Guidance Notes

2. Guidance Notes HOW TO USE THIS PACK: HOW TO DOWNLOAD: • To download from website: • click on the link to the pack you want to download • From the dialog box, choose to ‘open’ or ‘save’ the file then click OK • The pack will open as a slideshow: all links are live but you will need to left click to advance through the pack. • Choose PRINT from the drop down FILE menu to print all or some of the pages (see below) • Choose SAVE AS from the drop down FILE menu to save a copy to your hard drive HOW TO PRINT: • Before printing, delete ‘Index’ arrows by selecting and then pressing DELETE • Individual slides can be printed by selecting individual slide numbers or ranges in the PRINT menu • To print slides in black & white or grayscale, select the relevant option from the Colour/Grayscale drop down menu when you are about to print HOW TO VIEW LINKS/USE SLIDES • These slides may be used to form part of a presentation – press F5 to view as a slideshow • To delete individual slides, click on them to select then click on ‘cut’ in the Edit menu • To make links ‘live’ you will need to view the pack as a SLIDESHOW – go to the ‘View’ menu or press F5 If you have any comments regarding this pack, or need any additional help in using it, please contact me: SUZANNAH YOUDE: suze.youde@kent.gov.uk or tel: 01622 221678 All information in this pack was correct and all links active at time of upload but may be subject to change Index

3. Index GUIDANCE NOTES How to use and print this pack INTRODUCTION A brief overview of the healthy living packs ICEBREAKERS Simple ideas for getting your sessions off the ground EAT WELL – TOP 10 WEBSITES The best web based resources to encourage healthy eating EAT WELL – DISCUSSION POINTS Though provoking ideas to start discussions EAT WELL – SESSION IDEAS Ideas for developing session work on healthy eating EAT WELL – EAT WELL PLATE ACTIVITY Activity sheet based on the ‘Eat Well’ plate EAT WELL – 5 STAR LIFESTYLE Your 5 best reasons for eating healthily ACTIVE LIFESTYLE – TOP 10 WEBSITES 10 great sites to get you active ACTIVE LIFESTYLE – DISCUSSION POINTS What are the best ways to get active? ACTIVE LIFESTYLE – SESSION IDEAS Ideas for developing sessions around getting active ACTIVE LIFESTYLE – ACTIVITY PYRAMID How active are you every day? MINIMISE TOXINS – TOP 10 WEBSITES The best drug education sites on the internet MINIMISE TOXINS – DISCUSSION POINTS Where do you stand on the issues? MINIMISE TOXINS – SESSION IDEAS Raising awareness on substance use MINIMISE TOXINS – DRUG INFO XWORD Can you tell your MCat from your LSD? REDUCE STRESS – TOP 10 WEBSITES The best of the web for helping young people cope REDUCE STRESS – DISCUSSION POINTS looking at stigma, depression, eating disorders and more REDUCE STRESS – SESSION IDEAS Managing anger and developing coping strategies REDUCE STRESS – RELAX! ACTIVITY Luxurious and relaxing bath treats to make and enjoy

4. Introduction CURRICULUM CHAPTERS: 10 (Healthy Living), 16 (Mental Health), 23 (Sex & Relationships) The information & resources in this pack (and the development pack to follow) are designed to be used in conjunction with your UK Youth Healthaware pack to enable you to deliver a Youth Achievement Award 15 hour challenge – or simply to slot into your own planning and delivery around healthy living themes. The Healthaware Challenge addresses health and wellbeing issues by encouraging young people to participate in and develop their own health and wellbeing projects – this leads to accreditation through Youth Achievement Awards or ASDAN. For more information visit: http://www.ukyouth.org/whatwedo/Programmes/YAA/healthandwellbeing.htm The National Youth Agency (NYA) has developed a set of online learning materials for practitioners grouped around the 4 themes of Healthy Lifestyle, Healthy Relationships & Sex, Mental & Emotional Wellbeing and Substance Use. Registration is free and the online learning activities are extensive. You can find these at the health-e website http://www.healthelearning.org.uk/course/view/1 The development pack will expand on the starter pack’s themes as follows: Eat well – healthy body image (looking at eating disorders, pressures on young people to conform to certain images)) Active lifestyle – health MOT (including self examination and sex & relationships) Minimise toxins – alcohol Reduce stress – build self esteem Index

