Non-formal Education Activities
These upcoming activities are designed to encourage young people to reflect on key aspects of mental health, including emotional awareness, resilience, and self-care. Through interactive exercises and group discussions, participants will have the chance to explore their emotions, identify sources of support, and challenge common mental health myths. These activities aim to create an open, inclusive environment where everyone feels comfortable sharing and learning, helping to reduce stigma and strengthen mental well-being.
Mind Matters: Exploring Health,
Resiliente, and Coping Strategies
Aim
The goal of this activity is to provide participants with an in-depth reflection on mental health by exploring physical, social, and psychological symptoms, as well as coping strategies. The activity encourages the exchange of ideas and experiences among participants, focusing on promoting self-awareness and mutual support.
PARTICIPANTS
Minimum 5, maximum 20 participants (including blind participants, with the support of facilitators at each table).
MATERIALS
flipcharts or notebooks for the facilitators to record responses, markers, and a sound signal (such as a bell) to indicate the change of tables.
DURATION
70 minutes
Description
The activity will consist of two main parts: an initial brainstorming session about the concept of mental health, followed by a World Café dynamic, where participants will discuss four central themes: physical symptoms, social symptoms, psychological symptoms, and coping strategies. Facilitators at each table will assist in guiding discussions, ensuring accessibility and active participation for everyone.
NOTE: These two activities can be done together or separeted
Preparation Phase
ROOM AND MATERIALS
– Set up four tables, each with a facilitator and enough space for participants to move around freely.
– Ensure that facilitators are prepared to read the questions aloud and record participants’ responses.
– Preparation of the materials
Facilitators
Each table will have a facilitator who will guide the discussion, read the questions, and verbally record the participants’ responses.
Instructions
STEP 1
Brainstorming on Mental Health (10-15 minutes)
OBJECTIVE
Start a discussion on what participants understand by mental health the will be complemented with the activity “World Café”.
INSTRUCTIONS
The lead facilitator will start the activity by asking a general question to the group:
- What does mental health mean to you?
- When we talk about mental health, what comes to mind?
PROCESS
– Participants can respond verbally, and the lead facilitator may note down or simply continue the reflections.
– The facilitator may encourage participants to build on each other’s ideas:
Would anyone like to add something? Or Do you agree with this idea?, etc.
CONCLUSION OF BRAINSTORMING
– The lead facilitator connects the reflections to the next step:
After reflecting on the concept of mental health, the next step is to explore more deeply how it impacts different aspects of our lives, including physical health, social relationships, psychological states, and the ways we cope with challenges.
STEP 2
World Café – Table Discussions (40 minutes)
GROUP DIVISION
Divide participants into small groups (based on the number of available tables) and direct each group to one of the tables, where one of the following topics will be discussed:
TABLE 1: Physical Symptoms of Mental Health
TABLE 2: Social Symptoms of Mental Health
TABLE 3: Psychological Symptoms of Mental Health
TABLE 4: Coping Strategies
Rounds of Discussion (10 minutes per table)
Each facilitator at the table reads the questions related to the theme and stimulates discussion. The facilitator records/ write the ideas and insights shared by the participants.
EXAMPLE OF QUESTIONS BY THEME:
– PHYSICAL SYMPTOMS
What physical signs indicate we are mentally overwhelmed? How can we take better care of our bodies?
– SOCIAL SYMPTOMS
How does mental health affect our relationships? What can we do to maintain good connections during difficult times?
– PSYCHOLOGICAL SYMPTOMS
What are the mental/emotional signs that mental health is compromised? How can we deal with negative thoughts?
– COPING STRATEGIES
What strategies do you use to deal with stress? How can we identify healthy ways to face challenges?
TABLE CHANGE
– After 10 minutes, the lead facilitator rings the bell to indicate the table change. The facilitators move to a new table and repeat the process with a different group.
– Facilitators guide the participants refletions, ensuring everyone has the opportunity to discuss all the topics.
STEP 3
Final Reflection and Harvest (15 minutes)
FINAL PRESENTATION
– After the last round, the groups return to the main circle. Each facilitator shares a summary of the ideas discussed at their table.
– Participants are invited to reflect on what they have learned and share any final insights.
REFLECTION QUESTIONS
- How was the experience of discussing the different aspects of mental health?
- Which theme or reflection impacted you the most: physical, social, psychological symptoms, or coping strategies?
- What actions or strategies can you apply in your daily life to take better care of your mental health?
During the reflection phase, participants will have the opportunity to consolidate what they have learned and think about how the table discussions can be applied to their daily lives. Facilitators can also open the floor for questions and encourage the sharing of strategies participants can use to better care for their mental health.
Adaptations for Deaf Participants
If possible, hire a sign language interpreter to assist during the activity, particularly for the initial instructions, questions at each table, and final reflection phase.
USE VISUAL MATERIALS
- Provide all instructions and questions in written format or on a flipchart visible at each table, making it easy for deaf participants to visually access the information.
