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Mental Health Awareness

Technical Report · July 2023

DOI: 10.13140/RG.2.2.32332.39047

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Workshop Design
Proposal Report for

Mental Health
Awareness

Author: Dureyakta Faisal

TABLE OF CONTENTS
Section 1 Introduction ............................................................................................................. 1
1.1. Vision ........................................................................................................................... 1
1.2. Mission ........................................................................................................................ 1
1.3. Objectives .................................................................................................................... 2
1.4. Context ........................................................................................................................ 2
1.4.1. Participant Profile.................................................................................................. 3
1.4.2. Understanding workshop design ........................................................................... 3
1.5. Activity ......................................................................................................................... 4
1.5.1. Description of activity ............................................................................................ 5
1.5.2. National strategy ................................................................................................... 5
1.5.3. National call of interest for partners ....................................................................... 5
1.5.4. Partner induction meetings ................................................................................... 5
1.5.5. Facilitator training ................................................................................................. 5
1.5.6. Local development of training content ................................................................... 5
1.5.7. Cascade training to community ............................................................................. 5
1.5.8. Social action initiatives in community .................................................................... 6
1.5.9. Connecting communities ....................................................................................... 6
Section 2 Preparing workshop ................................................................................................ 7
2.1 Stress .......................................................................................................................... 8
2.1.1. Types of Stress ..................................................................................................... 8
2.1.2 Symptoms of stress .............................................................................................. 8
2.1.3 Mitigation of Stress ............................................................................................... 8
2.2 Trauma ........................................................................................................................ 9
2.2.1 Types of Traumas ................................................................................................. 9
2.2.2 Symptoms............................................................................................................. 9
2.2.3 Mitigation of Trauma ............................................................................................. 9
2.3 Anxiety ......................................................................................................................... 9
2.3.1 Causes of Anxiety ................................................................................................. 9
2.3.2 Symptoms of Anxiety ............................................................................................ 9
2.3.3 Prevention of Anxiety ............................................................................................ 9
2.3.4 Treatment of Anxiety ............................................................................................. 9
2.4 Depression .................................................................................................................10
2.4.1 Significance of Depression...................................................................................10
2.4.2 5 D's of Depression ..............................................................................................10
2.4.3 Types ...................................................................................................................10
2.4.4 Symptoms of Depression .....................................................................................11
2.4.5 Causes of Depression ..........................................................................................12
2.4.6 Mitigation Of Depression ......................................................................................14
2.4.7 Prevention Of Depression ....................................................................................15
Section 3 Delivering workshop ..............................................................................................19
3.1. Principles ....................................................................................................................19
3.2. Participation and inclusion ..........................................................................................20
3.3. Monitoring and evaluation ...........................................................................................20
3.3.1. Partner Narrative Report ......................................................................................20
3.3.2. Evaluation Form...................................................................................................21
3.4 Facilitation techniques ................................................................................................21
3.5. Useful skills for facilitators ...........................................................................................21
Section 4 After the workshop .................................................................................................24
Section 5 Workshop activities ...............................................................................................26
5.1. Color Key ....................................................................................................................26
5.2. Activities .....................................................................................................................26
5.2.1 Introduction ..........................................................................................................26
5.2.2 Stress ..................................................................................................................29
5.2.3 Trauma ................................................................................................................32
5.2.4 Anxiety .................................................................................................................35
5.2.5 Depression ..........................................................................................................39
5.2.6 Conclusion ...........................................................................................................42
Module 1 Identity and culture.................................................................................................46
Mental Health Awareness linked with National Policies: Non-Communicable Diseases and
Mental Health: National Action Framework (2021-30) ...............................................................46
Mental Health Services .............................................................................................................46
Challenges ................................................................................................................................46
Strategic Actions .......................................................................................................................46
President’s Initiative taken for Mental Health (2019) ..................................................................47
Pilot phase and Results ............................................................................................................47
Development of Mental Health Policy of Pakistan .....................................................................47
Pakistan Mental Health Policy and Implementation Plan Summit ..............................................47
Exploring cultural baggage ........................................................................................................48
Appreciating difference .............................................................................................................48
An image tells a thousand words ...............................................................................................48
Module 2 Intercultural dialogue .............................................................................................50
Awareness in Developing Culture .............................................................................................50
Enlisting African traditional healers, faith healers, and community health workers to help detect
mental illness - Africa Mental Health Foundation (Implementation: Kenya) ...............................50
Mental Health in Kenyan Culture ...............................................................................................50
Awareness ................................................................................................................................51
Awareness in Developed Culture ..............................................................................................51
Overview ...................................................................................................................................51
Mental Health Awareness in United States of America ..............................................................51
American Institute of Research .................................................................................................51
National Resource Center for Healthy Safe Children.................................................................52
Children Exposed to Violence Training and Technical Assistance Center (CEVTTAC) .............52
Mental Health America ..............................................................................................................52
Next Gen Prevention .................................................................................................................53
Conference Focus .....................................................................................................................53
Mental Health and Recovery Counseling Education and Training .............................................54
Mental Health Awareness in UK ................................................................................................54
The King’s Fund Organization ...................................................................................................54
Events .......................................................................................................................................54
Virtual Conferences ..................................................................................................................54
In-person Conferences..............................................................................................................54
Free online events (one hour) ...................................................................................................54
Workshops (three hours) ...........................................................................................................54
Mental Health Foundation .........................................................................................................55
Approach ..................................................................................................................................55
Mercer ...................................................................................................................................55
A Mental Health Awareness Programme for All .........................................................................56
Four words ................................................................................................................................56
The power of questions .............................................................................................................56
Giving feedback ........................................................................................................................56
Facilitating dialogue in the community .......................................................................................57
Module 3 Local and global communities...............................................................................59
Community mapping .................................................................................................................59
Globally connected, locally engaged .........................................................................................59
Ubuntu-Our communities ..........................................................................................................59
Research in the community .......................................................................................................59
Prioritizing .................................................................................................................................59
Conflict identification .................................................................................................................60
Intergroup .................................................................................................................................60
Intragroup .................................................................................................................................60
Time for workshops ...................................................................................................................60
Inter laws conflicts .....................................................................................................................60
Authorities to facilitate/ reduce burdens.....................................................................................61
Mediation b/w family conflicts ....................................................................................................61
Conflicts over social taboos.......................................................................................................61
Conflict mapping .......................................................................................................................62
Module 4 Planning and delivering social action ...................................................................66
Project Cycle .............................................................................................................................66
Inform, consult, involve .............................................................................................................66
Writing a social action plan........................................................................................................67
Identifying risks .........................................................................................................................67
Communicating social action.....................................................................................................67
Working on conflict ....................................................................................................................67
Section 6 Social development themes ..................................................................................70
Integrating the arts ....................................................................................................................70
Gender equality and empowerment ..........................................................................................70
Bibliography ............................................................................................................................71
List of Tables
Table 1: The facilitator’s profile ..................................................................................................... 1
Table 2: The facilitator’s profile ..................................................................................................... 1
Table 3: The facilitator’s profile ..................................................................................................... 1
Table 4: The facilitator’s profile ..................................................................................................... 1
Table 5: The facilitator’s profile ..................................................................................................... 2
Table 6: The facilitator’s profile ..................................................................................................... 2
Table 7: The facilitator’s profile ..................................................................................................... 2
Table 8: The facilitator’s profile ..................................................................................................... 2
Table 9: The facilitator’s profile ..................................................................................................... 3
Table 10: The facilitator’s portions of the workshop design ............................................................... 3
Table 11: Design plan before the workshop ..................................................................................... 3
Table 12: Design plan during the workshop ....................................................................................19
Table 13: The personal development plan .......................................................................................22
Table 14: Design plan after the workshop .......................................................................................24
Table 15: The contributions of the facilitators .................................................................................72

List of Figures
Figure 1: Activity Design .............................................................................................................. 4
Figure 2: Mental Health Awareness poster......................................................................................27
Figure 3: Project schedule poster ...................................................................................................28
Figure 4: The poster of stress ........................................................................................................29
Figure 5: The poster of stress ........................................................................................................29
Figure 6: The poster of stress ........................................................................................................30
Figure 7: The poster of stress ........................................................................................................30
Figure 8: The poster of trauma ......................................................................................................32
Figure 9: The poster of trauma ......................................................................................................32
Figure 10: The posters of trauma ...................................................................................................33
Figure 11: The poster of anxiety ....................................................................................................35
Figure 12: The poster of anxiety ....................................................................................................35
Figure 13: The poster of anxiety ....................................................................................................36
Figure 14: The poster of anxiety ....................................................................................................36
Figure 15: The poster of depression ...............................................................................................39
Figure 16: The poster of depression ...............................................................................................39
Figure 17: The poster of depression ...............................................................................................40
Figure 18: The poster of depression ...............................................................................................40
Figure 19: Self-evaluation form .....................................................................................................43
Figure 20: Self-evaluation form .....................................................................................................44
Figure 21: Module Framework ......................................................................................................63
Figure 22: Conflict Mapping .........................................................................................................64
Figure 23: The project cycle .........................................................................................................66
Figure 24: The working on conflict ................................................................................................68
Section 1
Introduction
Section 1 Introduction
The supervisor of the subject has assigned our group to design workshop proposal on the topic of
Mental Health Awareness. The design report of this workshop acts as toolkit for mental health
awareness as it contains all the necessary modules and activities. This design report has been
prepared to be utilized for conducting the workshop during the semester. All the necessary details
about the workshop modules, workshop activities and social action plan has been added and
modified according to the guideline provided through Active Citizens. The facilitators are grouped
by their choices serving their best according to their skillset. The contributions by the facilitators
have been highlighted as well.

1.1. Vision
Our vision is to raise awareness against mental health issues like stress, depression, anxiety, and
trauma. This study will help the youth to change negative thoughts into more positive ones,
teaching them effective ways of thinking, leading to more effective behavior, exploring the cause
of these feelings, understanding them, and suggesting ways of dealing with situations.

1.2. Mission
To help youth to identify, address and manage negative and self-defeating thoughts that may affect
the way they behave with depression and get to know the importance of self-care.

1.3. Objectives
• To encourage people to live their lives with courage and passion even after various mishaps
• To make people comfortable to talk about untold issues by raising awareness through seminars
and lectures
• To treat the Mental illness
• To set up rehabilitation centers by govt to treat mental illness free of cost
• To make this world judgmental free and peaceful land to exist
• To relieve the suffering and helplessness of young people
• To teach young people the positive values of life
• To reduce the prevailing trend of anxiety and depression
• To uplift the young generation from the darkness of pessimistic

1.4. Context
We define Citizenship as promoting the rights, responsibilities, roles, resources, and relationships
of persons with mental illnesses, along with a sense of belonging that is validated by other citizens.
Citizenship includes recognition of the humanity, worth, and dignity of all persons and groups.
Our citizenship framework includes individual and structural interventions to address citizenship.