5. Icebreakers • What am I? Cut photos of different fruit & veg out of magazines and stick them on cards. Attach a card to each young person’s back and then ask them to ask ‘yes/no’ questions to find out what they are e.g. ‘am I green?’ ‘do I grow on a tree?’. You could arrange the cards as groups e.g. Green vegetables, tropical fruit and make this a team game – whoever identifies their cards and gets together as a group first, wins. Or you could cut out pictures from the 5 food groups, draw a large ‘eatwell plate’ on flip chart paper and ask young people to place their pictures in the correct section of the plate. • 1234 game – run through the following commands with the group before starting the game – 1=jogging on the spot, 2=star jumps, 3=touch the toes, 4=dance. When you call go, the group starts moving around the area, responding to your commands. Whoever responds last each time goes out until you have a winner. • Dizzy Dummies – divide the group into 2 even teams. Mark a start line and have the first team member stand on the start line (this is a relay race so encourage the other team members to line up behind ready to be tagged. At the other end of the course, someone holds a stick/rounders bat/cone or similar object. Players run up the course to the stick. Put their forehead on one end and spin round 10 times then get back to their team. Initiate a discussion about how difficult it is to accomplish simple tasks when impaired in some way (alcohol, drugs) • Raisin stress buster – give each member of the group a raisin to eat, then ask them to spend 5 minutes looking at the raisin, noticing everything about it (colour, texture) before eating it and then being aware of every action involved in lifting the raisin to their mouth, chewing and swallowing. Ask them whether they enjoyed the raisin more because they were much more aware of the taste and the act of eating. This is called ‘mindfulness’ which means paying attention, non-judgementally, to things as they are now. Index

6. Top 10 Websites Index

7. Discussion Points • Healthy eating brainstorm: ask the group to name the 5 main food groups. Now make 2 lists on a flip chart – healthy foods and unhealthy foods. How much should you eat from the healthy list? And from the unhealthy list? Is it OK to have treats occasionally? • Download the presentation on heart healthy eating – there are several discussion points and supporting messages on heart healthy eating that can be used to start and develop sessions on healthy eating. • Have 2 empty cereal boxes – one bright, colourful and containing a sugary cereal and one plain and containing a healthy cereal. Give each young person a slip of paper – ask them to mark an x on the paper and then put into the box that they would choose to buy. Count up the votes to see which is most popular. Why was this the most popular? Why did young people choose the cereal they did? Have they already tried both? If they’ve tried one, would they try the other one? • Watch the trailer for ‘Food Matters’ http://www.youtube.com/watch?v=_kQccASm5dQ Do you agree that ‘you are what you eat’? • Britain is facing an obesity epidemic with many implications for long term health problems. Try the NHS Healthy Weight Calculator http://www.nhs.uk/Tools/Pages/Healthyweightcalculator.aspx?Tag=&gclid=CIPrgsD_3aACFRg8lAodljZmDg What did you think of the results? Do you think using body mass index is the best way to look at weight or are there other factors that should be taken into account? • Discuss with the group what they think a healthy person looks like – glossy hair, good teeth, clear skin – and what health problems are associated with an unhealthy lifestyle (heart problems, diabetes, certain types of cancer). Encourage a general discussion about healthy lifestyles and healthy choices – for example vegetarianism, veganism etc. Are any of the group vegetarians or vegans? If so, why did they decided to choose that lifestyle? IndexSlide 3

