The Mind Your Head programme begins with an introduction session followed by five sessions which explore different topics in relation to mental health. Session seven ties together the work of the previous session and facilitates the group to create something (for example posters) that will highlight mental health issues or promote good mental health to their peers. This is followed by evaluations from the young people that took part in the programme.

It is designed as a programme of workshops to be used in sequence as a whole or, in individual parts as needed or required. Each workshop is divided into parts and each activity is timed. Obviously these timings act as guidelines as each group will vary. Some of the topics could be extended over a period of weeks depending on the response and needs of the group. Many of the activities/exercises can be found in the appendices at the back of this resource.

“The Mind Your Head programme proved itself to form a major integral component of our Well-being programme. It provides students with the resources and space to discuss important issues in everyday life. The outcome for those involved ensures that young people can develop coping strategies for adolescence and adult life in support of greater resilience while promoting self-esteem and self-confidence. Getting involved with Mind Your Head has been a very positive experience for our school and in particular our Transition Year students. In 2015 we succeeded in receiving the Amber Flag as a result of our active participation in mental health activities including Mind Your Head. It is my belief that our students and our school have reaped great rewards for our involvement in this programme.” – Karen Cronin, Guidance Counsellor, North Monastery Secondary School ”

“it was good fun”

“it gave me an insight into how things can affect you in ways you can’t imagine”

“It was a nice way to talk and be open minded without the supervision of teachers”

“it helped me a lot with my own life and problems”

“yeh, it really helps you to learn about things you are probably going to come to in life at some point”

“we learned a lot about mental health”

From our experience of running the ‘Mind Your Head’ programme with a number of different groups, the following is a list of tips for facilitators.

• The young people co-facilitating the activities/exercises
• Asking for feedback from the previous week at the beginning of each session
• Reviewing the workshops half way through proved vital for tying the whole programme together
• The variety of activities and resources used and the range of topics covered meant that everyone responded and had in-put at some point or another
• The use of written, visual and discussion based methods catered for all learning types in the group
• The mixture of working in pairs, small groups and as a large group helped give everyone the opportunity to participate and created different group-dynamics from week to week.
• Practical techniques to relieve stress and relax.
• Creating their own peer support (in one case it was posters) and sending them out to various other youth groups gave the group maximum ownership over their learning.
• Allowing for flexibility during the sessions to deal with issues/questions that come up

• The limitation of time
• The number in the group needs to be manageable. This depends on various factors such as; the needs of the young people, the space available, the number of workers etc.
• Ensure there is enough practical and appropriate activities and information for each session.
• Issues arising for the young people after group sessions
• Ensure the group know what supports are available to them
• Ensure that there is follow up to any questions the young people have asked
• Ensure that there is a child protection policy in place

The creation of a group contract is advised. This contract should be youth led but confidentiality should be brought up. The young people should then be made aware of the facilitators obligations in law with regard child protection and the Children First national guidelines:  Click here

When Suicide comes up as a subject

• Stop the class and state that something important has just been mentioned
• State that suicide does happen for many different reasons
• Discourage discussion of any known suicides
• State that you are going to talk briefly about helping people who may be thinking about suicide
• State clearly: People who are thinking about suicide are still alive and with professional help will be more likely to be still alive for a long long time to come.
• Ask rhetorically: What does someone thinking about suicide need? State: someone to listen… someone to care… to be taken seriously…
• Ask rhetorically: What if the person asks you to keep it secret?

State Clearly:

• You cannot keep an issue like this secret.
• Holding that secret will not make you feel good
• The fact that the person is telling you they have thoughts of suicide is part of them asking for help!
• When a person is thinking of killing themselves they are not thinking clearly and they are not in control of their thoughts. They need help from people around them in finding professional help.
• You should be discreet but you must tell someone: the school counsellor, teacher, youth worker, a trusted adult
• You can also talk to myself (facilitators name) or my colleague (Co-facilitators name)
• If in doubt check with a support number; Pieta House Suicide Helpline 1800 247 247 text 51444 or Childline 1800 66 66 66 or text 50101 or chat online : childline.ie
• You can help by listening and encouraging them to accept help but always remember you have to tell a trusted adult and if possible a professional