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1.4.1. Participant Profile
Table 1: The facilitator’s profile
Name Bilal Maqsood
Registration Number 2020-CRP-02
Session 2020-2024
Email Address [email protected]
Department City and Regional Planning
Subject Active Citizenship and Development Planning
Workshop Design Mental Health Awareness
Facilitator Skill Communication

Table 2: The facilitator’s profile

Name Ahsan Malik
Registration Number 2020-CRP-07
Session 2020-2024
Email Address [email protected]
Department City and Regional Planning
Subject Active Citizenship and Development Planning
Workshop Design Mental Health Awareness
Facilitator Skill Leadership

Table 3: The facilitator’s profile

Name Jarrar Haider

Registration Number 2020-CRP-10
Session 2020-2024
Email Address [email protected]
Department City and Regional Planning
Subject Active Citizenship and Development Planning
Workshop Design Mental Health Awareness
Facilitator Skill Graphic Designing

Table 4: The facilitator’s profile

Name Mohammad Abdul Samad Aziz

Registration Number 2020-CRP-11
Session 2020-2024
Email Address [email protected]
Department City and Regional Planning
Subject Active Citizenship and Development Planning
Workshop Design Mental Health Awareness
Facilitator Skill Sharp Observant

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Table 5: The facilitator’s profile

Name Eliza Naeem

Registration Number 2020-CRP-16
Session 2020-2024
Email Address [email protected]
Department City and Regional Planning
Subject Active Citizenship and Development Planning
Workshop Design Mental Health Awareness
Facilitator Skill Public Relations

Table 6: The facilitator’s profile

Name Hafiza Alishba Izhar

Registration Number 2020-CRP-20
Session 2020-2024
Email Address [email protected]
Department City and Regional Planning
Subject Active Citizenship and Development Planning
Workshop Design Mental Health Awareness
Facilitator Skill Management

Table 7: The facilitator’s profile

Name Eesha Javed

Registration Number 2020-CRP-22
Session 2020-2024
Email Address [email protected]
Department City and Regional Planning
Subject Active Citizenship and Development Planning
Workshop Design Mental Health Awareness
Facilitator Skill Communication

Table 8: The facilitator’s profile

Name Amna Arif Ahmed

Registration Number 2020-CRP-23
Session 2020-2024
Email Address [email protected]
Department City and Regional Planning
Subject Active Citizenship and Development Planning
Workshop Design Mental Health Awareness
Facilitator Skill Communication

3
Table 9: The facilitator’s profile

Name Dur-e-Yakta Faisal

Registration Number 2020-CRP-24
Session 2020-2024
Email Address [email protected]
Department City and Regional Planning
Subject Active Citizenship and Development Planning
Workshop Design Mental Health Awareness
Facilitator Skill Social Networking

Table 10: The facilitator’s portions of the workshop design

1. Stress 2. Trauma
• Introduction • Introduction
• Symptoms • Symptoms
• Prevention • Prevention

3. Depression 4. Anxiety
• Introduction • Introduction
• Symptoms • Symptoms
• Prevention • Prevention

1.4.2. Understanding workshop design

Active citizenship or engaged citizenship refers to the active participation of a citizen under
the law of a nation discussing and educating themselves in politics and society. An active
citizen promotes the quality of life in a community through both political and non-political
processes developing a combination of knowledge, skills, values, and motivation to work to make
a difference in society.
You can become an active citizen and help to make your community a better place in any of the
following ways.

• By promoting a healthier environment

• Volunteers give their time freely to support their communities. Whatever your background,
work experience, gender, or age, you will have a skill that someone needs
• You can support any local NGO or institution.

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1.5. Activity
1 National strategy
Geography, target audience
and social development themes

2 National call of interest for partners

3 Partner induction meetings

National or international

4 Facilitator training
National or international

5 Local development
of training content

6 Cascade training to community

7 Social action initiatives in community

8 Connecting communities
International study visits, international partner
networking, online resources, research, conferences

Figure 1: Activity Design

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1.5.1. Description of activity
The following describes each activity in the Mental Health Awareness workshop.

1.5.2. National strategy

The bridge between Mental Health Awareness workshop and national policies has been identified
and added under this activity. The existing legal framework and initiatives in this context are added
in detail in the design report. It can be observed that the topic has been included in the broader
spectrum of the upcoming national framework.

1.5.3. National call of interest for partners

The stakeholders include mainly the facilitators and the participants. Apart from them, the list
includes administrations, families, authorities, students and so more. All the stakeholders are called
for help according to their interests in the proposal. The stakeholders are prioritized according to
their worth in the proposal.

1.5.4. Partner induction meetings

The partner induction meetings are organized and held to discuss the design plan of the workshop
in detail with all the stakeholders. The alterations are made according to the valid suggestions of
the stakeholders. The schedule of such meetings is decided according to the availability of all the
involved stakeholders.

1.5.5. Facilitator training

The facilitator training includes practice sessions for the facilitators. In these sessions facilitators
practice and rehearse their role play in the workshop multiple times so as to enhance and enable
their communications skills, confidence, and grip over the matter.

1.5.6. Local development of training content

The training content is prepared on the basis of the global toolkits provided by British Council as
it covers all the significant aspects required to conduct a brilliant workshop. The training content
is then practiced locally in the form of workshop design while the international scale can also be
covered through global connectedness identification.

1.5.7. Cascade training to community

Another aim of this project is to cascade training to other people so as to strongly build the social
networking of facilitation regarding mental health. It will help us to mitigate and eliminate the
stigma related to the mental health.

6
1.5.8. Social action initiatives in community
The social action initiatives have been taken in the communities i.e., mental health awareness
campaigns, workshops, seminars, webinars, and foundations can be found. The purpose of all is to
serve people in a way to improve their mental health.

1.5.9. Connecting communities

The globally active partners are welcomed to take steps for the betterment of the mental health of
youth through this programme. But as far as this programme is concerned, the scale is limited to
the premises of the university. However, it can be extended to international call of interest.

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Section 2
Preparing the
workshop
Section 2 Preparing workshop
Table 11: Design plan before the workshop

Before the workshop

Summary Further information
Establish participant The profiles of the participants and the facilitators have been
1 profiles established for the purpose of social interaction between them.

The delivery plan has been decided in which majorly project

scheduling has been done. Moreover, the tasks have been divided
Design a delivery
2 among the facilitators according to their skillset. The workshop
plan
design proposal has been attached below as the report progresses.

The handouts have been decided to be designed, and distributed

among the members of the workshop. These handouts include
3 Handouts pamphlets, posters and forms. It must be kept under check that the
copies of these handouts are complete in numbers.

Venue, logistics, The venue has been chosen to be most common and easily
materials and timings accessible for all i.e., the educational institute. The materials
are accessible and required are provided by the facilitators. The facilitators are trained
4
safe for all to manage the event and to support the participants in the event
participants throughout.

Accurate information The pamphlets are decided to be distributed among the people
about the Mental about the workshop. These pamphlets are designed to contain
Health Awareness complete and accurate information about the Mental Health
5
Workshop Awareness workshop. It also contains the location and time of the
event to avoid misconceptions.

2.1 Stress
Stress can be defined as a state of worry or mental tension caused by a difficult situation. Stress is
a natural human response that prompts us to address challenges and threats in our lives. Stress can
be defined as a physiological and psychological response of an individual to a perceived threat or
challenge. It is a natural and necessary reaction that prepares the body to cope with demanding or
difficult situations

2.1.1. Types of Stress

There are different types of stress, including acute stress, episodic acute stress, and chronic stress.

8
 • Acute stress is a short-term stress response that is triggered by a sudden event, such as an
argument or a near-miss accident. It can be beneficial in small doses as it helps to sharpen
our focus and increase alertness.
• Episodic acute stress is when an individual frequently experiences acute stress due to their
lifestyle or personality. This type of stress can lead to a pattern of stress-related symptoms
such as tension headaches, anxiety, and irritability.
• Chronic stress is a long-term stress response that occurs when an individual experiences
ongoing stressor, such as financial problems, work-related stress, or a difficult relationship.
This type of stress can have a significant impact on an individual's health, including
cardiovascular disease, depression, and weakened immune function.

2.1.2 Symptoms of stress

tress can manifest itself in many ways, and symptoms of stress can vary from person to person.
Here are some common physical and emotional symptoms of stress:

2.1.2.1 Physical symptoms

• Headaches, migraines
• Muscle tension, aches and pains
• Fatigue or exhaustion
• Sleep disturbances, insomnia
• Digestive problems such as stomach pain, indigestion, or diarrhea
• Changes in appetite or weight
• Increased heart rate, high blood pressure
• Sweating, trembling or shaking
• Shortness of breath, rapid breathing
• Dizziness or lightheadedness

2.1.2.2 Emotional symptoms

• Anxiety, nervousness, or feeling overwhelmed

• Irritability, anger, or frustration
• Mood swings, depression or sadness
• Difficulty concentrating or making decisions
• Loss of interest in activities that were once enjoyable
• Social withdrawal, isolation
• Feeling of hopelessness or worthlessness
• Low self-esteem or confidence

It's important to note that experiencing some of these symptoms doesn't necessarily mean you're
experiencing stress, but if you consistently experience several of these symptoms for an extended
period of time, you should consider seeking professional help to manage your stress.

2.1.2.3 Examples

9
Here are some examples of common stressors that can cause stress:
• Work-related stress: Pressure to meet deadlines, heavy workloads, long work hours,
difficult bosses or colleagues, or job insecurity.
• Financial stress: Struggling to pay bills, debt, financial insecurity, job loss, or unexpected
expenses.
• Relationship stress: Problems with romantic partners, family conflicts, or social isolation.
• Health-related stress: Chronic pain or illness, a recent diagnosis, or caring for a sick family
member.
• Academic stress: The pressure to succeed in school or college, exams, or maintaining good
grades.
• Environmental stress: Noise, pollution, or overcrowding.
• Major life events: Divorce, death of a loved one, moving, or changing jobs.
• Technology-related stress: Constant connectivity, information overload, or the pressure to
maintain social media profiles.

These are just a few examples of the many stressors that people may experience in their lives. It's
important to recognize these stressors and develop healthy coping mechanisms to manage stress
effectively.

2.1.3 Mitigation of Stress

Mitigation of stress refers to the process of reducing or managing the impact of stress on your
mental and physical health. Stress is a normal part of life and can even be helpful in certain
situations, but when stress becomes chronic or overwhelming, it can have harmful effects on
your well-being. Here are some effective ways to mitigate stress:

• Exercise regularly: Exercise can help reduce stress hormones and release endorphins,
which can improve mood and reduce stress levels.
• Practice relaxation techniques: Techniques such as deep breathing, meditation, yoga, or
progressive muscle relaxation can help reduce stress and promote relaxation.
• Get enough sleep: Lack of sleep can increase stress levels, so it's important to aim for at
least 7-8 hours of sleep each night.
• Eat a healthy diet: Eating a balanced diet that is rich in whole foods can help reduce
stress levels.
• Stay connected with loved ones: Spending time with family and friends can help reduce
stress and improve mood.
• Avoid unhealthy coping mechanisms: Avoid alcohol, drugs, and other unhealthy
coping mechanisms that may provide temporary relief but can increase stress levels in the
long run.
• Practice time management: Prioritizing tasks, setting realistic goals, and managing time
effectively can help reduce stress levels.
• Seek professional help: If stress is becoming overwhelming, it may be helpful to seek
professional help from a therapist, counselor, or other mental health professional.

10
These are just a few examples of ways to mitigate stress. Finding what works best for you and
incorporating these practices into your daily routine can help you manage stress more effectively.

2.1.3.1 Mitigation Techniques

Here are some specific stress mitigation techniques:

• Mindfulness meditation: This involves focusing on the present moment and paying
attention to thoughts and feelings without judgment.
• Progressive muscle relaxation: This involves tensing and then relaxing different muscle
groups to release tension and promote relaxation.
• Visualization: This involves imagining a peaceful or relaxing scene to promote
relaxation and reduce stress.
• Deep breathing: This involves taking slow, deep breaths to help reduce tension and
promote relaxation.
• Yoga: This combines physical postures, breathing techniques, and meditation to reduce
stress and promote relaxation.
• Tai Chi: This is a gentle form of exercise that involves slow, flowing movements to
promote relaxation and reduce stress.
• Creative activities: Engaging in creative activities such as painting, drawing, or writing
can help reduce stress and promote relaxation.
• Time in nature: Spending time in nature, such as going for a walk in a park or hiking,
can help reduce stress and improve mood.

It's important to find what works best for you and incorporate these techniques into your daily
routine to help manage stress effectively.