8. Session Ideas • 5 STAR LIFESTYLE: This can be done individually or in small groups. Hand out the 5 star lifestyle activity sheet. Ask young people to come up with their top 5 reasons for living a healthy lifestyle. When individuals/groups have finished get them to feedback on the decisions they have made and encourage a group discussion about their choices. As an extension activity you could turn this into a large poster for your centre or incorporate sheets in a healthy lifestyle display. • HEALTHY PLATE: Divide the young people into groups of 2 or 3 and give each group the eatwell plate activity sheet. Get each group to complete the sheet with the 5 major food groups deciding which goes where. Also ask them to try and match the statements about each food group to the food. When they have finished, encourage each group to feedback on what they have done, ask them why they made certain decisions and show the group the eatwell plate http://www.eatwell.gov.uk/healthydiet/eatwellplate/, explaining why we should eat more of some foods than others. • HEALTHY EATING MOT: Look at the Lifebyte 5 Day Fitness Test http://www.lifebyte.com/clinic/body/fitnesstest/fitness-article.htm Now ask the group what they’ve eaten and what exercise they’ve taken in the past 24/48 hours – use a flip chart to build a healthy eating and exercise programme for a young man and a young woman (as an extension activity you could ask young people to turn this into a poster, handout or downloadable document for your centre). • KID’S MENU: working in groups, ask young people to imagine they’re opening a family restaurant and need to provide a kid’s menu. This should offer a main course, dessert and a drink. They will need to think about health and nutrition, what kids like to eat, and cost (your restaurant will need to make a profit and often processed foods are cheaper than fresh foods!) – they will also need to think about allergies and other special dietary requirements (e.g. Vegetarianism). When they’ve finished, feedback and compare to these menus http://www.therainforestcafe.co.uk/newmenukids.asp and http://www.little-chef.co.uk/menu/kids . Are there are foods or choices that surprise you? Which menus are healthier? Is profit more important than good nutrition? What future problems are there in kids eating high fat and high sugar diets? (For information on childhood obesity try this factsheet http://hcd2.bupa.co.uk/fact_sheets/html/child_obesity.html) Index

9. The Eatwell PlateCan you match the right words and images to each section of the eatwell plate? PROTEIN helps our bodies grow and repair CALCIUM is needed for strong teeth and bones VITAMINS & MINERALS help keep our bodies & our hearts healthy CARBOHYDRATES provide energy FATS & SUGARS provide fast release Energy and 40% of calories Index

10. 5 Star LifestyleWhat are your top 5 reasons for choosing a healthy diet & lifestyle Index

11. Top 10 Websites Index

12. Discussion Points We all know how important it is for our wellbeing to be fit and active but gyms can be far too expensive. What are the benefits and downsides of the following alternatives to that expensive gym membership? • Home gym equipment (fits around your life, as hard as you make it/you need to be self motivated) • Fitness DVDs (range of workouts to suit everyone, boosts motivation/potential boredom with repetition or presenter) • Exercise games (fun & sociable, good if you hate exercise, less likely to get bored/consoles are expensive, not necessarily an intense workout) • Yoga (improves strength, posture & flexibility, easy to do at home/need to attend classes to make sure you’re doing the postures correctly) • Online training (tailor made service, good range of exercise/online help will never be as precise as a human trainer) • Store cupboard fitness – using things you find at home as fitness equipment (cheap, go at your own pace/easy not to bother!) • Running a marathon or other charity sporting event (motivation to train, cheap, support from fellow runners/can be boring to start with) Is it healthier to be fat and fit or skinny and unfit? (this article has some surprising answers http://www.guardian.co.uk/lifeandstyle/2010/mar/09/fit-fat-unfit-thin) According to a MIND survey, 83% of people with mental health issues use exercise to help them feel better. How do you feel when you exercise? Do you feel you get enough exercise? Index

