and society. They will research the effects on daily life, relationships, and economic stability, emphasizing the role of stigma.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA comprehensive report detailing the impact of psychological disorders on individuals, families, and society, with a specific focus on how stigma amplifies these effects.Alignment
How this activity aligns with the learning objectives & standardsAligns with standard 1.5 (Explain the impact of psychological disorders on the individual, family, and society).Decoding Disorders: Classification and Diagnosis
Students will describe the classification of psychological disorders and the challenges associated with diagnosing them. They will investigate the DSM and explore the complexities of differential diagnosis, as well as the implications of diagnostic labels.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAn explanatory essay on the classification of psychological disorders, the challenges of diagnosis, and the impact of diagnostic labels on stigma.Alignment
How this activity aligns with the learning objectives & standardsAligns with standards 2.1 (Describe the classification of psychological disorders) and 2.2 (Describe the challenges associated with diagnosing psychological disorders).Symptom Spotlight: Understanding Psychological Disorders
Students will describe the symptoms of various psychological disorders. This activity aims to provide a comprehensive understanding of different disorders and prepare students to address related stigmas in their campaign.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed description of the symptoms of three chosen psychological disorders, accompanied by a discussion of the related stigmas and misconceptions.Alignment
How this activity aligns with the learning objectives & standardsAligns with standard 2.3 (Describe symptoms of psychological disorders).Campaign Blueprint: Defining Your Audience and Message
Students will begin planning their stigma reduction campaign by defining their target audience and crafting initial messages. This involves identifying specific groups within the school or community and tailoring messages to resonate with them.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA campaign blueprint outlining the target audience, key messages, and measurable goals and objectives.Alignment
How this activity aligns with the learning objectives & standardsIntegrates knowledge from standards 1.1-1.5 and 2.1-2.3 in preparation for campaign design.Stigma Reduction Campaign: Design and Implementation
Students will design and implement their stigma reduction campaign, incorporating their research on cultural perspectives, models of understanding, diagnostic challenges, and messaging strategies. They will create campaign materials and present their campaign to the class.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA fully designed and implemented stigma reduction campaign, including campaign materials, implementation plan, and presentation of results.Alignment
How this activity aligns with the learning objectives & standardsApplies all standards (1.1-1.5 and 2.1-2.3) to a real-world project, demonstrating a comprehensive understanding of mental health stigma and strategies for reduction.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioStigma Reduction Campaign Rubric
Understanding Stigma and Abnormal Behavior
This category assesses the student's foundational knowledge of abnormal behavior and stigma, including its definition, forms, and manifestations.Definition of Abnormal Behavior and Stigma
Clarity and accuracy in defining abnormal behavior and different forms of stigma (public, self, structural).
Exemplary
4 PointsProvides comprehensive and nuanced definitions of abnormal behavior and stigma, clearly differentiating between public, self, and structural stigma with insightful examples.
Proficient
3 PointsProvides clear and accurate definitions of abnormal behavior and stigma, including the different forms (public, self, structural) with relevant examples.
Developing
2 PointsProvides basic definitions of abnormal behavior and stigma, but may lack clarity in differentiating between the different forms or providing specific examples.
Beginning
1 PointsStruggles to define abnormal behavior and stigma accurately, with limited understanding of the different forms.
Application and Examples
Ability to provide relevant and specific examples of how stigma manifests in everyday situations related to mental health.
Exemplary
4 PointsProvides insightful and varied examples of stigma in everyday situations, demonstrating a deep understanding of its impact and nuances.
Proficient
3 PointsProvides relevant and specific examples of stigma in everyday situations related to mental health.
Developing
2 PointsProvides some examples of stigma, but they may be general or lack specific connection to mental health situations.
Beginning
1 PointsStruggles to provide relevant examples of stigma related to mental health.
Cultural Perspectives
This category evaluates the student's understanding of cross-cultural views on mental health and the role of stigma within those contexts.Cultural Research and Identification
Thoroughness in researching and identifying specific cultural beliefs, practices, or traditions related to mental health.
Exemplary
4 PointsConducts in-depth research and identifies diverse and nuanced cultural beliefs, practices, and traditions related to mental health, demonstrating cultural sensitivity and awareness.
Proficient
3 PointsSelects three cultures and identifies specific cultural beliefs, practices, or traditions related to mental health in each.