2.2 Trauma
According to the American Psychological Association (APA), trauma is “an emotional response
to a terrible event like an accident, rape, or natural disaster.”
However, a person may experience trauma as a response to any event they find physically or
emotionally threatening or harmful.
Psychological trauma is a response to an event that a person finds highly stressful. Examples
include being in a war zone, a natural disaster, or an accident.

2.2.1 Types of Traumas

There are several types of traumas, including:

• Acute trauma: results from a single stressful or dangerous event.

• Chronic trauma: originate from repeated and prolonged exposure to highly stressful
events. Examples include cases of child abuse, bullying, or domestic violence.
• Complex trauma: occurs due to exposure to multiple traumatic events.

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 • Secondary trauma, or vicarious trauma, is another form of trauma. With this form of
trauma, a person develops trauma symptoms from close contact with someone who has
experienced a traumatic event.

2.2.2 Symptoms
Trauma can cause a wide range of physical and emotional symptoms. These symptoms range from
mild to severe. Many factors determine how a traumatic event affects a person, including
• their characteristics
• previous exposure to traumatic events
• the type and characteristics of the event
• their approach to handling emotions
2.2.2.1 Emotional And Psychological Responses

A person who has experienced trauma may feel

• denial
• anger
• fear
• sadness
• shame
• confusion
• anxiety
• depression
• numbness
• guilt
• hopelessness
• irritability
• difficulty concentrating

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2.2.2.2 Physical Responses

Along with an emotional reaction, trauma can cause physical symptoms such as:

• headaches
• digestive symptoms
• fatigue
• racing heart
• sweating
• feeling jumpy
2.2.2.3 Examples

Traumatic experiences may include:

• bullying
• harassment
• physical, psychological, or sexual abuse
• sexual assault
• traffic collisions
• childbirth
• life-threatening illnesses
• sudden loss of a loved one
• being attacked
• being kidnapped
• acts of terrorism
• natural disasters
• war

2.2.3 Mitigation of Trauma

Trauma can significantly impact a person's mental health and well-being. While it is not always
possible to prevent or avoid traumatic experiences, there are some effective ways to mitigate
the negative effects of trauma. Here are some mitigation measures that can help:

• Seek professional help: It is important to seek the help of a trained mental health
professional who can provide support and guidance in dealing with trauma. This can
include therapy, counseling, or other forms of mental health treatment.
• Practice self-care: Taking care of yourself physically, emotionally, and mentally is
important in dealing with trauma. This can include things like getting enough sleep,
eating a healthy diet, exercising regularly, and engaging in activities that bring joy and
relaxation.
• Connect with others: Trauma can often lead to feelings of isolation and loneliness.
Connecting with supportive friends, family members, or community groups can help
you feel less alone and provide a source of emotional support.

13
 • Practice mindfulness: Mindfulness practices such as meditation or deep breathing
exercises can help calm the mind and reduce feelings of anxiety and stress.
• Seek out resources: There are many resources available to help people deal with
trauma, such as support groups, online forums, and self-help books. Seeking out these
resources can provide additional support and guidance.
• Develop coping skills: Learning effective coping skills such as relaxation techniques,
problem-solving skills, and communication skills can help you better manage trauma-
related stress and anxiety.
It is important to remember that everyone responds differently to trauma, and there is no one-
size-fits-all approach to dealing with it. It is also important to seek help as soon as possible, as
early intervention can make a significant difference in the healing process.

2.2.3.1 Mitigation Techniques

When conducting a workshop for combating trauma, it is important to provide a safe and
supportive environment for participants to share their experiences and learn new coping skills.
Here are some activities that can be incorporated into a trauma-focused workshop:

• Grounding techniques: Teach participants grounding techniques such as deep

breathing, progressive muscle relaxation, and guided imagery. These techniques can
help regulate the nervous system and reduce feelings of anxiety and stress.
• Creative expression: Encourage participants to express their feelings through creative
means such as art, music, or writing. This can help them process their experiences in a
nonverbal way and promote self-expression.
• Group discussion: Provide opportunities for group discussion to allow participants to
share their experiences and learn from others. This can help reduce feelings of isolation
and promote a sense of community and support.
• Role-playing: Practice coping skills such as assertiveness, problem-solving, and
communication through role-playing scenarios related to trauma. This can help
participants develop practical skills for managing difficult situations.

2.3 Anxiety
Anxiety is a psychological and physiological response to stress or perceived threats. It is a
normal human emotion that can manifest as a feeling of uneasiness, worry, fear, or
apprehension about future events or uncertain situations.

• Anxiety can range from mild to severe and can be triggered by various factors, such as
personal experiences, environmental stressors, genetic predisposition, or imbalances in
brain chemistry.
• It can manifest in different forms, including generalized anxiety disorder (GAD), social
anxiety disorder, panic disorder, phobias, and other related conditions. Symptoms of
anxiety may include excessive worry, restlessness, irritability, etc.
• Anxiety can significantly impact a person's daily life, relationships, and overall well-
being if left untreated.
• It's important to note that while anxiety is a normal part of the human experience.

14
 • If you or someone you know is struggling with anxiety, it's essential to seek support
from a qualified mental health professional.

2.3.1 Causes of Anxiety

Experts aren’t sure of the exact cause of anxiety. But a combination of factors likely plays a
role. Anxiety may be caused by a mental condition, a physical condition, the effects of drugs,
stressful life events, or a combination of these. The doctor's initial task is to see if your anxiety
is a symptom of another medical condition.
Anxiety disorders are different from normal anxiety. They are the most common form of mental
illness in the United States, affecting nearly 1 in 5 adults. They can involve periods of excessive
worrying or fear that is more than you would expect from everyday kinds of stressors.
The causes of anxiety may include:

• Stress
• Other medical issues such as depression or diabetes
• First-degree relatives with generalized anxiety disorder
• Environmental concerns, such as child abuse
• Substance use
• Situations such as surgery or occupational hazard
2.3.2 Symptoms of Anxiety
Experiencing a disease or a serious illness can be a stressful and traumatic event that may trigger
anxiety symptoms in some individuals. While anxiety symptoms can vary from person to person,
some common symptoms of anxiety that may occur after a disease or illness include:

• Excessive worry: Persistent and excessive worry about one's health, future health
outcomes, or the possibility of the disease returning.
• Health-related preoccupations: Constantly checking for symptoms, seeking reassurance
from healthcare professionals, or engaging in excessive health-related behaviors, such as
repeated handwashing or avoiding certain situations or places due to fear of illness.
• Physical symptoms: Experiencing physical symptoms such as rapid heartbeat, sweating,
trembling, shortness of breath, or gastrointestinal discomfort, even in the absence of any
actual illness.
• Sleep disturbances: Difficulty falling asleep, staying asleep, or experiencing nightmares
related to the disease or illness.
• Hypervigilance: Being vigilant about any changes or sensations in the body, interpreting
them as potential signs of the disease returning.
• Emotional distress: Feeling irritable, on edge, or constantly on high alert, and
experiencing mood swings or emotional sensitivity related to the disease or illness.
• Avoidance behaviors: Avoiding situations, places, or activities that may trigger anxiety
related to the disease, such as avoiding medical appointments or avoiding engaging in
certain activities for fear of exacerbating the illness.

15
 • Social withdrawal: Withdrawing from social activities or relationships due to concerns
about the disease or its impact on social interactions.

2.3.3 Prevention of Anxiety

If you have an anxiety disorder, you may need professional help. Talk to your doctor. If needed,
they can refer you to a mental health specialist.
Though not a treatment for anxiety disorders, these tips may help you reduce symptoms of anxiety:

• Take care of your body by eating a well-balanced diet. Include a multivitamin when you
can't always eat right.
• Limit alcohol, caffeine, and sugar consumption.
• Take time out for yourself every day. Even 20 minutes of relaxation or doing something
pleasurable for yourself can be restorative and decrease your overall anxiety level.
• Trim a hectic schedule to its most essential items, and do your best to avoid activities you
don't find relaxing.
• Keep an anxiety journal. Rank your anxiety on a 1-to-10 scale. Note the events during
which you felt anxious and the thoughts going through your mind before and during the
anxiety. Keep track of things that make you more anxious or less anxious.

Coping mechanisms may help you handle the anxiety that comes from life’s stressors. Here
are some things you can try:

• Exercise
• Meditation
• Relaxation exercises, including deep breathing
• Visualization
• Good sleep habits
• Healthy diet
• Learn interpersonal skills for dealing with difficult people and situations or get
parenting skills training for help dealing with your children

2.3.4 Treatment of Anxiety

Anxiety disorders can affect a person’s ability to work, study and participate in other activities.
Recovery is possible with appropriate treatment. There are different types of anxiety disorders.
These include:

• Obsessive-compulsive disorder
• Panic disorder (and panic disorder with agoraphobia)
• Social anxiety disorder
• Specific phobias
• Post-traumatic stress disorder
• Generalized anxiety disorder

16
 • Trichotillomania/ dermatillomania or body-focused repetitive behaviors).
• Hoarding

Recovery is possible with appropriate treatment such as exposure therapy, attention training, and a
range of anxiety management techniques that can help you manage your symptoms. You can learn
the following strategies yourself (using books or taking courses, for example) or you can consult
with a trained professional.

Treatment often consists of psychotherapy, behavioral therapy, and medication.

• Self-Treatment
• Counselling
• Medications

2.4 Depression
Depression is a low mood that lasts for a long time, and affects your everyday life. In its mildest
form, depression can mean just being in low spirits. It doesn’t stop you leading your normal
life but makes everything harder to do and seem less worthwhile. At its most severe, depression
can be life-threatening because it can make you feel suicidal.

2.4.1 Significance of Depression

Depression is a widespread and debilitating mental health disorder that can negatively impact
a person's mood, thoughts, and behavior. According to the World Health Organization (WHO),
over 264 million people worldwide suffer from depression.

2.4.2 5 D's of Depression

There are 5 D's of Depression refer to the common effects of depression on a person's life.
These are demoralization, dysfunction, despair, disturbance, and disability.

• Demoralization refers to feelings of hopelessness, helplessness, and worthlessness.

• Dysfunction can interfere with a person's ability to function in their daily life.
• Despair can lead to feelings of intense sadness, emptiness, and hopelessness.
• Disturbance can disrupt a person's sleep, appetite, and ability to concentrate.
• Disability can be a disabling condition that affects a person's quality of life. It can lead
to social isolation, substance abuse, and even suicidal thoughts.

2.4.3 Types
There are also some specific types of depression:
• Seasonal affective disorder (SAD) – depression that occurs at a particular time of year,
or during a particular season.
• Dysthymia – continuous mild depression that lasts for two years or more. Also called
persistent depressive disorder or chronic depression.

17
 • Prenatal depression – depression that occurs during pregnancy. This is sometimes also
called antenatal depression.
• Postnatal depression (PND) – depression that occurs in the weeks and months after
becoming a parent. Postnatal depression is usually diagnosed in women, but it can also
affect men.

2.4.4 Symptoms of Depression

There are many signs and symptoms of depression, but everyone’s experience will vary.

• common signs and symptoms of depression

• psychotic symptoms
• self-harm and suicide
• the risk of isolation
• anxiety
• depression as a symptom of other mental health problems.

2.4.4.1 Common signs and symptoms of depression

• It includes down, upset or tearful

• restless, agitated or irritable
• guilty, worthless and down on yourself
• empty and numb
• isolated and unable to relate to other people
• finding no pleasure in life or things you usually enjoy
• a sense of unreality
• no self-confidence or self-esteem
• hopeless and despairing
• suicidal.

2.4.4.2 Psychotic symptoms

If you experience an episode of severe depression, you might also experience somepsychotic
symptoms. These can include:
• delusions, such as paranoia.
• hallucinations, such as hearing voices.

2.4.4.3 Self-harm and suicide

If you are feeling low, you might use self-harming behaviours to cope with difficult
feelings. Although this might make you feel better in the short term, self-harm can be very
dangerous and can make you feel a lot worse in the long term.

