rationale
The World Health Organization (WHO) department in adolescent mental health identifies that “many mental health problems emerge in late childhood and early adolescence. Recent studies have identified mental health problems, in particular depression, as the largest cause of the burden of disease among young people” (WHO, 2016).
Adolescents may struggle with mental health during grade school or at a later point in their lifetime (Canadian Mental Health Association, 2016). It is estimated that 10-20% of Canadian youth are affected by a mental illness or disorder, the single most disabling group of disorders worldwide. The unit is designed to deepen students’ understanding, awareness and coping strategies for mental health within themselves and of others. The reason we created this interdisciplinary unit is due to the prevalence and rates of mental health in adolescents, particularly high school age students. Our interdisciplinary unit of study guides grade 12 students on a four week journey to gain a deeper understanding of teen mental health through the perspectives of 5 different subjects. The interdisciplinary unit of study is designed to address and explore mental health through the lens of Biology 30, Social Studies 30, CALM, Physical Education 30 and Music 30. This unit helps high school students gain a deeper understanding of the interrelated and holistic nature of mental health. The students also learn about holistic Indigenous ways of knowing wellness.
The unit engages experts from the medical field, a psychiatrist, a psychologist, an Indigenous liaison from Alberta Health Services, a neuroscientist, musical composers, music therapists and tai chi specialists. The final project, a school-wide awareness campaign, is a culmination of the grade 12 students’ mental health interdisciplinary journey. The project extends beyond the school to deepen student learning. The aim of this school-wide awareness campaign is to educate students about mental health and wellbeing so that they may leave high school with the tools to deal with mental health problems in adulthood. The students may also take with them the ability to analytically reason and make positive life choices that lead to holistic, lifelong wellbeing - a holistic philosophy that is shared by western and Indigenous worldviews (CCL, 2007).
Adolescents may struggle with mental health during grade school or at a later point in their lifetime (Canadian Mental Health Association, 2016). It is estimated that 10-20% of Canadian youth are affected by a mental illness or disorder, the single most disabling group of disorders worldwide. The unit is designed to deepen students’ understanding, awareness and coping strategies for mental health within themselves and of others. The reason we created this interdisciplinary unit is due to the prevalence and rates of mental health in adolescents, particularly high school age students. Our interdisciplinary unit of study guides grade 12 students on a four week journey to gain a deeper understanding of teen mental health through the perspectives of 5 different subjects. The interdisciplinary unit of study is designed to address and explore mental health through the lens of Biology 30, Social Studies 30, CALM, Physical Education 30 and Music 30. This unit helps high school students gain a deeper understanding of the interrelated and holistic nature of mental health. The students also learn about holistic Indigenous ways of knowing wellness.
The unit engages experts from the medical field, a psychiatrist, a psychologist, an Indigenous liaison from Alberta Health Services, a neuroscientist, musical composers, music therapists and tai chi specialists. The final project, a school-wide awareness campaign, is a culmination of the grade 12 students’ mental health interdisciplinary journey. The project extends beyond the school to deepen student learning. The aim of this school-wide awareness campaign is to educate students about mental health and wellbeing so that they may leave high school with the tools to deal with mental health problems in adulthood. The students may also take with them the ability to analytically reason and make positive life choices that lead to holistic, lifelong wellbeing - a holistic philosophy that is shared by western and Indigenous worldviews (CCL, 2007).
INTERDISCIPLINARY design of the unit
Interdisciplinary is where two or more disciplines are present, combined and integrated (Strober, 2009). A level of integration is required to solve the real world problem of teen mental health which makes the learning interdisciplinary. Interdisciplinarity involved the integration of 5 academic disciplines into this unit (Ausburg, 2006). Interdisciplinary learning in this mental health unit fosters meaningful connections among 5 Alberta Education disciplines/ interdisciplinary subject fields (Klein, 2005). The disciplines integrated in a comprehensive approach include Biology 30, Social Studies 30, CALM, Physical Education 30 and Music 30 (Alberta Education, 2011).
Friesen (2015) notes that interdisciplinary units are more than mixing and matching so this unit would need to solve a problem. According to Friesen (2015) “an interdisciplinary unit of study could combine disciplines or subjects together in innovative ways in order to answer a question or solve a problem that cannot be satisfactorily addressed using the approaches or methods of only one discipline or subject”. This unit integrates 5 disciplines to address teen mental health and to find answers, resources and supports for high school students in regards to the question: how can teens understand, gain awareness and cope with mental health? Strober (2009) and Friesen (2015) both agree that enhanced problem-solving skills and the ability to think critically is a benefit of interdisciplinary learning. The mental health interdisciplinary unit is designed to increase grade 12 students’ ability to think critically about mental health and well-being related issues that they may face in high school and adult life.
Repko (2009) states that interdisciplinary teaching enhances development of cognitive ability. This is one of the aims of the unit, to enhance cognitive, high-order thinking and decision making skills surrounding mental health. Moreover, the interdisciplinary approach in this unit empowers students to increase their learning, access critical thinking skills and develop deep understandings of complex interactions among themselves, their community and the environment (Alberta Education, 2011).
Creativity, innovation, collaboration and leadership are competency groupings and desired learning outcomes of interdisciplinary studies (Strober, 2010; Friesen, 2015; Carleton College, 2010) . Grade 12 creativity, innovation, collaboration and leadership is illuminated in the final project, the digital documentary, during the school-wide mental health awareness campaign.
“Interdisciplinary learning brings together diverse disciplines in a comprehensive manner, enabling students to extend their learning, access higher-order thinking skills and develop meaningful understandings of complex interactions amongst themselves, their community and the world around them." Action on Curriculum, Education Program Standards and Assessment (Alberta Education, 2011, p.1)
Friesen (2015) notes that interdisciplinary units are more than mixing and matching so this unit would need to solve a problem. According to Friesen (2015) “an interdisciplinary unit of study could combine disciplines or subjects together in innovative ways in order to answer a question or solve a problem that cannot be satisfactorily addressed using the approaches or methods of only one discipline or subject”. This unit integrates 5 disciplines to address teen mental health and to find answers, resources and supports for high school students in regards to the question: how can teens understand, gain awareness and cope with mental health? Strober (2009) and Friesen (2015) both agree that enhanced problem-solving skills and the ability to think critically is a benefit of interdisciplinary learning. The mental health interdisciplinary unit is designed to increase grade 12 students’ ability to think critically about mental health and well-being related issues that they may face in high school and adult life.
Repko (2009) states that interdisciplinary teaching enhances development of cognitive ability. This is one of the aims of the unit, to enhance cognitive, high-order thinking and decision making skills surrounding mental health. Moreover, the interdisciplinary approach in this unit empowers students to increase their learning, access critical thinking skills and develop deep understandings of complex interactions among themselves, their community and the environment (Alberta Education, 2011).
Creativity, innovation, collaboration and leadership are competency groupings and desired learning outcomes of interdisciplinary studies (Strober, 2010; Friesen, 2015; Carleton College, 2010) . Grade 12 creativity, innovation, collaboration and leadership is illuminated in the final project, the digital documentary, during the school-wide mental health awareness campaign.
“Interdisciplinary learning brings together diverse disciplines in a comprehensive manner, enabling students to extend their learning, access higher-order thinking skills and develop meaningful understandings of complex interactions amongst themselves, their community and the world around them." Action on Curriculum, Education Program Standards and Assessment (Alberta Education, 2011, p.1)