Category: Discussion

Artefact Evaluation: Finding Fun

Artefact Evaluation: Finding Fun Timing: 15 Minutes Mode: In-class; Online After playing “Go Nuts” for your class or having them view it online, have students write a 140-character tweet that celebrates mental diversity and difference.

Artefact Evaluation: 1 Document + 1 Photo

Artefact Evaluation: 1 Document + 1 Photo Timing: 45 Minutes Mode: In-class; Online Have students read Making Madness Political at home and bring to the class 1 document and 1 photograph from Reville’s scrapbook that illustrate his evolution from patient to activist and advocate.  Students present their documents in small discussion groups or through using the …

Artefact Evaluation: Reflecting on Context

Artefact Evaluation: Reflecting on Context Timing: 30 Minutes Mode: In-class; Online Bring in (or ask your students to bring in) examples of media and/or popular culture portrayals of madness.  After facilitating a discussion, have your students rework the examples they have brought in to create positive and diverse representations of madness. Use the questions below …

Artefact Evaluation: Self-Guided

Artefact Evaluation: MPA – Self-Guided Learning Timing: 30 minutes, flexible Mode: In-class; Online Customize the station exercise outlined below into a 4-point response sheet that reflects your learning goals for the film and the time which you have available for this exercise.  Students watch the film, either in class or outside of class-time, and complete …

Artefact Evaluation: Peer-Directed Learning

Artefact Evaluation: Peer-Directed Learning Timing: 45 minutes Mode: In-class; Online After your students have viewed the documentary, use the following questions as prompts for discussion.  Set up different areas in the classroom (or on the course learning management system) as laid out below with questions on a large sheet of paper and markers for students …

Artefact Evaluation: Report Back

Artefact Evaluation: Report Back Timing: 15 to 20 minutes Mode: In-class; Online Lanny Beckman explores the differences between what he learned about mental health in the university classroom versus his lived experience in the mental health system. Dividing the class into small groups, give your students 2 minutes to talk about what parts of their …

Artefact Evaluation: Intersectional Analysis

Artefact Evaluation: Intersectional Analysis Timing: 30 Minutes Download Beckman’s piece titled “What If?  …Cancer Prisons” as a prompt for your students in a creative writing or cartooning exercise. Ask your students to respond to Beckman’s satirical treatment of the criminalization of mental difference and substance use.  Encourage them to use humour (carefully!) to delve deeper …

Artefacts: Self-Guided

Artefacts: From Stigma to Action – Self-Guided Learning Timing: 30 Minutes Mode: In-Class; Online Living on the frontlines of community mental health during her stay at the Parkdale boarding house, Pat Capponi found an identity and a purpose there, creating coherence out of the chaos of early deinstitutionalization. What makes her story such an excellent …

Artefact Evaluation: Themes and Analysis

Artefact Evaluation: Unity Housing – Themes and Analysis Timing: 30 Minutes Mode: In-class; Online Write these themes on small pieces of paper: Supportive housing models with democratic processes Members as workers/staff Limitations of low levels of staff Peer support Voluntary participation Isolation and social exclusion Poverty Barriers to education and employment Then distribute these pieces …

Artefact Evaluation: The Valleyview Legacy

Artefact Evaluation: Moyra Jones – The Valleyview Legacy Timing: 30 Minutes Mode: In-class; Online Introduce this exercise by asking learners to decide on 3 words that best describe Moyra Jones.  Then have students make a mind map or infographic that visually depicts core values embedded within the ideas and practices of Moyra Jones and her …