PowerPoint covering Learning Aim A “Understand different views on the nature of mental wellbeing and mental health” and Learning Aim B “Examine how the main forms of mental ill health are classified” of the BTEC National Extended Diploma in Health and Social Care. Refers to the ICD and DSM as the classification systems for mental-ill health; references case studies based on major depressive disorder and schizophrenia. Reciprocal reading activities and the required secondary research learners need for Learning Aim A included. Independent tasks embedded throughout for learners to engage in. BTEC assignment brief and two case studies needed included and referred to intermittently. Assignment checklist with suggested sentence openers and help with structuring included covering all P/M/D across Learning Aims A and B. All articles needed are in the back of the booklet.

12 slides supporting r&r in health and social care for Unit 2 - exam question with mark scheme. Cornell note taking method as a revision tool - TASK 1 worksheet included, Page 10 of NMC standards required for independent reading task.

Level 3 A&P equivalent, modules include - Module 1 - The structure and organisation of the human body Module 2 - The structure, function and main disorders of the cardio-vascular system Module 3 - The structure, function and main disorders of the respiratory system Module 4 - The structure, function and main disorders of the skeletal system Module 5 - The structure, function and main disorders of the muscular system Module 6 - The structure, function and main disorders of the digestive system Module 7 - the structure, function and main disorders of the nervous system Module 8 - The structure, function and main disorders of the endocrine system Module 9 - Structure, function and disorders of the lymphatic and immune systems Module 10 - Structure, function and disorders of the renal system Module 11 - Structure, function and disorders of the reproductive system

Suitable for Health and Social Care/Working with clients Unit 1: Principles of Diet and Nutrition • Introduction • The Importance of Diet and Nutrition and Types of Nutrition • The Basic Food Groups • How to Balance Your Diet • Macronutrients; Carbohydrates, Fats, Proteins and the Ideal Macronutrient Balance • Micronutrients – Macrominerals, Calcium and Magnesium, Phosphorous, Sodium and Potassium, Chloride and Sulphur • Microminerals, Iron and Copper, Iodine and Zinc, Fluoride, Manganese, Cobalt and Selenium • Cell Health and oxidative stress Unit 1 Assessment Unit 2: Role and Function of Vitamins • Vitamin A • B-Vitamins • Vitamins C and D • Vitamins E and K • Omega 3 Unit 2 Assessment Unit 3: Anatomy & Physiology • Digestive System • Gut brain-axis and health • Nutrition for the gut • Prebiotics and Probiotics Unit 3 Assessment Unit 4: Treating Diseases with Nutrition • Depression • Autoimmune Diseases • Candida • Diabetes • What is Type 1 Diabetes? • What is Type 2 Diabetes? Unit 4 Assessment Unit 5: Factors affecting Nutritional Health • Socioeconomic factors; cost of food, accessibility to facilities • Lifestyle factors; sedentary living; education and skills • Dietary Habits; meal patterns; snacking • Cultural Factors Unit 5 Assessment Unit 6: Superfoods • What are superfoods? • Popular superfoods • Ayurveda • Types of superfoods • Superfood smoothie recipes Unit 6 Assessment Unit 7: Food Allergies • What are food allergies • How to identify food allergies • Food Intolerances and Food Poisoning • Undergoing a Diagnosis • Can plant-based diets help food intolerances? • Meal plan ideas Unit 7 Assessment Unit 8 Special Diets • Why people diet? • Plant-based diet – benefits and limitations • Ketogenic diet – benefits and limitations • Mediterranean diet – benefits and limitations • Intermittent fasting – benefits and limitations Unit 8 Assessment Unit 9: Supplements • Types of supplements • Who needs supplements? • Food supplements by ethnicity • Food supplements by gender • Food supplements by age • Food supplements by socioeconomic status Unit 9 Assessment Unit 10: Working with Clients • Reasons why clients avoid addressing their health habits • Effective communication strategies; verbal and non-verbal methods • Care values; upholding dignity, respect, maintaining confidentiality, anti-discriminatory practice, duty of care • Person-centred psychology; Rogerian Therapy • Creating an action plan for change; Transtheoretical Model • Self-efficacy • Setting SMART goals • Reasons why people give up a healthier living • What advice can you provide as a non-medical professional? Unit 10 Assessment

10 slides supporting introduction to ethics in health and social care as part of Unit 5 Meeting Individual Care and Support Needs. Uses a case study of ‘Mr Hadi’ when applying x2 ethical theories; deontology and virtue ethics. Some support for B.M3 and BC.D2 to challenge students. Further reading links on ethical care to support independent reading; lesson plan attached to provide context for teaching staff.

Key theorists/models for Unit 1 Human Lifespan Development with strengths weaknesses, practice question and model answer. Covers: Piaget cognitive development and schematic development Chomsky LAD Bowlby/Theories of Attachment/Rutter Bandura Social Learning Theory Maturation Theory Stress-diathesis model Social Readjustment Rating Scale Theories of Ageing; social disengagement theory/activity theory

A 20 page printable workbook with information on the affects of stress on the brain and body. The booklet is suitable for those who’ve experienced adverse life events that have caused either short-long term effects on the psychological and/or physical health. How to use: either as part of self-help/self-care routine, with clients or students. A5 size printable PDF.

A detailed PowerPoint reflecting on Zimbardo’s SPE (which was part of a MSc module). The PowerPoint highlights the ethical issues with the experiment with reference to the British Psychological Society Code of Ethics. Alternative suggestions for amending the study to meet ethical guidance of BPS are also included. Good for A-Level Psychology students.

12 monthly themed journal to support mental health and wellbeing through positive psychology and self-reflection techniques produced by teacher and MSc Psychology of Mental Health and Wellbeing graduate, Jodie Jasmin. Over 100 pages of activities and space for journaling. Each month has a new wellbeing activity,  followed with a mood and sleep tracker. Monthly themes: January - Gratitude and Self-Care. February - My Strengths and Movement. March - New Thoughts. April - Using Mindfulness to Manage Stress. May - Journal Prompts for Mental Health. June - Our Gut and Mental Health. July - Creating a Vision for Your Future. August - Understanding My Personality. September - Developing Mental Resilience. October - Reading for Wellbeing. November - Things I Can Control. December - 30 Days of Self-Care. 6 X 9 inches PDF Print Digital Download

Cognitive distortions are internal mental filters or biases that increase our misery, fuel our anxiety, and make us feel bad about ourselves. Our brains are continually processing lots of information. To deal with this, our brains seek shortcuts to cut down our mental burden. Being able to identify our thought patterns and address them is essential as part of good mental wellbeing. How to use: can be part of your own self-development or used with clients. Working through the cards which represent some of the common distortions experienced - this will enable clinician/you to look deeper at the self. Challenge any misconceptions you have with the four-step Cognitive Reframing process included in the flash card pack.

A full lesson in support of AP2 and AM2 for Unit 5. Worksheets attached to support activities.

22 slides on Zimbardos Stanford Prison Experiment aimed at Year 12 AS Psychology, worksheets and activities included; lesson plan also.