2.4.4.4 The risk of isolation

It can sometimes be hard to explain your thoughts and feelings to others. You might find it
difficult to talk about your depression and instead you might cut yourself off from other
people. The more overwhelming your symptoms, the more isolated and lonelier you might
become.

18
2.4.4.5 Anxiety

It's very common to experience depression and anxiety together. Some symptoms of
depression can also be symptoms of anxiety, for example:

• feeling restless
• being agitated
• struggling to sleep and eat.

2.4.4.6 Depression as symptom of other mental health problems

Depression can be a part of several mental health problems, such as

• bipolar disorder,
• Borderline Personality Disorder (BPD) and other personality disorders

2.4.5 Causes of Depression

There are several ideas about what causes depression. It can vary a lot between different
people, and for some people a combination of different factors may cause their depression.
Some find that they become depressed without any obvious reason.

• childhood experiences
• life events
• other mental health problems
• physical health problems
• genetic inheritance
• medication, recreational drugs and alcohol
• sleep, diet and exercise.

2.4.5.1 Childhood experiences

There is good evidence to show that going through difficult experiences in your childhood
can make you vulnerable to experiencing depression later in life. This could be:

• physical, sexual or emotional abuse

• neglect
• the loss of someone close to you
• traumatic events
• an unstable family situation.

Difficult experiences during your childhood can have a big impact on your self-esteem
and how you learned to cope with difficult emotions and situations. This can make you
feel less

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2.4.5.2 Life events

In many cases, you might find your depression has been triggered by an unwelcome,
stressful or traumatic event. This could be:

• losing your job or unemployment

• the end of a relationship
• bereavement
• major life changes, like changing job, moving house or getting married
• being physically or sexually assaulted
• being bullied or abused.

It’s not just negative experiences that cause depression, but how we deal with them. If you
don't have much support to help you cope with the difficult emotions that come with these
events, or if you're already dealing with other difficult situations, you might find that a low
mood develops into depression.

2.4.5.3 Other mental health problems

If you experience another mental health problem, it's common to also experience
depression. This might be because coping with the symptoms of your mental health
problem can trigger depression. You may find you experience depression if you also
experience:
• anxiety
• eating problems
• PTSD.

2.4.5.4 Physical health problems

There are some physical health problems that can cause depression:

• conditions affecting the brain and nervous system

• hormonal problems, especially thyroid and parathyroid problems
• symptoms relating to the menstrual cycle or the menopause
• low blood sugar
• sleep problems.

2.4.5.5 Genetic inheritance

Although no specific genes for depression have been identified, research has shown that if
you have a close family member with depression, you are more likely to experience
depression yourself. While this might be caused by our biology, this link could also be
because we usually learn behavior and ways of coping from the people around us as we
grow up.

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2.4.5.6 Medication, recreational drugs and alcohol

Depression can be a side effect of a lot of different medicines. If you are feeling depressed
after starting any kind of medication, ask your doctor. If you think a drug is causing your
depression, you can talk to your doctor about taking an alternative, especially if you are
expecting your treatment to last some time. Alcohol and recreational drugs can both cause
depression. Although you might initially use them to make yourself feel better, or to distract
yourself, they can make you feel worse overall.

2.4.5.7 Sleep, diet and exercise

A poor diet and lack of sleep and exercise can affect your mood, and make it harder for you
to cope with difficult things going on in your life. Although a poor diet, or not getting enough
sleep or exercise, cannot directly cause depression, they can make you more vulnerable to
developing it.

2.4.6 Mitigation Of Depression

There are various treatments that have been found to help with depression.
• self-help resources
• talking treatments
• medication
• alternative treatments
• treatment for severe and complex depression
• ECT
• repetitive transcranial magnetic stimulation.

2.4.6.1 Self-help resource

A self-help resource might be the first treatment option your doctor offers you, especially if
your depression is mild. This is because it's available quite quickly, and there's a chance it
could help you to feel better without needing to try other options.

2.4.6.2 Talking treatments

There are many different talking treatments that can be effective in treating depression:
• cognitive behavioral therapy (CBT)
• group-based CBT
• interpersonal therapy (IPT)
• behavioral activation
• psychodynamic psychotherapy
• behavioral couples therapy – if you have a long-term partner, and your doctor
agrees that it would be useful to involve them in your treatment.

21
2.4.6.3 Medication for depression

If self-help, computerized cognitive behavioral therapy or physical activity have not helped
you, you might also be offered an antidepressant medication, either on its own or in
combination with a talking treatment. There are different types of antidepressants:
• selective serotonin reuptake inhibitors (SSRIs)
• serotonin and norepinephrine reuptake inhibitors (SNRIs)
• tricyclics and tricyclic-related drugs
• monoamine oxidase inhibitors (MAOIs)
• other antidepressants

2.4.6.4 Alternative treatments

There are also options you can try instead of, or alongside, medication and talking
treatments. These include:
• arts therapies
• alternative and complementary therapies
• mindfulness
• ecotherapy
• peer support.

2.4.6.5 ECT

Electroconvulsive therapy (ECT) should only be considered a treatment option for

depression in extreme circumstances.

2.4.7 Prevention Of Depression

Experiencing depression can be very difficult, but there are steps you can take that might
help. This section has some suggestions for you to consider:

• talk to someone you trust

• try peer support
• try mindfulness
• look after your physical health
• try to keep active
• keep a mood diary
• spend time in nature
• practice self-care.

2.4.7.1 Talk to someone you trust

It might feel hard to start talking about how you are feeling, but many people find that
justsharing their experiences can help them feel better. It may be that just having someone
listen to you and show they care can help in itself.

22
2.4.7.2 Try peer support

Peer support brings together people who’ve had similar experiences to support each other.
Many people find it helps them to share ideas about how to stay well, connect withothers
and feel less alone. You could:

• Contact a specialist organization. For example, you can find details of support
groups, forums and helplines on the SANE and CALM websites.
• Join El friends, Mind's supportive online community.
• Contact Mind's Infoline and ask about support groups near you. Alternatively, you
could use our interactive map to find your local Mind, and contact them directly.
2.4.7.3 Try mindfulness

Mindfulness is a way of giving your full attention to the present moment. Some studies
show that practicing mindfulness can help to manage depression. Some structured
mindfulness-based therapies have also been developed to treat these problems more
formally. For example, the National Institute of Health and Care Excellence (NICE)
recommends mindfulness-based cognitive therapy for the managementof depression.

2.4.7.4 Look after your physical health

Experiencing depression can make it hard to find the energy to look after yourself. But
taking steps to look after your physical health can make a difference to how you feel:

• Try to get good sleep. For lots of people who experience depression, sleeping too
little or too much can be a daily problem. Getting good sleep can help to improve
your mood and increase your energy levels.
• Think about your diet. Eating regularly and keeping your blood sugar stable can
make a difference to your mood and energy levels.
• Try to do some physical activity. Many people find exercise a challenge but activities
like yoga, swimming or walking can be a big boost to your mood. If you don't feel
confident doing exercise, you could start off with smaller activities - such as gentle
chair-based exercises in your own home - and build from there.
• Try to look after your hygiene. When you're experiencing depression, it's easy for
hygiene to not feel like a priority. But small things, like taking a shower and getting
fully dressed whether or not you're going out of the house, can make a big difference
to how you feel.
• Try to avoid recreational drugs and alcohol. While you might want to use
recreational drugs or alcohol to cope with difficult feelings about yourself, in the
long run they can make you feel worse and can prevent you from dealing with
underlying problems. We have more information about how recreational drugs and
alcohol can affect your mental health.

2.4.7.5 Try to keep active

• Try joining a group. This could be anything from a community project or a

sportsteam to a hobby group. The important thing is to find an activity you
enjoy, or perhaps something you've always wanted to try, to help you feel

23
 motivated.
• Try new things. Trying something new, like starting a new hobby,
learning something new or even trying new food, can help boost your
mood and breakunhelpful patterns of thinking and behavior.
• Try volunteering. Volunteering, or just offering to help someone out, can make
youfeel better about yourself and less alone. Your local Volunteer Centre and
the charity Do-It can help match you with a volunteering opportunity in your
area.
• Set realistic goals. Try to set yourself achievable goals, like getting dressed
every day or cooking yourself a meal. Achieving these things can help you feel
good andboost your

2.4.7.6 Keep a mood diary

Keeping a mood diary can help you keep track of any changes in your mood, and you
might find that you have more good days than you think. It can also help you notice if
anyactivities, places or people make you feel better or worse. There are many freely
available, including diaries from Bipolar UK and Mood Panda.

2.4.7.7 Spend time in nature

Spending time in nature has been found to help with mental health problems like
depression. For example, research into ecotherapy, a type of formal treatment which
involves doing activities outside in nature, has shown it can help with mild to moderate
depression. This might be due to combining regular physical activity and social contact
with being outside in nature.

2.4.7.8 Practice self-care

Taking time to look after yourself, such as doing something you enjoy, can help to support
your recovery and improve your quality of life.

24
Section 3
Delivering the
workshop
Section 3 Delivering workshop
Table 12: Design plan during the workshop

During the workshop

Summary Further information
The expectations of the participants are heard and decided to be
Participants fulfilled according to the already decided agenda of the
1
expectations workshop.

The workshop activities to encourage the participants and the

facilitators to interact are ensured throughout the workshop. The
2 Baseline interaction
baseline activity to be performed will be Globingo.

The learning outcomes of the workshop will be evaluated during

3 Learning outcomes the workshop through the performances of the activities.

The teamwork of the group members has been encouraged by

distributing the tasks among them according to their interests.
Participation and
4 The participation has been encouraged by adding exciting
teamwork
activities in the workshop.

The modules are decided to be delivered within the workshop

according to the overall time for the workshop as well as by
5 Delivery of modules considering the short time spans required for each workshop
activity accommodating the modules.

The participants are encouraged to give feedback at the end of

6 Giving feedback the workshop by filling the self-assessment evaluation forms.

3.1. Principles
A series of activities that provide an experience should be included in a well-designed
workshop. Each task needs to organically lead into the one before it, developing a bigger story.
Additionally, each activity should have a clear objective that advances the session's objective.
Regardless of how long the workshop or the mix of activities, these are some principles we
have adopted to help create an engaging experience for anyone who participates in the
workshop related to mental health awareness. These are as follows

• Create a safe and supportive environment

• Provide accurate information
• Encourage participation
• Use a person-centered approach
• Respect for diversity
• Truthfulness, sincerity, and willingness
• Dedication to fair access to participation
• Be sensitive to triggers

25
 • Encourage self-care
• Synthesize Workshop Outcomes

3.2. Participation and inclusion

Promoting participation and inclusion in mental health awareness workshops is essential to
creating a supportive and empowering learning environment. To achieve this,
• It is important to create a safe and welcoming environment where participants feel
comfortable sharing their experiences and asking questions.
• Encouraging active participation through group activities, discussions, and diverse
modes of engagement can help to promote engagement and learning.
• Consider the accessibility needs of all participants and avoid making assumptions or
stereotypes based on their identities or experiences.
• Incorporating diverse perspectives, such as including speakers from diverse
backgrounds and promoting cultural humility, can help to promote greater
understanding and empathy.
• Following up with participants after the workshop can help to promote continued
engagement and support, as well as provide resources and support for those who may
need it.
Overall, promoting participation and inclusion in mental health awareness workshops can help
to create a more supportive and inclusive learning environment for all participants

3.3. Monitoring and evaluation

Important elements of a program to raise awareness about mental health are monitoring and
assessment. While assessment examines the program's efficiency and influence on participants,
monitoring focuses on following and evaluating the program's activities and development in
real time. The following are some important factors for monitoring and evaluating a program
to raise awareness of mental health:
• Establish clear program goals
• Develop monitoring tools
• Collect data on program activities
• Collect data on program outcomes
• Analyze data and identify areas for improvement
• Use data to make program improvements
• Share results and celebrate successes
Overall, a program to promote mental health should include monitoring and assessment.
Program administrators can make changes to ensure that the program is accomplishing its
objectives and benefiting participants by monitoring program progress and evaluating
effectiveness.

