For young people, it can be hard to avoid seeing disturbing video content, and even harder to deal with that content. Whether it’s graphic images that come up on their social media feeds, scenes of conflict plastered across the news, or something else, it’s important that they have coping strategies in place to help them manage their experiences.   

Year level

7-10

Duration

60 minutes

Type

In class activity

Take away activity

SEL Competencies

Self-awareness

Learning intention

Students explore the impacts that seeing disturbing videos can have on their mental health and wellbeing, and identify coping strategies they can use to help manage their experiences.

Key outcomes

By the end of the lesson, students will be able to:

  • reflect on the impact that disturbing videos can have on their mental health and wellbeing

  • identity strategies they can use to help them cope with seeing disturbing videos.

Materials needed

Mapped to

Australian Curriculum: Health and Physical Education

  • Analyse factors that influence emotional responses and devise strategies to self-manage emotions (AC9HP8P06)

  • Evaluate emotional responses in different situations to refine strategies for managing emotions (AC9HP10P06)

Australian Curriculum: General Capabilities

  • Personal and Social Capability:

    • Self-awareness

NSW PDHPE Syllabus

  • Demonstrates self-management skills to effectively manage complex situations (PD4-9)

  • Assesses and applies self-management skills to effectively manage complex situations (PD5-9)

Victorian Curriculum: Health and Physical Education

  • Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity (VCHPEP128)

  • Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses to health and wellbeing (VCHPEP147)

Show details

Activity 1

Think, pair, share: Understanding disturbing videos

20 minutes

Teacher note: When delivering this lesson, it’s important to set up and maintain a safe and respectful learning environment. Refrain from viewing or sharing disturbing videos, images or any other content of a graphic nature, as this material can be emotionally harmful. If students come across any unsettling content, encourage them not to share this and to promptly notify a teacher. To help you feel more confident when teaching this lesson, you could access eSafety’s resources on inappropriate content and disturbing content.

  1. Think: Start the lesson by asking students to take a few minutes to jot down their initial thoughts on what the term ‘disturbing videos’ means to them. Encourage them to think about where they might come across disturbing video content, how it makes them feel and how they might typically respond to it. 

  2. Pair: Students pair up with a classmate to discuss their thoughts. Encourage students to share with each other any personal experiences they may have had with seeing disturbing video content. 

  3. Share: Invite a few pairs of students to share their experiences with the whole class. Facilitate a brief discussion to highlight common reactions and emotions students might experience. Try out these prompt questions:

    • What is an example of a video that you find disturbing? 

    • What feelings or reactions do you typically experience when you come across disturbing videos?

    • How do you think seeing a disturbing video can impact your mental health and wellbeing?

Activity 2

PMI chart: How to cope when you see disturbing videos

30 minutes

  1. Students draw a three-column PMI (Positive, Minus and Interesting) chart in their notebooks.

  2. Students spend time reading the ReachOut article How to cope when you see disturbing videos.

  3. Ask students to write down any coping strategies they like or think are useful in the ‘P’ column, any they dislike in the ‘M’ column, and any that are new or interesting to them in the ‘I’ column. 

  4. Have students discuss their PMI charts with their partner before you open up the discussion to the class using these prompt questions:

    • What coping strategies do you think would be most effective for you?

    • Have you ever tried any of these strategies? If so, what was your experience?

    • Can you think of any other helpful coping strategies not mentioned in the article?

Activity 3

Take-away activity: Try out a strategy

10 minutes

  1. Encourage students to choose one or two coping strategies they would like to try out over the next week. 

  2. Encourage students to practise these strategies the next time they encounter disturbing video content.

  3. In an upcoming class, ask volunteers to share their experiences and any insights they have had.

For more helpful information, direct students to:

Print

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              Aboriginal flagTorres Strait islander flagRainbow flagAustralian flag

              We acknowledge the traditional owners of Country throughout Australia. We pay our respects to Aboriginal and Torres Strait Islander cultures, and to Elders past and present. We recognise connection to Country as integral to health and wellbeing.

              We acknowledge people with lived experience of mental ill-health and recovery and the experience of people who have been carers, families, or supporters.

              ReachOut values diversity. We are committed to providing a safe, culturally appropriate, and inclusive service for all people, regardless of their ethnicity, faith, disability, sexuality, or gender identity.

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