13. Session Ideas YOUR EVERYDAY GYM: Generate a discussion about the activities we do every day. Using a flip chart, get the group to discuss the activities they do at the following times: Early morning, Breakfast time, Going to school/work, At school/work, Going home, At home, Bedtime Encourage the young people to focus on physical activity – walking to school/work, playing football etc. Now encourage the group to think about how the activities they have listed make them feel e.g. full of energy, exhausted, elated, like going to bed etc. Do they feel better when they have been physically active during the day? Does being physically active give you more energy? GET FIT ON THE CHEAP: Start a discussion about exercise as part of a healthy lifestyle. Explain the importance of doing some activity that makes your heart beat faster and some that encourages you to bend and stretch. Discuss ways that you can get fit without spending much money – encourage the group to share ideas about getting fit cheaply – good activities you can do for nothing or very little. Brainstorm these on a flip chart and then use these ideas to produce a poster or brochure to encourage other young people that a healthy lifestyle needn’t be an expensive one. THE ACTIVITY PYRAMID: Give each young person an activity pyramid template to fill in, relating the activity to the ‘Your Everyday Gym’ activity – they can write in the activities, draw them or stick on pictures. Encourage a discussion about the balance of activities young people might do and how they need aerobic activity (that raises the heart rate) and anaerobic activity (stretching and strengthening) to maintain overall fitness. Also remind them that need to rest and relax as too much exercise can lead to injuries. Then draw an activity pyramid on one sheet (or several) of flip chart paper and encourage the group as a whole to fill it in – again, using words, drawings and stuck on pictures THE FITNESS CHALLENGE: Visit the Directgov Kids http://kids.direct.gov.uk/ website and try the ‘Fitness Challenge’ game (find the Olympic stadium then click on it to start the game). This ties together ideas about healthy eating, exercise and rest & relaxation all being essential to a healthy, active lifestyle. Index

14. The Activity Pyramid Index

15. Top 10 Websites Index

16. Discussion Points • Mephedrone is currently in the news, especially as it has been linked to a series of deaths in young people. Read the information here http://www.drugscope.org.uk/resources/drugsearch/drugsearchpages/mephedrone.htm Do you think mephedrone should remain legal? What might be the long term health risks? • Boxer Joe Calzaghe has admitted to using cocaine since retiring from boxing http://news.bbc.co.uk/1/hi/wales/south_east/8592356.stm - do you agree with Nicky Piper? Or do you think that Calzaghe was unlucky to be caught by newspaper reporters? • Watch the video http://www.bbc.co.uk/headroom/wellbeing/guides/mmby_drugs.shtml Discuss the advice that Dr John Crosby gives. Now watch the video with Antonio http://www.bbc.co.uk/headroom/wellbeing/guides/mmby_drugs.shtml?mmby2_antonio Were you shocked by the aging effects that drugs have had on his heart & brain? • Read the article http://www.timesonline.co.uk/tol/life_and_style/health/article3403941.ece Are you surprised that legally available prescription drugs can cause such problems? Do you think such drugs help the problem or disguise it? What do you think about the statement that “There’s an incredible stigma against depression in California, where it’s regarded as worse than bad breath.” • Read the story on the Frank website http://www.talktofrank.com/article.aspx?id=7507 ‘I was pressured into smoking cannabis’ – have you felt pressurised to do something you didn’t want to? How did you cope? • Imagine that a new friend has found a bag with pills in it in his brother’s bedroom. He doesn’t know what they are but he swallows two and tries to get you to take some too. Your friend is really popular at school and you don’t want him to think you’re soft. What physical signs of fear might you suddenly experience? What would you do? How would you feel? • Read the article – what can the west do about this problem? What if the opium was used medically and not sold illegally? http://www.reuters.com/article/idUSTRE62R0QH20100328?feedType=RSS&feedName=topNews Index