3.3.1. Partner Narrative Report

Typically, a partner narrative report for a campaign to raise awareness of mental health would
highlight the partner's participation in and contributions to the initiative. The report might detail

26
the partner's participation in the program's conception and execution as well as their
observations and feedback regarding the program's effectiveness and results. The report might
start by outlining the partner's initial interest in the initiative to raise awareness of mental health
issues and their reasons for participating. This might include details on the partner's prior
experiences with mental health conditions or their interest in raising public awareness of mental
health issues.
The partner's thoughts or recommendations for how to enhance the next campaigns to raise
awareness of mental health might also be included in the report. This might be proposals for
brand-new projects or initiatives, advice on how to increase participation or accessibility, or
criticism of the overall success of the program.
A partner narrative report for a campaign to raise awareness about mental health would
generally seek to showcase the partner's efforts and viewpoints as well as to offer feedback and
suggestions for future campaigns.

3.3.2. Evaluation Form

Questions on an evaluation form for a mental health awareness program are frequently included
to gauge the program's influence on participants' understanding of, attitudes towards, and
behaviors around mental health. The examples of such questions can be seen on the self-
evaluation form attached in the concluding section of the workshop.
Open-ended questions that encourage participants to elaborate on their opinions and
experiences might go along with these inquiries. To learn more about the participants'
backgrounds and experiences, the assessment form might include asking demographic
questions. The evaluation form should attempt to gather input that may be utilized to enhance
future campaigns for mental health awareness and to better understand how the present
campaign has affected participants' attitudes, knowledge, and behaviors around mental health.

3.4 Facilitation techniques

The workshop delivery includes many exciting facilitation techniques designed and decided by
the facilitators to entertain the participants as well as to make the workshop worth attending
for them as just sitting and listening to the context matter is boring and tough so these
facilitation techniques are involved to grab attention of the audience as well as to engage them
in the workshop for better learning outcomes. The activities i.e., globingo, baseline targets,
trauma tree, myth bursting, and gallery walk are utilized to retain the positive environment of
the workshop. The details of these workshop activities are provided in the workshop design.

3.5. Useful skills for facilitators

The facilitators have an advantage of self-assessment to evaluate their skillset before and
after delivering the workshop. They can also benefit themselves by improving their skillset
during the workshop. The sample of personal development plan has been attached below to
provide an example of the text matter.

27
Table 13: The personal development plan

As a Mental Health Awareness facilitator, what are your personal development aims?
1.

2.

3.

Please circle where you feel you are on the scales below during the workshop

Facilitation skills
1 2 3 4 5
(No skills at all) (Good skills) (Expert)

Ability to support learning and sharing between different groups

1 2 3 4 5
(Less able) (Able) (Expert)
Confidence and competence to deliver the learning journey
1 2 3 4 5
(Less able) (Able) (Expert)

What personal strengths do you have that could help you to deliver a brilliant learning
experience?

28
Section 4
After the
workshop
Section 4 After the workshop
Table 14: Design plan after the workshop

After the workshop

Summary Further information
The event is debriefed as a whole in the concluding section of the
1 The event is debriefed
workshop as well as after it to the stakeholders and other groups.
By debriefing the workshop to others, information has been shared
which enriches the cascading circle about the Mental Health
2 Information is shared
Awareness. The dissemination of such information is useful to design
and deliver the same content in different cultural context.
The details of the project planning have been added in the design
Detailed project
report as a whole while the booklet of the workshop has been decided
3 planning and
to be disseminated among people so as to communicate the message
communications
globally and locally.
Mentoring has been managed by the supervisor of the subject while
Mentoring and group
4 group meetings have been induced and scheduled according to the
meetings
discussions needed about the workshop.
The cascading of the local training content is surety of the social
5 Ongoing networking
networking among the people regarding Mental Health Awareness.

29
Section 5
Workshop
activities
Section 5 Workshop activities
Color Key
The color key has been designed using the color notations provided within Active Citizens
global toolkit (Council, 2017-18). The color key has been modified according the color scheme
being used in this design report. It has been given as follows.
Tried-and-tested activities that can add value to the learning
Advanced activities that go deeper into the subject of Mental Health Awareness.
Creative alternatives.
Activities relevant for groups coming from fragile or conflict-affected communities.
Social enterprise activities.

Activities
Introduction
The workshop design plan includes the presentation of the posters about mental health
awareness and the four major aspects of mental health being disclosed in the poster in detail.
These aspects are stress, trauma, anxiety and depression. These aspects will be explained in 3
minutes by each pair after the introductory section completed by the host. Then the pairs will
perform the workshop activities decided and designed according to the scheduled time. In the
end, the rhetorical revision of the facts and figures of the workshop will be discussed by the
host and self-evaluation forms will be distributed to the participants and they would be asked
to give constructive feedback as well about the workshop.
Our group consists of 9 members and it is made keeping in view the skills of each individual.
Eesha, Amna, and Eliza have good communication skills. Dur-e-Yakta commands brilliant
leadership qualities by which we could easily engage with people, Samad and Bilal is good at
internet surfing, data collection, and report writing. Ahsan is good at convincing people and
presenting and performing question-answer sessions with people. Jarrar has a creative mind
and is good at graphic designing and making posters which will further help in the publicity of
the project. Alishba has good management skills.

30
Figure 2: Mental Health Awareness poster

31
Figure 3: Project schedule poster

32
Stress

Figure 4: The poster of stress

Figure 5: The poster of stress

33
Figure 6: The poster of stress

Figure 7: The poster of stress

34
Activity Proposed for The Workshop: Baseline Targets

Objective

It’s a 10 minutes activity. The objective of stress management activities is to help individuals
reduce their levels of stress and learn effective coping strategies to manage stress in their lives

Materials

paint, paper, or markers

Steps

1. Identify the three outcomes that participants wrote most in the branches section
2. Write one of these expectations above each target.
3. Ask the group to each take a blue marker pen and place a dot on the target. Tell them that
placing the dot towards the center indicates they are already close to achieving this
expectation, whereas placing the dot towards the outside indicates they still have a long
way to go.
4. Keep these targets throughout the workshop. On the last day of the local workshop return
to these targets and ask participants to mark a dot again using a different-colored marker.
This will tell you how successful the workshop has been in fulfilling participants’
expectations.

35
Trauma

Figure 8: The poster of trauma

Figure 9: The poster of trauma

36
 37

Figure 10: The posters of trauma

37
Activity Proposed for The Workshop: My Trauma Tree

Objective

The goal of this activity is to help participants identify the various traumas they have
experienced in their lives, and how these experiences have affected them.

Materials

1. Large paper or poster board

2. Markers or colored pencils
3. Small sticky notes

Steps

1. Begin by explaining to participants the purpose of the activity - to create a visual

representation of the traumas they have experienced in their lives.
2. Give each participant a piece of paper or poster board and a set of markers or colored
pencils.
3. Ask participants to draw a tree on their paper, with branches representing different
periods of their life (e.g., childhood, adolescence, adulthood).
4. On the branches, ask participants to write down the various traumatic experiences they
have had during each period of their life. Encourage them to be as specific as possible
and to include both major and minor traumas.
5. Once participants have written down all their traumas, have them place small sticky
notes on the branches to indicate how each experience has affected them. For example,
they could use one color for positive effects (such as resilience or personal growth), and
another color for negative effects (such as anxiety or depression).
6. Encourage participants to share their Trauma Trees with the group, if they feel
comfortable doing so. This can be a powerful way for participants to see that they are
not alone in their experiences, and to gain insights into how different traumas can affect
people in different ways.
7. Wrap up the activity by discussing some of the key themes that emerged from the
Trauma Trees, and by offering resources or support for participants who may need
additional help in processing their traumas.
8. This activity is designed to be a safe and supportive way for participants to explore their
traumas and gain a deeper understanding of how these experiences have shaped their
lives. It can be adapted to suit the needs and preferences of different groups and can be
a valuable tool for promoting trauma awareness and healing.

38
Anxiety

Figure 11: The poster of anxiety

Figure 12: The poster of anxiety

39
Figure 13: The poster of anxiety

Figure 14: The poster of anxiety

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Activity Proposed for The Workshop: Gallery Walk

This discussion technique allows students to be actively engaged as they walk throughout the
classroom. During a gallery walk, students explore multiple texts or images that are placed
around the room. You can use this strategy when you want to have students share their work
with peers, examine multiple historical documents, or respond to a collection of quotations.
Because this strategy requires students to physically move around the room, it can be especially
engaging to kinesthetic learners.

Objective

The goal of this activity is to help participants identify the various types of anxiety or anxiety
disorders that they have experienced or are currently experiencing in their lives and how it has
affected their lives. This activity also helps them to move a step towards a journey of
overcoming their fears and recovery from this disorder.

Materials

1. Large Sheets of Paper or Chart Paper.

2. Pens, markers, or colored pencils

Steps

1. Select Texts
Select the texts (e.g., quotations, images, documents, and/or student work) you will be using
for the gallery work. You could also have the students themselves, working individually or in
small groups, select the texts.

2. Display Texts around the Classroom

Texts should be displayed “gallery style,” in a way that allows students to disperse themselves
around the room, with several students clustering around each particular text. Texts can be hung
on walls or placed on tables. The most important factor is that the texts are spread far enough apart
to reduce significant crowding.

3. Explore Texts
Viewing instructions will depend on your goals for the activity. If the purpose of the gallery walk
is to introduce students to new material, you might want them to take informal notes as they walk
around the room. If the purpose is for students to take away particular information, you can create
a graphic organizer for them to complete as they view the “exhibit,” or compile a list of questions
for them to answer based on the texts on display. Sometimes teachers ask students to identify
similarities and differences among a collection of texts. Or teachers give students a few minutes to
tour the room and then, once seated, ask them to record impressions about what they saw. Students
can take a gallery walk on their own or with a partner. You can also have them travel in small
groups, announcing when groups should move to the next piece in the exhibit. One direction that
should be emphasized is that students are supposed to disperse around the room. When too many

41
students cluster around one text, it not only makes it difficult for students to view the text but also
increases the likelihood of off-task behavior.

4. Debrief the Gallery Walk

Once students have had a chance to view a sufficient number of the texts around the room, debrief
the activity as a class. Depending on the goals of the gallery walk, these debriefs can take a variety
of forms. You might ask students to share the information they collected, or you might ask students
what conclusions they can draw about a larger question from the evidence they examined.

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Depression

Figure 15: The poster of depression

Figure 16: The poster of depression

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Figure 17: The poster of depression

Figure 18: The poster of depression

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Activity Proposed for The Workshop: Myth-bursting Depression

Objective

The objective of this 5-minute activity is to debunk common myths surrounding depression
and increase awareness and understanding of this mental health condition.

Materials

• A projector or screen to display the presentation

• A set of slides with common depression myths and the corresponding facts
• Handouts summarizing the myths and facts
Time:

The activity can be completed in 5 minutes.

Steps

1. Introduce the topic of depression and explain the purpose of the activity.
2. Display the set of slides with common depression myths, one at a time.
3. Ask the participants to raise their hand if they believe the myth is true.
4. Reveal the corresponding fact on the next slide and explain it briefly.
5. Repeat steps 3 and 4 for the remaining myths.
6. Distribute the handouts summarizing the myths and facts to the participants
7. Encourage participants to ask questions and discuss their thoughts and feelings about
the topic.

