5 simple steps for helping to cultivate good self-esteem, including a great TED talk by Guy Winch.
"TED Videos are not officially licensed with any kind of open licensing. However, TED allows the users to freely view and download the videos without restraint. The website is provided as a public service to promote the spread of good ideas."

Asian Americans who served in the U.S. military during war in Vietnam were confronted not only by the harsh realities of war, but also with their racial and national identities. Asian American military service officers faced racism from their superiors and fellow U.S. soldiers, and were challenged by Vietnamese citizens and soldiers who saw a connection to them. This lesson explores some of the ways in which Asian Americans in the military experienced the war in Vietnam and the ways they negotiated their identities with being seen by both sides as “foreign invaders.”

2021 Social Science Standards Integrated with Ethnic Studies:
Historical Knowledge: HS.60, HS.64
Historical Thinking: HS.70
Social Science Analysis: HS.72, HS.74, HS.76, HS.77

People can learn to manage stress and lead happier, healthier lives. Here are some tips to help you keep stress at bay.Exercise and yoga play an important role to reduce the stress.

In love, we fall. We're struck, we're crushed, we swoon. We burn with passion. Love makes us crazy and makes us sick. Our hearts ache, and then they break. Talking about love in this way fundamentally shapes how we experience it, says writer Mandy Len Catron. In this talk for anyone who's ever felt crazy in love, Catron highlights a different metaphor for love that may help us find more joy and less suffering in it.

This open short course is offered through Oregon State University (OSU) Open Oregon State. The learning modules in this short course are open, self-study learning modules with no live instructor, facilitator, or enrollment requirements, as these self-paced modules are made publicly visible (student data will remain private) in Canvas. Modules include mental health and well-being, purpose(career) well-being, mindset, personal strengths, and mindfulness meditation

This resource points to the California Welfare and Institutions Code from the California State Legislature.

Take a new and different look at mental health. This unit invites you to think differently about life's dilemmas by taking account of the views of all concerned, especially people experiencing mental distress. It explores ideas and practice in mental health, and will appeal to a wide range of people.

Offering a wealth of information, this module introduces the historical, cultural, and social factors that influence a social worker's ability to skillfully interact with Hmong, Lao, Vietnamese, and Cambodian families. It provides approximately 30 hours of classroom instruction and includes sections on: Southeast Asian history, escape, refugee, and resettlement experiences; legal and health issues; mental health and education issues; the Southeast Asian family; and child welfare practice and the Southeast Asian family. The curriculum includes pre- and posttests and materials that may be reproduced as handouts. (175 pages)Himes, H., Lee, S., Foster, D., & Woods, B. (1995)

This Open Educational Resource text has been created from a combination of original content and materials compiled and adapted from a number of open text publications.Attributions are more clearly delineated in the License and Attributions area of this textbook, including descriptions of which sections were edited prior to their inclusion.This Open Textbook is designed to be a comprehensive coverage of Psychopathology and Abnormal behavior in a clinical context, reflecting past and current research, including coverage of the DSM-5.  Note from the author* : The variability of the in text citations and the absence of foot notes, reflect the very nature of this compilation of various source materials. We hope that this will not distract the reader. Original texts can be found by following the attribution url, for those interested in original authors, especially when a reference to research has been made.*Dr. Sonja Miller is a Clinical Psychologist and Visiting Assistant Professor at Suny Albany and Adjunct Professor of Psychology at Hudson Valley Community College (at the State University of New York at Albany). 

The content presented here provides module information, teaching materials and assessment details for module B74GM5 ‘Complex Health Needs 2: Mental Health’. This module is offered as part of the Post Graduate Diploma in Nursing Studies, Division of Nursing, University of Nottingham.

The content presented throughout includes module descriptions, lecture notes, workshop notes, case studies, clinical skills and reading lists provided to postgraduate students at the University of Nottingham.

SYNOPSIS: In this lesson, students learn about climate anxiety and create a climate anxiety toolkit.

SCIENTIST NOTES: The lesson provides deep thoughts for students to understand and proffer strategies to overcome climate anxiety and chronic fear of environmental doom. This lesson is imperative as it will help students and young people to cope with emotional distress, inequities, depression, and marginalization they often face when engaging in climate action. It is also a source of inspiration to share their climate stories and to take opportunities to save the planet for the future. All materials, videos, and images are well-sourced, and this lesson is recommended for classroom use.

POSITIVES:
-Students are able to practice emotional regulation and identify specific coping strategies that work for them.
-Students have a choice in which strategy to research and can use creativity in creating their mini-poster.