17. Session Ideas Why take drugs? Using a flip chart, brainstorm the reasons why young people might take drugs. Explain that all kinds of people take drugs – prescription and illegal ones – to make themselves feel better or different. Explain that problems start to happen when you lose control of the situation – try to identify that point for each of the reasons you have identified, and then think about what you could do to help someone who has lost control in that way. It may be useful to develop a grid on flip chart paper: Drugs league table: Write the names of the top 20 most harmful drugs on pieces of card – they are (in order): Heroin, Cocaine, Barbiturates, Street methadone, Alcohol, Ketamine, Benzodiazepine, Amphetamines, Tobacco, Buprenorphine, Cannabis, Solvents, 4-MTA, LSD, Methylphenidate, Anabolic steroids, GHB, Ecstasy, Alkyl nitrates, Khat (use Frank A-Z http://www.talktofrank.com/atoz.aspx to find out any you’re not sure of – or you could write a brief description of the drug on its card). Give a card(s) to each young person and ask them to rank it from 1-20 (you could write the numbers on a piece of flip chart paper). Ask them why they made that decision then compare your ranking to the official one (http://www.guardian.co.uk/uk/2007/mar/04/drugsandalcohol.smoking). How close were you? Were there any surprises? Which ranking do you think is better? Roleplay: Take the final discussion point (above) and develop into a role play. Suggested characters: you, you’re friend, his brother, his brother’s mates, his parents, your parents, your mates. Drug information brochure: Examine some promotional brochures and decide on the designs that work best – they will probably be easy to read, clearly laid out and have strong graphics. Now give young people the crossword activity – they will be able to find any answers they didn’t know on the Frank A-Z site http://www.talktofrank.com/atoz.aspx Encourage them to jot down any additional information that strikes them as useful. Now divide the group into smaller groups and ask them to use the information from the crossword to design a drugs information brochure – point out they may like to use humour, cartoons and case studies to make their brochures eye catching & informative Index

18. Drug Info Xword Down 1.The original designer drug associated with clubbing and raves 2.This is seen as a socially acceptable drug. It's a depressant which slows your body's responses 4.The most widely used illegal drug in the UK, it's also known as blow, draw or skunk 6.This is a short-acting but powerful general anaesthetic used for operating on humans and animals 7.This is a stimulant that people take to keep them awake. It's known as 'speed‘ 8.These are found in gases, aerosols and glue 9.The 'legal high' that's a kind of plant food. It's related to amphetamines like ecstasy Across 3.The name of this hallucinogenic drug is LSD which stands for ________ Acid Diethylamide 5.This comes from the leaves of a plant and contains nicotine which is highly addictive 10.Many celebrities have become addicted to these kinds of drugs, even though they are legally available 11.A natural opiate made from morphine that comes from a poppy 12.These hallucinogenics grow in the wild and are known as magic _______ 13.Freebase and crack are both forms of this drug which is a powerful stimulant Index

19. Top 10 Websites Index

20. Discussion Points • Watch Ed Oliver’s life story http://www.kenttv.com/#PRG2112 – what do you think about Ed’s • attitude to his psychosis? Do you think there’s a connection between mental health and physical wellbeing? • Watch the video http://www.youtube.com/watch?v=7H-joP-QXXo were you surprised by the statistics? Do you know anyone who has experienced depression? How did they cope? (You could also suggest the group develop their own video exploring an aspect of young people’s mental health) • Many celebrities have talked about their mental health issues. Read the article http://www.timesonline.co.uk/tol/life_and_style/health/mental_health/article4302640.ece why do you think a lot of creative people have mental health issues? Can being creative help to address those issues? • Look at the anti stigma posters here http://www.cpft.nhs.uk/Publications/Antistigmaposters/tabid/283/language/en-GB/Default.aspx Do they work? If so, why? If not, why not? Is it acceptable to use terms like ‘loony’, ‘bonkers’, ‘nutter’? Should we judge people because they have a mental health issue? (You could encourage the group to produce their own anti stigma poster for the centre) • Kate Moss recently said ‘nothing tastes as good as thin feels’? Do you agree? Or do you think that size zero models put pressure on young women to conform to an ideal of beauty that might involve extreme dieting or even eating disorders? (You could mention that 8 out of 10 models are technically anorexic because their BMI is below 15). • Try the stress checklist http://www.lifebyte.com/clinic/body/stress-checklists/stress-article.htm how did you do? Do you need to take it easy, or take more exercise? Index