Summary

Myth busting Depression is a 5-minute activity designed to increase awareness and

understanding of depression by debunking common myths surrounding this mental health
condition. The activity involves displaying a set of slides with common depression myths and
corresponding facts, and asking participants to raise their hand if they believe the myth is true.
The facilitator then reveals the corresponding fact and explains it briefly, before moving on to
the next myth. The activity concludes with the distribution of summary handouts to the
participants.

Handout material

Myths:

1. Depression is just feeling sad and everyone feels sad sometimes.

2. Depression is a weakness and people should just snap out of it.
3. People with depression are just attention seekers.
4. Depression is a choice and people can just decide to be happy.
5. Only women can get depression.
6. Therapy and medication don't work for depression.
Facts

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 • Myth #1: Depression is just feeling sad and everyone feels sad sometimes.
Fact: Depression is more than just feeling sad. It is a serious medical condition that affects a
person's thoughts, feelings, and behavior. It can cause physical symptoms such as fatigue,
appetite changes, and sleep disturbances.

• Myth #2: Depression is a weakness and people should just snap out of it.
Fact: Depression is not a weakness and people cannot just snap out of it. It is a medical
condition that requires treatment and support.

• Myth #3: People with depression are just attention seekers.

Fact: Depression is not a choice and people with depression are not attention seekers. It is a
medical condition that requires compassion and understanding.

• Myth #4: Depression is a choice and people can just decide to be happy.
Fact: Depression is not a choice and people cannot just decide to be happy. It is a medical
condition that requires treatment and support.

• Myth #5: Only women can get depression.

Fact: Depression can affect anyone, regardless of gender.

• Myth #6: Therapy and medication don't work for depression.

Fact: Therapy and medication are effective treatments for depression. It is important to work
with a healthcare professional to find the right treatment for each individual.

Remember

Depression is a medical condition and should be treated as such. Seeking help is a sign of
strength, not weakness.

Conclusion
In concluding session of the workshop, it is decided by the facilitators that host will let know
the participants about the activity in which they have to fill up a self-assessment form. The
purpose of this activity is to enable participants to evaluate their learning capability and
compare their knowledge before and after the workshop. Self-Assessment chart has been given
below

46
Figure 19: Self-evaluation form

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Figure 20: Self-evaluation form

48
Module 1
Identity and
culture
Module 1 Identity and culture
Mental Health Awareness linked with National Policies: Non-
Communicable Diseases and Mental Health: National Action
Framework (2021-30)
The Ministry of National Health Services, Regulations and Coordination is responsible for the
provision of National Action Framework for Non-Communicable Diseases and Mental Health
(2021-30) in Pakistan. The commencement of the framework started in 2017 with the WHO
NCD Mission’s visit to Pakistan. The primary goal of NAF is to reduce mortality rate (by one-
third) caused by non-communicable diseases by the end of 2030. The objectives of NAF are
stated below:
1. To strengthen national capacity, leadership, governance, multi-sectoral action and
partnerships to accelerate country response for the prevention and control of non-
communicable diseases and mental disorders.
2. To reduce modifiable risk factors for non-communicable diseases and underlying social
determinants through creation of health-promoting environments.
3. To strengthen and orient national health system to address the prevention and control
of non-communicable diseases and the underlying social determinants through people-
centered primary health care and universal health coverage.
4. To promote and support national capacity for high-quality research and surveillance
along with development for the prevention and control of non-communicable diseases
and mental health.
5. To monitor the trends and determinants of non-communicable diseases and evaluate
progress in their prevention and control.

Mental Health Services

Challenges
1. Lack of qualified mental health experts at all levels of health facilities.
2. Lack of basic infrastructure and rehabilitation centers across the country for mental
health services that provide 24-hour assistance to public.
3. Lack of integration of mental health disorders as a core service in primary health care.
4. Lack of recognition of mental health disorders as a significant challenge in Pakistan.
5. Expand training opportunities for General Physicians / medical post graduates for
addressing mental health issues.
6. No real time surveillance on mental health indicators are recorded via any national of
provincial survey in Pakistan.

Strategic Actions
1. Provide cost-effective, feasible and affordable preventive interventions through
community, PHC, telemedicine and population level platforms.
2. Include management of anxiety, attention deficit hyperactivity disorders, depression,
bipolar disorders, schizophrenia, epilepsy, dementia, headaches, migraine, early
childhood development and parenting skills in essential package of health services.

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 3. Train PHC centre level service providers in public and private sector, on providing
mental health services and psychological support.
4. Provide people with mental health (including old age mental health) conditions and
their families with access to self-help and community-based interventions.
5. Establish mental health services in general hospitals for out-patient and short-stay
inpatient care.
6. Develop mechanism to continuously provide mental health services during and after
emergencies.
7. Mass information and awareness campaigns for promoting mental health literacy and
reducing stigma.
8. Legislation for stress reduction in occupational health and safety and during obstetric
and perinatal care.

President’s Initiative taken for Mental Health (2019)

In 2019, the Government of Pakistan launched the President’s initiative to promote and
improve mental health in schools. This 5-year initiative focuses on training teachers in skills
and strategies to promote mental health in their schools and recognize and manage mental
health problems.

Pilot phase and Results

In 2020, the online training course for teachers was piloted in the sub-district of Gujar Khan in
Rawalpindi in which 320 teachers from 80 public schools were trained. The results included:
1. Improvement of knowledge of teachers regarding mental health.
2. Improvement of the ability of teachers to identify at risk groups whereby 27% children
and adolescents were identified as well.
3. 10 school counselors were trained to provide psychological support to adolescents
developing mental health illnesses.

Development of Mental Health Policy of Pakistan

1. The policy was formulated in 1997 with the key components of advocacy, promotion,
prevention, treatment and rehabilitation being achievable through inter-sectoral
collaboration. The vision was to train and teach primary care providers.
2. A national mental health plan was developed which aimed at integrating mental health
at all levels and ensuring participation of public representatives. It was further divided
into two phases.
3. A national mental health program was formulated in 1986 and fully implemented in
2001.
4. In February 2001, a new mental health ordinance 2001 was enacted, replacing the
outdated Lunacy Act of 1912.

Pakistan Mental Health Policy and Implementation Plan Summit

Pakistan Institute of Living and Learning (PILL) is working since more than 20 years to
improve the health and well-being of people with particular emphasis on mental health
difficulties. PILL aims at devising social and health care policies by gathering local evidence.
Moreover, it also conducts conferences with University of Manchester for the promotion of

50
mental health awareness worldwide.

Exploring cultural baggage

The things from our cultures that influence our outlooks must be explored. These could be the
accent or the language of the individual, the particular dress code, it could be the traditional
follow ups. The participants need to observe and explore such cultural baggage among each
other so as to understand the cultural individuality of the communities on a broader scale.

Appreciating difference
The participants are required to share positive experiences about having view points and
perceptions being different from others. This activity will trigger the level of tolerance or
intolerance among individuals but they will learn a valuable lesson to respect others’ opinions
which will serve as betterment for their own mental health as well as for others.

An image tells a thousand words

The facilitators have prepared posters having images of people suffering from mental health
problems which is perfect example of the saying that an image is worth thousand words. It is
also linked with the people being insensitive. Those who have become stone-hearted cannot be
influenced by anything said or shown to them while other having soft-hearted can feel the pain
of others as if it is their own pain. The healing accelerates when such kind of understanding
develops among the individuals of the society so another important aspect of this workshop
reflects the most important betterment of the societies and communities as well.

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Module 2
Intercultural
dialogue
Module 2 Intercultural dialogue
Awareness in Developing Culture
Enlisting African traditional healers, faith healers, and community health
workers to help detect mental illness - Africa Mental Health Foundation
(Implementation: Kenya)
Innovative model enlists traditional African healers, faith healers, community workers to help
detect mental illness; in pilot project, about 1,600 people are referred to clinics; 500 are
diagnosed with mental illness

Mental health care model enlists African traditional healers, faith healers and community health
workers to help detect mental illness. In pilot, about 1600 people were referred to clinics, 500
were diagnosed with mental illness.

A major new investment will enable the Africa Mental Health Foundation (AMHF) to build its
referral networks and expand its integration of mental health into existing public and
community health services by training formal (nurses, clinical officers) and informal
(traditional healers, faith healers) healthcare providers.

In Kenya, with a high prevalence of mental disorders among its 40 million citizens, there are
only about 500 practicing psychiatrists and psychologists. This shortage of professionals,
combined with limited drug supplies, government funding and stigma, leaves most of those
living with mental illness unable to access much needed diagnosis and treatment.

The AMHF approach breaks down barriers between the formal and informal sectors,
encouraging dialogue and training to increase synergy and communication.

Viability of the model was demonstrated in a proof-of-concept project, funded by Canada's

International Development Research Centre, during which the referrals of people suspected of
having mental illness rose from nil to 1,593, of which almost one-third (494, or 31%) were
clinically diagnosed with a mental health disorder by trained healthcare staff.

The new funding will help AMHF scale up from two to 20 facilities in Makueni County, located
between Nairobi and Mombasa. It will engage and educate more than 160 community health
workers, traditional and faith healers and anticipates identifying 6,000 more suspected cases of
mental illness. If the same rate of success prevails as in the pilot program, almost 2,000 people
will be diagnosed within the year

Mental Health in Kenyan Culture

It is estimated that 11.5 Million or everyone from four kenyans have experienced mental
illness. Common health issues in Kenya includes disorders due to substance abuse, neurotic
and personality disorders as well as dementia. Their main challenge is poor diagnosis and lack
of service provision because there are only 100 psychiatrists in such a big country. One of the
biggest challenge is low awareness of mental disorders particularly, the symptoms of this
conditions among the persons suffering from the condition and the community at large.

52
This has largely led to instances where mental illness continue to be marred by myths and
misconceptions including being a curse, witchcraft and spiritual problem, instead of a disease
that can be treated and managed if and when diagnosed and managed professionally.
More often the affected people resort to isolation and don’t seek medical help.
Awareness
Project goals also include building awareness and combating the stigma of mental illness within
rural communities and, long-term, a community mental health care model that can be scaled
up and implemented throughout Kenya.

Scale-up funding includes CDN$660,000 from the Government of Makueni County - a rare
commitment from an African government body to a mental health program. The effort is also
supported by New York-based Columbia University's Global Mental Health Program.

Awareness in Developed Culture

Overview
This portion of the document contains information about mental health awareness in developed
countries. The two major developed cultures have been captured and focused for the purpose
of study i.e. USA and UK. Both of the countries have different organizations working for the
promotion of mental health awareness along with providing support to the people suffering
from the illnesses. Moreover, developed countries as compared to developing countries are
much more facilitated in terms of mental health awareness due to the educational and
technological advancements in the field of research and development. Following are the details
of the organizations working for the welfare of people in the developed countries.

Mental Health Awareness in United States of America

In United States of America, different organizations have been working for the awareness of
mental health on different levels. Some of the works of different organizations have been
highlighted here.

American Institute of Research

Mental illness is a major global health issue. In the United States alone the National Institutes
for Health reports that nearly 44 million adults (18%) experience mental illness per year.
Raising awareness and increasing the understanding of mental health can change the way
society views and responds to this complex issue. AIR promotes positive mental health through
school and community-based approaches involving youth, families, school, health care
providers, and other stakeholders.

Through research, training, technical assistance, evaluation, and policy work, AIR experts are
at the forefront assisting states, schools, and communities in raising awareness and
implementing strategies that have lasting effects on a number of topics, including:

53
 • Trauma-informed care.
• Mental health in schools.
• Youth violence prevention.
• Mental health in the justice system.
• Bullying prevention.

National Resource Center for Healthy Safe Children

The National Resource Center, operated by AIR, works closely with and offers many resources
for states, schools, communities, tribes, and territories. Among them are self-paced learning
modules and online learning events to support and provide training on a wide range of topics
related to mental health promotion and youth violence prevention.