Developing
2 PointsSelects cultures but provides limited information on specific cultural beliefs, practices, or traditions related to mental health.
Beginning
1 PointsStruggles to identify relevant cultural beliefs, practices, or traditions related to mental health.
Analysis and Comparison
Ability to analyze how stigma is expressed or mitigated within different cultural contexts and compare/contrast cultural views.
Exemplary
4 PointsProvides a sophisticated analysis of how stigma is expressed or mitigated within different cultural contexts, drawing insightful comparisons and contrasts.
Proficient
3 PointsAnalyzes how stigma is expressed or mitigated within the selected cultural contexts and provides a clear comparison of cultural views.
Developing
2 PointsProvides a basic analysis of stigma within cultural contexts, but the comparison of cultural views may be superficial.
Beginning
1 PointsStruggles to analyze the role of stigma within cultural contexts or compare cultural views effectively.
Models of Abnormality
This category assesses the student's grasp of the medical and biopsychosocial models of abnormality and how stigma interacts with these models.Description of Models
Accuracy and detail in describing the major medical and biopsychosocial models of abnormality.
Exemplary
4 PointsProvides a thorough and insightful description of the medical and biopsychosocial models, highlighting their key principles and nuances.
Proficient
3 PointsAccurately describes the major medical and biopsychosocial models of abnormality.
Developing
2 PointsProvides a basic description of the models but may lack detail or accuracy.
Beginning
1 PointsStruggles to describe the medical and biopsychosocial models of abnormality.
Analysis of Stigma's Impact
Depth of analysis regarding how stigma affects an individual's willingness to seek help under each model.
Exemplary
4 PointsOffers a sophisticated analysis of how stigma interacts with each model to profoundly affect help-seeking behaviors, with insightful observations.
Proficient
3 PointsAnalyzes how stigma might affect an individual's willingness to seek help under each model.
Developing
2 PointsProvides a superficial analysis of how stigma might affect help-seeking behaviors under each model.
Beginning
1 PointsStruggles to analyze the impact of stigma on help-seeking behaviors within the context of the models.
Impact of Psychological Disorders
This category evaluates the student's understanding of the impact of psychological disorders on individuals, families, and society, with emphasis on the role of stigma.Research and Description
Completeness in researching and describing the impact of psychological disorders on individuals, families, and society.
Exemplary
4 PointsProvides a comprehensive and insightful description of the multifaceted impacts of psychological disorders on individuals, families, and society, supported by thorough research.
Proficient
3 PointsResearches and describes the impact of psychological disorders on individuals, families, and society.
Developing
2 PointsProvides a basic description of the impact but may lack depth or specific examples.
Beginning
1 PointsStruggles to describe the impact of psychological disorders on individuals, families, and society.
Stigma Analysis
Depth of analysis regarding how stigma exacerbates these impacts at each level (individual, family, society).
Exemplary
4 PointsOffers a nuanced and compelling analysis of how stigma significantly exacerbates the impacts of psychological disorders at all levels, demonstrating a deep understanding of its pervasive influence.
Proficient
3 PointsAnalyzes how stigma exacerbates these impacts at each level (individual, family, society).
Developing
2 PointsProvides a superficial analysis of how stigma exacerbates the impacts.
Beginning
1 PointsStruggles to analyze the role of stigma in exacerbating the impacts of psychological disorders.
Classification and Diagnosis
This category evaluates the student's understanding of the classification of psychological disorders, the challenges of diagnosis, and the impact of diagnostic labels.Description of Classification and Challenges
Accuracy in describing the DSM and the challenges associated with diagnosing psychological disorders.
Exemplary
4 PointsProvides a comprehensive and insightful description of the DSM and the complex challenges associated with diagnosing psychological disorders, demonstrating a nuanced understanding of the diagnostic process.
Proficient
3 PointsDescribes the DSM and the challenges associated with diagnosing psychological disorders.
Developing
2 PointsProvides a basic description but may lack detail or accuracy.
Beginning
1 PointsStruggles to describe the DSM and the challenges of diagnosis.
Impact of Diagnostic Labels
Discussion of the potential impact of diagnostic labels on individuals and how stigma can arise from these labels.
Exemplary
4 PointsOffers a profound discussion of the potential impact of diagnostic labels, exploring the subtle ways stigma can arise and affect individuals' self-perception and social interactions.