ADDITIONAL PREREQUISITES:
-This lesson focuses on coping strategies; however, this is not an indication that coping with climate anxiety is a solution to the root causes of the climate crisis.
-There may be students who feel little or no climate anxiety. Teachers should remind students that these strategies help process many different emotions like sadness, anger, frustration, etc. Also, these strategies can be used to process feelings from any situation or cause such as academics, family, relationships, friendships, body image, etc.
-There may be students in the class who are suffering from more severe anxiety or depression. Teachers should look out for students who may be displaying concerning behavior and need outside support. Teachers should be prepared to direct students toward school or community resources and contact relevant parties about their concerns.
-Students should be familiar with finding credible sources and completing short research assignments.
-Students should already have an understanding of climate change and the risks to the future of the planet. If necessary, this video can be used as a primer.
-Students will need access to a computer.

DIFFERENTIATION:
-Teachers who have additional time to devote to this topic can show this twenty-minute video that deeply explores climate anxiety and navigating our complex emotional landscape. Teachers could show the video at the beginning of the lesson to introduce the concept of climate anxiety, or it could be used later in the lesson for a class discussion.
-Students can work with a partner or small group instead of individually in the Investigate section of the lesson.
-Students can make digital mini-posters on a Google Document or a single Google Slide, or they can make them by hand if the materials are available.
-If time and weather permit, teachers can take students outside for the end of the Investigate section to practice their strategies. This would allow more space for strategies like yoga and spending time in nature.
-Teachers can display student posters in a classroom or hallways as a physical reminder of their climate anxiety toolkit strategies.
-The lesson can be completed over two or three class periods instead of one. For two classes, students can end the first class with strategy research work time and begin the second class with additional work time as needed. For three classes, the Inquire, Investigate, and Inspire sections of the lesson can be completed on three separate days.

Course shell in Canvas with modules, course projects and activities, and resources including readings and videos on a variety of topics suitable for class on psychological disorders. Modules include Childhood & Neurodevelopmental Disorders, Mood Disorders, Anxiety & Obsessive Compulsive Disorders, Trauma and Stress Related Disorders, and more.

Depression (major depressive disorder or clinical depression) is a common but serious mood disorder. It causes severe symptoms that affect how you feel, think, and handle daily activities, such as sleeping, eating, or working.

A Developmental Systems Guide for Child and Adolescent Behavioral Health Practitioners provides clinicians with actionable evidence-based practices for the assessment, diagnosis, and treatment of child and adolescent mental and behavioral health. This approach combines developmental psychology and ecological systems in recognition of the fact that children’s developmental challenges, tasks, and capacities intersect with the risks and protective factors of their environment. Chapters feature detailed case studies and conclude with conversations with clinicians in which they share targeted recommendations for patient evaluation, treatment approaches, and family engagement and support.

A leading advocate for culturally sensitive mental health care, Dr. Reiko Homma True is dedicated to improving mental health treatment for the Asian-American community and other minority populations.

This resource is from a collection of biographies of famous women. It is provided by the National Women's History Museum, and may include links to supplemental materials including lesson plans about the subject and related topics, links to related biographies, and "works cited" pages. The biographies are sponsored by Susan D. Whiting.

Here's an introduction to the importance of health in students' lives. There's a short self-assessment students can take, then discuss in class.

In the course we will use a feminist interdisciplinary lens and invite students to look critically at how practices like privatization, shrinking public “safety nets”, de-regulation, and the commodification of health services intersect inevitably with gender, race and class, for both men and women. We will draw on a blend of empirical studies, policy materials, films and guest speakers to examine specific health issues like menstrual health, corporate obstetrics, abortion, obesity, intersex, harassment and other forms of gendered violence, mental health and stress, parent-child attachment, as well as ethics and pharmaceuticals.
The Graduate Consortium in Women’s Studies (GCWS)
This course is part of the Graduate Consortium in Women’s Studies. The GCWS at MIT brings together scholars and teachers at nine degree-granting institutions in the Boston area who are devoted to graduate teaching and research in Women’s Studies and to advancing interdisciplinary Women’s Studies scholarship. Learn more about the GCWS.

This course draws on different disciplines, conceptual frameworks, and methodological approaches to examine gender in relation to health, including public health practice, epidemiologic research, health policy, and clinical application. It discusses a variety of health-related issues that illustrate global, international, domestic, and historical perspectives, while considering other social determinants of health as well, including social class and race.

In this three-day workshop, students will get a broad introduction to global health issues. We will look at one particular non-governmental organization in India that works to improve health across the lifespan by empowering existing community resources to provide appropriate physical, psychological and social therapies, focusing on child development, adolescent and youth health, mental health, and chronic disease. This workshop equips student to explore novel ideas and technologies with an inspiring and ground-breaking Indian NGO.
Fulfills the Sloan Innovation Period (SIP) elective requirement. SIP occurs at the midpoint of each semester providing students with an intensive week of experiential leadership learning, as well as exposure to groundbreaking faculty work. It allows students to engage in intellectual exploration outside the classroom. SIP degree requirements include core courses in ethics and leadership as well as electives.