• The School Mental Health Modules series offers an interactive, self-paced learning
experience on developing and implementing a comprehensive school mental health
program at the school and community level with support from the state.
• The Safe Schools/Healthy Students Framework Implementation Toolkit is designed for
use by school-based teams at the community level, and can also be used by teams based
at community mental health and youth-serving organizations working in law
enforcement, juvenile justice, and social services.
• An e-book on core strategies to promote young child wellness highlights community
experiences from SAMHSA-funded Project LAUNCH (Linking Actions for Unmet
Needs in Children’s Health) grantees and offers creative approaches and innovative
strategies that can inform early childhood efforts in all communities.

Children Exposed to Violence Training and Technical Assistance Center

(CEVTTAC)
The Children Exposed to Violence Training and Technical Assistance Center (CEVTTAC) at
AIR supports children exposed to violence project sites/grantees (CVEPS) funded through the
Office of Juvenile Justice and Delinquency Prevention.

Our provision of training and technical assistance helps CVEPS achieve project objectives
related to building capacity of families and communities to more effectively respond to children
exposed to violence and increase protective factors across all levels of a child’s social ecology.
We do this by supporting community violence interventions that focus on individual- and
relational/family-level and community- and societal-level strategies.

Mental Health America

Founded in 1909 by Clifford W. Beers, Mental Health America (MHA) is the nation’s leading
community-based nonprofit organization dedicated to addressing the needs of those living with
mental illness and promoting the overall mental health of all. During his stays in public and
private institutions, Beers witnessed and was subjected to horrible abuse. From these
experiences, Beers set into motion a reform movement that took shape and is known today as
Mental Health America.
MHA’s programs and initiatives fulfill its mission of promoting mental health and preventing
mental illness through advocacy, education, research and services. MHA’s national office and

54
 its 200+ affiliates and associates around the country work every day to protect the rights and
dignity of individuals with lived experience and ensure that peers and their voices are integrated
into all areas of the organization.
Next Gen Prevention
Mental Health America has a long history of advocating for prevention and early intervention.
At a time when over 50 million people live with a mental health condition, there is no more
important moment for prevention than now. The MHA National Prevention and Screening
program continually reminds us of this urgent need and the alarming rise of people
experiencing anxiety, depression, psychosis, loneliness, and other mental health concerns. In
addition to growing health crises, our country has faced widespread hopelessness, despair, and
racial trauma, which have unequally affected Black, Indigenous, people of color, the LGBTQ+,
and disability communities, and individuals with multiple marginalized identities.
Approximately 15,000 individuals each day are now coming to MHA to screen themselves for
a mental health condition and seek support through our online screening program. Over 70%
of these screeners are 24 or younger, and most are scoring at moderate to severe risk for a
mental health condition. In addition, over half of youth ages 11-17 say they are thinking about
suicide more than half the days of the week. We have a generation in peril who need our
immediate attention.
MHA supports people through the ebb and flow of wellness and illness. For some, the
pandemic created new mental health and substance use concerns, for others it exacerbated
existing mental health and substance use conditions. The future of mental health holds many
new opportunities and technologies, and our conference is a chance to examine these issues
more deeply.
Conference Focus
At the 2023 Mental Health America Conference we will focus on:
• Youth and Young Adults: Creating solutions in partnership with young people.

• Social Determinants of Mental Health (SDOMH): Identifying, responding, and

understanding the SDOMH and their impact on health equity.

• Continuum of Prevention: Promoting well-being, preventing illness, increasing resilience,

and fostering recovery.

• Crisis Response: Responding to mental health crises and deaths of despair, 988
implementations, and new pathways in harm reduction.

• Recovery and Resilience: Promoting the role of peer support, substance use and recovery, the
power of lived experience, and storytelling.

• Innovation: Exploring emerging trends in mental health treatment and well-being promotion,
including digital mental health support, alternative therapies, the role of the meta-verse,
spirituality, and more.

55
Mental Health and Recovery Counseling Education and Training
MHRCET is comprised of caring, dedicated, and mission driven individuals working toward
the common goal of helping those with mental and behavioral health issues. The primary
objectives are providing quality mental health services, educating the general public, engaging
those in need of support, and advocating for those who are unable to advocate for themselves.

The organization provide quality programs and services to individuals seeking support, and
with respect to all individuals, assure our priority is de-stigmatizing bias and barriers against
any person with mental illness.
Mental Health Awareness in UK
There are different organizations working on behalf of mental health awareness in UK. Some
of them are highlighted below:
The King’s Fund Organization
The King's Fund is an independent charitable organisation working to improve health and care
in England. Our vision is that the best possible health and care is available to all. The King's
Fund is governed by the Board of Trustees, chaired by Lord Kakkar, and day-to-day
management is delegated to a Senior Management Team headed by Chief Executive Richard
Murray.

Events
Virtual Conferences

Avoid the cost of travel and join an online community of health and care leaders from the
comfort of your own home or workplace. Explore high-quality content in detail, discuss
challenges and opportunities live with experts and work through what's on offer at your own
pace.

In-person Conferences

Join the in person conferences to connect with peers from across health and social care.
Personalize your event agenda with a selection of breakout sessions, put your questions to our
keynote speakers and enjoy informal networking and exhibition breaks.

Free online events (one hour)

Join sessions for a short discussion between expert panelists. Submit your questions to the
speakers and interact via polls. Watch live or catch up on demand in your lunch break, while
you're out for a walk or after work.

Workshops (three hours)

Learn about key topics through facilitated and peer-based group discussion. Delivered virtually
by our learning and organizational development experts, each session provides relevant

56
insights and frameworks, alongside live case studies to ensure real-world relevance and
application.

Mental Health Foundation

Since 1949, the Mental Health Foundation has been the UK’s leading charity for
everyone’s mental health. The vision is for a world with good mental health for all. With
prevention at the heart of what is done, the aim is to find and address the sources of mental
health problems so that people and communities can thrive.

The foundation will drive change towards a mentally healthy society for all, and support
communities, families and individuals to live mentally healthier lives, with a particular
focus on those at greatest risk. The Foundation is the home of Mental Health Awareness
Week.

Approach

The foundation takes a public mental health approach to prevention, finding solutions for
individuals, those at risk and for society, in order to improve everyone’s mental
wellbeing. The practical things done by the foundation includes;

• Community and peer programmes; they test and evaluate the best approaches to
improving mental health in communities and then roll them out as widely as
possible.
• Research; they publish studies and reports on what protects mental health and the
causes of poor mental health and how to tackle them.
• Public engagement; they give advice to millions of people on mental health. The
foundation is most well-known for running Mental Health Awareness Week across
the UK each year.
• Advocacy; The foundation proposes solutions and campaign for change to address
the underlying causes of poor mental health.

Mercer
Mercer Marsh Benefits (MMB), in collaboration with Make A Difference (MAD), has
designed a new digital workplace mental health training course to help employees thrive and
perform at their best. By helping all people stay at the healthy end of the mental health
continuum, they can build stronger, more resilient workplaces.

For many employees, mental health has come under enormous, prolonged strain, and providing
support in this area remains a critical priority for employers. The challenge is how to provide
mental health support that effectively reaches, engages and benefits every employee.

Make A Difference is a global learning space for professionals looking to adopt and embed
inclusive, preventative strategies that will have a sustainable impact on workplace culture,
mental, physical, financial and social wellbeing, as well as workplace design. They have a

57
mission to accelerate the shift from stigma to solutions by ensuring every employer has access
to the insight, inspiration and contacts they need to make a real difference.

A Mental Health Awareness Programme for All

Mental wellbeing is transformative. Give your people the tools they need to nurture their
mental health, and your business can only be stronger for it. The programme includes:
• Designed and accredited by MMB’s workplace wellbeing experts.
• Underpinned by research in psychology and neuroscience.
• Brought to life by celebrities sharing their own experiences.
• Delivered digitally through creative and impactful bite-sized modules.
• An affordable solution for each and every workplace.
• Simple and jargon-free, bringing mental health awareness to all.

Four words
The activity consists of the participants deciding four words for four most important
characteristics of the Mental Health Awareness. Firstly, form pairs and small groups and
gradually merge them until the only one large group is left in the room with final four words
defining four characteristics about the workshop. If the participants do not agree within ten
minutes, then exercise must be stopped.

The power of questions

This exercise must be done to trigger the emotions and feelings of the participants. No materials
are required. The participants just need to ask questions from each other, every time triggering
different emotion of other participants. The progress can be marked by analyzing the power of
questions that they can bring change in individuals as well as in the communities.

Giving feedback
The impression we create in the society is valuable. The feedbacks must be constructive and
strong so as to nourish the personalities of the individuals not to bring them to ground
unnecessarily. The habit of giving feedback works in benefit for many people while feedback
must be received as a gift on the other hand. The participants must be encouraged to give
feedback to each other so as to make them feel good about each other as well as for themselves.

58
Facilitating dialogue in the community
Listening, participation, questioning, sharing, and inclusion must be ensured during the
practice of community dialogue among the participants. They must include the affected aspects
and concerns from the community in the dialogue so as to facilitate the problems with possible
solutions later on. The exercise will open up the mind of participants and provide them a
direction to think about facilitating the community in different manners. This one step can bring
a visionary change at local level which through connectedness can be disseminated globally.

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Module 3
Local and global
communities
Module 3 Local and global communities
Community mapping
The participants are provided with paper and colored pens to make a local community map of
their area. They must draw all features and amenities of the area in the map. It should be kept
in consideration that the map could be rough. Then the participants should be asked to mark
the concerned areas, issues and problems on the map. The markings could be positive or
negative. In this way, the analysis of the community map can be done by the participants as
well as the facilitators.

Globally connected, locally engaged

The local engagement and the global connections are invisibly tied up with each other. What
the local communities do to get engaged with each other, affects the overall global connections.
We cannot feel this in our daily lives but all of our actions affect the global connectedness.
This can be identified through an activity by asking participants to stand up at different
positions in the room imagining the room as a world map. Facilitators can ask some questions
from them and the links generating between the participants will show the links of the countries
they are representing on the imaginary world map.

Ubuntu-Our communities
Ubuntu recognize as worthy individual as well as worthy part of the system through inter-
connectedness. The slogan of leaving no one behind helps in binding the communities strongly
together. The mental health awareness workshop is a place where all the communities and
persons are equally important and they all must be treated equally when it comes to the
improvement of their mental health. The sense of community must be developed among the
individuals to make them flourish in the broader context.

Research in the community

The issue and opportunity in the community can be identified by doing research. It can be
helped by the statistics, reports and findings at the local level. The development is directly
linked with the factor of research and is based on the quality of research. In the field of mental
health, research could be done on pattern of behaviors, attitudes and problems leading towards
the mental health issues. Also, factors influencing the lack of awareness about mental health
can also be identified. The research plays vital role in establishing the basis for the strong
platform of knowledge about the relevant subject.

Prioritizing
During this activity, main focus is to narrow down the spectrum from being broader. The ideas
which can bring change are ranked according to the chances of them being implements. The
realistic and sound solutions are prioritized while unrealistic activities are terminated. The
filtered-out ideas are tried and tested then the progress or failure is reported. After analysis, the
ideas providing positive outcomes are adopted while the ideas which failed are eliminated from

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the social action plan.

Conflict identification
Intergroup
The conflicts on the selection of topics, tasks, schedules. They can be dealt through negotiation
and trade off. For more serious situation, mediation can be provided by the
supervisor/instructor.

Intragroup
The minor conflicts between the members of the group over task distribution and work. They
can be easily handled through negotiation.