21. Session Ideas WHAT MAKES ME ANGRY: Go round the group and ask each young person to name one thing that makes them angry – write up on a flip chart, or get the young people to do it (if this is appropriate). Choose one that presents good options for role play e.g. ‘It makes me angry when I can’t go out with my mates’. Ask young people what they would do in that situation – get angry, sulk, have a row with their parents, sneak out anyway etc. Then choose 4 young people at random and assign them roles e.g. parents, young person, their mates. Summarise the situation they’ll be role playing and then start the role play. Follow with a discussion – how did the participants feel, would they have done anything differently, would other members of the group have acted the same way (this activity can be kept as a group discussion if the group are unlikely to be responsive to role play). Use the discussion to develop strategies for dealing with feelings of anger, stress, disappointment etc. There are some good tips here http://www.bbc.co.uk/dna/h2g2/A2181575 and here http://www.wellscotland.info/stress-busting.html IN THE BIN: You can use a real bin, or just mime one. Ask young people to think of one thing that someone has said to them this week that made them feel angry. Invite one of the group to tell you their phrase. Now talk this through e.g. a young person has been called a slag. You might say ‘You don’t know me so you can’t possibly know what I’m like. You’re talking a load of rubbish. In the bin!’ Accompany this with a gesture of throwing something in the bin. Repeat the process a few times, then turn it around – let the young person tell you the insult, use it to insult them and let them talk it out and get rid of it. At the end of the activity, explain that this is a really good way to get rid of negative feelings and that, if something is bothering them, they can talk it through and bin it. BE POSITIVE: Ask the group to sit in a circle. Start by saying: ‘There’s someone I really don’t like but they have a nice smile’. Then ask the next young person in the group to think of something positive about someone they don’t like. Go round the circle. Start the next round by saying something positive about the young person on your left – try to say something positive about them and their personality rather than their clothes. Go round the circle. Start the next round by saying something positive about yourself, then go round the circle – try and encourage young people to talk about themselves rather than what they wear or their taste in music. You could say something like ‘yes, your trainers are cool but imagine you’re lying in the bath – now what do you like about yourself’. Go round the circle. Finally, repeat but say something positive about the group and the session e.g. ‘I think you’ve worked really well as a group today’. Index

22. Relax! Nothing is more relaxing than a long soak at the end of a hard day – why not try these easy recipes for creating some delicious bathtime treats? Relaxing Fizzy Bath Salts You will need: 1 cup Epsom salts 1 cup sea salt 1 cup bicarbonate of soda A few drops of food colouring (your choice) Essential oil combination (see below) ½ cup citric acid Combine the ingredients in the order they’re listed – make sure you add the citric acid last! Mix well! Next time you have a bath, add 3-4 tablespoons to the running water. ESSENTIAL OIL BLENDS (you can buy the oils in Boots or online – try Amazon) PEACE: 3 drops peppermint 4 drops rose 3 drops honeysuckle ABUNDANCE 4 drops lemon balm 4 drops clove 4 drops citronella RELAXATION 4 drops lavender 4 drops neroli rose 4 drops ylangylang Relaxing Milk Bath Recipe You will need: 1 cup salt 1 cup non-fat dried milk 1 cup bicarbonate soda Relaxing Bath Oil Recipe Mix together: 1 ½ oz olive oil 3 oz almond oil 1 oz sesame oil 1 oz rapeseed oil ½ oz wheatgerm oil Add one of the essential oil blends from the bath salts recipe, or add 15-30 drops of lavender, rosewood or sandalwood essential oil Makes enough for 7 baths (1 oz per bath) Index