Proficient
3 PointsDiscusses the potential impact of diagnostic labels on individuals and how stigma can arise from these labels.
Developing
2 PointsProvides a superficial discussion of the impact of diagnostic labels.
Beginning
1 PointsStruggles to discuss the impact of diagnostic labels and the related stigma.
Understanding Symptoms
This category assesses the student's ability to describe the symptoms of psychological disorders and discuss related stigmas.Description of Symptoms
Detail and accuracy in describing the primary symptoms of chosen psychological disorders, as outlined in the DSM.
Exemplary
4 PointsProvides detailed and accurate descriptions of the primary symptoms of chosen disorders, demonstrating a deep understanding of the DSM criteria and symptom presentation.
Proficient
3 PointsDescribes the primary symptoms of three chosen psychological disorders as outlined in the DSM.
Developing
2 PointsProvides a basic description of symptoms but may lack detail or accuracy.
Beginning
1 PointsStruggles to describe the symptoms of psychological disorders.
Discussion of Misconceptions and Stigmas
Depth of discussion regarding common misconceptions or stigmas associated with each disorder and their potential impact.
Exemplary
4 PointsOffers a nuanced and insightful discussion of common misconceptions and stigmas, revealing a deep understanding of their potential impact on individuals and communities.
Proficient
3 PointsDiscusses common misconceptions or stigmas associated with each disorder and how these might affect individuals experiencing these symptoms.
Developing
2 PointsProvides a superficial discussion of misconceptions and stigmas.
Beginning
1 PointsStruggles to discuss misconceptions and stigmas related to psychological disorders.
Campaign Planning
This category evaluates the student's ability to plan a stigma reduction campaign, including defining the target audience, crafting key messages, and outlining goals and objectives.Target Audience and Key Messages
Clarity in identifying the target audience and developing key messages that challenge stigma and promote understanding.
Exemplary
4 PointsIdentifies the target audience with precision and develops highly effective and culturally sensitive key messages that resonate deeply and promote significant understanding.
Proficient
3 PointsIdentifies the target audience and develops three key messages that challenge stigma and promote understanding.
Developing
2 PointsProvides a general identification of the target audience and develops some key messages, but they may lack clarity or impact.
Beginning
1 PointsStruggles to identify the target audience or develop effective key messages.
Goals and Objectives
Specification of measurable goals and objectives for the campaign, focusing on outcomes like increased awareness or changed attitudes.
Exemplary
4 PointsEstablishes ambitious yet realistic and measurable goals and objectives, clearly articulating the desired outcomes and demonstrating a strategic approach to campaign evaluation.
Proficient
3 PointsOutlines the goals and objectives of the campaign, focusing on measurable outcomes (e.g., increased awareness, changed attitudes).
Developing
2 PointsProvides a basic outline of goals and objectives, but they may lack measurability or clarity.
Beginning
1 PointsStruggles to define clear goals and objectives for the campaign.
Campaign Design and Implementation
This category assesses the student's ability to design and implement a stigma reduction campaign, including creating materials, executing the plan, collecting feedback, and presenting results.Design and Materials
Quality and effectiveness of campaign materials (e.g., posters, brochures, social media posts) in incorporating key messages.
Exemplary
4 PointsDesigns highly creative and impactful campaign materials that seamlessly integrate key messages, demonstrating exceptional communication skills and visual appeal.
Proficient
3 PointsDesigns campaign materials (e.g., posters, brochures, social media posts) incorporating key messages.
Developing
2 PointsCreates basic campaign materials, but they may lack creativity or effective integration of key messages.
Beginning
1 PointsStruggles to design effective campaign materials.
Implementation and Evaluation
Effectiveness in planning and executing the campaign, collecting feedback, and preparing a presentation of results.
Exemplary
4 PointsImplements the campaign flawlessly, collects comprehensive feedback through diverse methods, and delivers a compelling presentation that showcases significant achievements and insights.
Proficient
3 PointsPlans and executes a small-scale implementation of the campaign, collects feedback, and prepares a presentation to showcase the campaign.
Developing
2 PointsAttempts to implement the campaign and collect feedback, but the execution may be limited or the feedback collection superficial.
Beginning
1 PointsStruggles to implement the campaign or collect meaningful feedback.