Time for workshops

A conflict of time for workshops can arise when the workshop schedule overlaps with other
commitments or events that participants may have or with the department. For example, if a
workshop is scheduled for a weekend when many participants may have prior commitments or
family obligations, it can create conflict and result in low attendance or missed opportunities
for learning and collaboration.
To minimize this conflict, workshop designers should consider the availability and schedules
of potential participants when selecting dates and times for the workshop. This can involve
conducting a survey or poll to determine the most convenient dates and times for the majority
of participants.
Another strategy to minimize the conflict of time for workshops is to offer flexible scheduling
options. This can include offering multiple workshop sessions on different days or times to
accommodate participants with varying schedules. Additionally, offering online or virtual
workshop options can provide participants with greater flexibility to participate at a time that
is convenient for them.
Overall, addressing conflicts of time for workshops requires careful planning and consideration
of participants’ schedules and needs. By providing flexible scheduling options and
accommodating participants’ availability, workshop designers can minimize conflicts and
ensure that participants can fully engage and benefit from the workshop experience.

Inter laws conflicts

Inter-law conflicts, on the other hand, refer to situations where there are inconsistencies or
contradictions between different laws or legal frameworks. For example, a workshop on human
rights may be designed to promote freedom of speech and expression, but this could conflict
with laws that restrict such freedoms in certain contexts, such as hate speech laws or national
security laws. Resolving inter-law conflicts may require careful legal analysis and balancing
of competing interests.
Gender dominance can also create conflicts in workshop design. For instance, if a workshop is
designed to promote gender equality and inclusion, but the facilitators or participants hold
biased attitudes towards one gender or prioritize one gender over the other, this could
undermine the effectiveness of the workshop and create tensions or resentment. Addressing
gender dominance in workshop design may involve promoting gender awareness, creating a
safe and respectful space for all participants, and ensuring that all voices and perspectives are

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heard and valued.
Authorities to facilitate/ reduce burdens
There could be misunderstandings leading to conflicts between students and the authorities
regarding facilitation and approvals. They must be resolved through partnership by dividing
the burdens for both parties.

Mediation b/w family conflicts

There could be conflicts among family members when it comes to the inclusion of mental
health as all of the people have different perceptions regarding mental health as per their
knowledge and awareness. Such conflicts can be dealt through negotiation and mediation.

Conflicts over social taboos

When designing a workshop that involves social taboos such as depression, conflicts can arise
due to differences in beliefs, values, and cultural backgrounds of the workshop participants.
These conflicts may arise due to:
Stigma and Shame: Depression is still stigmatized in some cultures and communities, and
individuals may feel ashamed or embarrassed to discuss their mental health struggles openly.
This stigma can make it difficult to create an open and safe environment for individuals to
share their experiences.
Lack of Understanding: Some individuals may not fully understand what depression is, how it
affects people, or what kind of support is helpful. This can lead to misunderstandings,
misinformation, and conflicts in the workshop.
Cultural Differences: Different cultures may have different attitudes towards mental health,
and what is considered appropriate behavior for people experiencing depression. For example,
in some cultures, expressing vulnerability or seeking professional help may be seen as a sign
of weakness or a personal failure, while in other cultures, it may be viewed as a sign of strength
and courage.
Different Perspectives: Even within the same culture, individuals may have different
perspectives on mental health and depression. Some people may believe that depression is a
biological illness that requires medical treatment, while others may see it as a spiritual or
psychological problem that can be addressed through meditation or other holistic practices.
Personal Experiences: Individuals may have personal experiences with depression or mental
health issues that color their perceptions and attitudes towards the topic. For example, someone
who has experienced depression may have a very different perspective than someone who has
not.
To address these potential conflicts, it’s important to create a safe and non-judgmental
environment for all participants in the workshop. This can include providing education on what
depression is and how it affects people, acknowledging and validating different cultural beliefs
and attitudes, and encouraging open and honest communication among participants. It may
also be helpful to have a facilitator or mediator who is trained in addressing conflicts and
ensuring that all voices are heard. Conflicts over acquitances of counter or diverse narratives.
Counter narratives refer to stories or perspectives that challenge the dominant or mainstream
narrative on a particular topic. They are often told by individuals or groups who have been
marginalized or excluded from the mainstream discourse. In contrast, diverse narratives refer
to stories or perspectives that reflect the diversity of experiences and identities within a
particular community.

62
One potential conflict that may arise is between those who prioritize the inclusion of counter
narratives and those who prioritize the inclusion of diverse narratives. Some individuals may
argue that counter narratives are more important because they challenge power structures and
highlight the experiences of marginalized groups. Others may argue that diverse narratives are
more important because they reflect the full range of experiences and identities within a
particular community
Another potential conflict may arise over the question of whose narratives are included in the
workshop. For example, some individuals may argue that it is important to prioritize the
narratives of historically marginalized groups, while others may argue that all voices should be
included, regardless of their social location.
It is important to acknowledge and address these conflicts in workshop design in order to create
a space that is inclusive and respectful of all participants. One way to do this is to engage in
open and honest dialogue about the goals of the workshop and the perspectives of all
participants. It may also be helpful to bring in outside facilitators who have experience in
navigating these types of conflicts. Ultimately, the goal should be to create a workshop that is
inclusive, informative, and empowering for all participants.

Conflict mapping
Conflict is a competitive or opposing action of incompatibles and is an inevitable part of our
everyday professional and personal lives. Not all the participants in our project need to be exact.
"A conflict is an active disagreement between people with opposing opinions or principles."
Conflict resolution therapy is based on the premise that conflict lies at the heart of emotional
distress. This conflict, which might occur internally, interpersonally, or externally (situation-
based), may be the result of one or more core concerns, recurring issues often leading to conflict
and emotional distress.

63
 Figure 21: Module Framework

There are many ways to resolve conflict like

1. Negotiation: we can negotiate while addressing the students

2. Meditation: mediator can be the school administration
3. Arbitration
The following are the possible conflicts that can arise during the launch of our project,
▪ Differences in opinions
▪ Status differences
▪ Gender differences pursuing the different matters of thoughts and problems facing
▪ Difference in the school of thoughts
▪ Temper issues giving birth to conflicts
▪ Possible opposition from competitors
▪ People not taking mental health as a serious problem.

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 Open People not taking
depression as a serious
Conflict problem

Difference in opinions

Latent Conflict Status differences

Youth Counseling
Possible opposition
about depression and from competitors
anxiety
Gender differences
pursuing different
matter of thoughts and
problem facing
Surface Conflict

Temper issues giving

birth to conflicts

Difference in school of
No Conflict
thoughts

Figure 22: Conflict Mapping

As our workshop is being conducted within the premises of the university so all these conflicts
can be sought out easily by negotiation. Briefly describing one’s point of view, raising self-
awareness, increasing communication, team building, and a proper guideline can help
reduce the conflicts produced. So, this possible conflict can also be resolved with the help of a
mediator. In this regard the mediator could be the school administration or society secretary;
we can go to him and ask him to help us in doing this awareness campaign possible. He will
go to the authority of the school and this arising conflict can be resolved at its base.

65
Module 4
Planning and
delivering
social action
Module 4 Planning and delivering social action
Project Cycle
The Project cycle revolves around three main aspects including plan, do and reflect. Plan In
this phase, the design plan has to be decided. The targets are marked and partner induction
meetings are held to communicate and disseminate the design plan among partners and
stakeholders. Do This phase is basically involved in the delivery of workshop as the activities
are performed which as a whole serve as the implementation of project. Moreover, monitoring
and evaluation takes place simultaneously. Reflect The four aspects of this phase are research,
evaluate, understand and identify. To gain particular knowledge about the designing, research
is required, then the quality of the research and knowledge gained is assessed and evaluated.
Further, understanding is built on the basis of crystal-clear concepts and at the end loopholes
and gaps are identified and again research is done. This is how the cycle goes on until all the
needed requirements are completed.

Reflect Plan
Research, evaluate, Design, set targets,
understand, identify communicate

Do
Implement project
activities, monitor
progress

Figure 23: The project cycle

Inform, consult, involve

The stakeholder analysis is performed under the disguise of this activity. The aim of this
activity is to get informed about whom is going to be directly affected by the social action plan
of the workshop design. For the performance of this activity, grids on flipchart of the
stakeholders are made and then questions are asked from the audience. Their responses are
noted down on the flipchart and at the end of the workshop evaluated.

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Writing a social action plan
The workshop will be delivered as per the date would be given to us from our instructor. It will
include the detailed information about main aspects of the project as well as the facilitation
techniques to engage the audience. Another component of the workshop includes feedback
from the respondents.

Identifying risks
The risk analysis must be done keeping in view the aspect of gender equality. The participants
must be provided with sticky notes to write upon the risks they feel about the social action
project. On different colored sticky notes, they must also write the solutions or mitigation
measure to cope up those risks. All of the sticky notes with identified risks and their solutions
must be organized in an order and participants must prioritize any two risks they think are
hardest in the way of the project. In this way, risk identification, analysis and management take
place in social action project. It must be considered to be added into the social action plan for
getting valuable outcomes from the project.

Communicating social action

The social action plan must be communicated to the influential decision maker in simple and
formal way so as to make it effective. For this to happen, social action plan must be
communicated by the participants to one of the facilitators acting as decision maker in a
particular period of time. Eventually the time should be reduced and then again, the participant
talks about the plan to the facilitator. This will bring joy, laughter and entertainment. Moreover,
it will improve the communication regarding social action agenda among the participants and
the facilitators.

Working on conflict
The community dialogue, community meetings, reconciliation initiatives and reintegration
programmes, all play a vital role in managing and mitigating the conflicts through participative
approach. Negotiation, mediation and reconciliation among the conflict affected communities
from low to high level is observed. The basic way of solving conflict includes to make people
learn to L I S T E N. These six letters are way more important when it comes to connect and
collab people with each other as listening plays a vital role in defining positive attitudes and
behaviors. The activity which can be performed during workshop includes making up of small
groups that can work on different conflict resolution techniques and at the end progress can be
evaluated.

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Force Adjudication Arbitration Negotiation Mediation Reconciliation

Conflict Conflict Conflict Conflict prevention

suppression management resolution and transformation

Reactive Proactive

Figure 24: The working on conflict

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Section 6
Social
development
themes
Section 6 Social development themes
Social development themes are discussed in this section which are optional for the Mental
Health Awareness workshop but added so as to nourish the overall project. The key terms and
concepts of social development themes are explained in the context of mental health awareness.

Integrating the arts

The members of the society must not just be the members but they must figure out ways to
transform the society (Council, 2017-18). It requires a lot of effort to be a better and an active
citizen in the society but for this the first and the foremost requirement is to keep one’s mental
health good enough and to assure healthy minds around as well. The artistic gap among the
people and the context must be fulfilled. The integration of the arts through Mental Health
Awareness workshop takes place in the form of the following aspects.
• By engaging the senses and enhancing the learning through encouraging the Mental
Health Awareness workshop to explore, feel and embody the learning voyage.
• By improving the creativity, confidence and capability of the facilitators so as to enable
them to work in conflict-affected communities as well.
• By empowering the communities and cultures to share, learn and collaborate among
each other.
• By providing safer environment for identifying, taking and managing risks to improve
the theme of the workshop as a whole.
• By evolving the tools and methodologies utilized in the workshop in accordance with
the artistic knowledge and ways.
• By providing organizations with skills and experience required to benefit such
workshops and practices.

Gender equality and empowerment

The gender equality is enjoyed when men and women enjoy equal provision of rights,
opportunities, outcomes and obligations (Council, 2017-18). The difference between equality
and equity must be understood carefully so as to cater the mental health awareness as a whole.
The empowerment nowadays is mentioned just for women while it is not just limited to the
women. Rather society as whole must be empowered with strenuous minds and groomed
personalities. This all can be done by taking steps towards improved mental health of the people
and this workshop design proposal is one step towards social development of the society. We
must encourage such practices to restore the lost sound site of the environment.

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Bibliography
 Bibliography
Council, B., 2017-18. Active Citizens, British Council.

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