- Display posters with the themes and main questions for each table so that participants can refer to these prompts as they discuss.
- Display the themes and questions on a screen or projector, making it easy for everyone to read and follow along.
ALTERNATIVE METHODS OF FEEDBACK
Deaf participants can write or draw their responses and ideas on a whiteboard or paper, which can be shared with the group during discussions.
Allow participants to use mobile devices to type responses or questions, facilitating the exchange of ideas visually.
The Emotion Game
Methodology
Interactive game and discussion.
AIm
The aim of this activity is to help participants recognize and express their emotions, reflect on how emotions impact their mental health, and explore ways to be more aware of and manage their emotions in daily life. The activity also promotes empathy, openness, and mutual support within the group.
PARTICIPANTS
min 5, 20 max participants
DURATION
30 minutes
MATERIALS
- Objects that can evoke emotions
Examples: A piece of soft fabric (joy) - A piece of sandpaper (anger)
- A cold object, such as a stone or metal piece (fear)
- An elastic rubber band (surprise)
- A small pillow or cushion (calmness)
- Crumpled paper (frustration)
- A plush toy (affection)
- A slimy object (disgust)
- A piece of rope or string (worry)
- A small mirror (confidence)
- Blindfolds for sighted participants
- Emotion list (as backup)
Description
Preparation phase
- Arrange a table with different objects according to the number of participants, each intended to represent or evoke a different emotion. Ensure the objects are varied in texture, shape, or meaning to elicit a range of responses.
- Prepare a list of emotions in case participants need help identifying them.
- For participants with vision, blindfolds should be available to ensure that all participants are on equal footing when selecting objects.
STEP 1
Introduction (10 minutes)
- Ask participants to approach the table one by one and choose an object that evokes an emotion for them.
- Give them 10 minutes to reflect on the object, the emotion it represents, a situation where they felt that emotion, and how they dealt with it.
STEP 2
Sharing (20 minutes)
Once all participants have selected their object, invite them to gather in a circle for sharing. Each participant will be given the opportunity to share the following:
- The object they chose.
- The emotion associated with the object.
- A situation when they felt that emotion and how they handled it.
Note: Sharing is optional. Encourage a safe and open environment, and ensure participants feel comfortable. Offer the emotion list for support if needed.
REFLECTION PHASE
- What do you consider emotions to be?
- Would you define your emotion as positive or negative?
- Do you believe there are positive and negative emotions? Why or why not?
- How can recognizing and expressing our emotions contribute to our mental health?
- What are the impacts of repressing emotions on our mental health?
- How can we support each other to be more open and honest about our emotions?
- What can you do in your daily life to be more aware of your emotions and take care of your mental health?
NOTE
If the sharing has been emotionally intense, ensure a moment of decompression to help participants process any strong emotions before ending the session. Consider a relaxation or mindfulness exercise to close the activity in a calm and supportive way.
CLOSEING PHASE AND FOLLOW UP
Encourage further exploration of the topic outside of the session.
Provide resources or references for additional reading or research.
Adaptation
Since the activities may include deaf participants, if you don’t have an interpreter, you can provide written instructions and visual aids (such as images or symbols) to represent emotions. During group sharing, participants can express their reflections by writing them down if an interpreter is not available. Additionally, they can utilize communication apps to enable real-time written sharing if verbal communication is challenging.
You can find information about the importance of emotions by accessing the “Other Resources” section.
My Big Dream
Methodology
Group Dynamics and Critical Reflection Methodology.
Aim
To highlight the importance of internal and external factors in mental health and well-being by using a fun and interactive group dynamic. The activity encourages reflection on how external challenges can impact dreams, while fostering collaboration and empathy.
MATERIALS
Eco balloons, post its, pens
PARTICIPANTS
Minimum 8, maximum 20 participants (mixed group of hearing and deaf participants with interpreter support)
DURATION
45 minutes
Preparation Phase
ROOM SETUP
Prepare a large space where participants can move freely without letting their balloons fall. Ensure the interpreter is positioned so both hearing and deaf participants can see them clearly. All steps of the activity and reflection questions should be visually displayed via a presentation or poster.
MATERIALS NEEDED
Gather all materials: pens, post-its, and balloons for half group. The visual presentation should outline each step of the activity to support both hearing and deaf participants.
STEP 1
Dream Preparation (10 minutes)
Divide the group into two:
- Group A: Each participant receives a balloon and a post-it. They write their biggest dream or something precious on the post-it, place it inside the balloon, and inflate it.
- Group B: Waits for further instructions.
STEP 2
The Journey of Dreams (10 minutes)
Explain the roles:
- Group A: The goal is to reach the “safe point,” where a facilitator is ready to receive and protect the balloons, without letting the balloon (representing their dreams) fall. If a balloon drops, that person is out of the game. Note: Participants cannot run with the balloons or hold them; the balloons must always stay in the air.
- Group B: Their role is to distract Group A and try to make the balloons fall using gestures and body language (without touching the participants with the balloons).
Ensure both groups understand their roles through verbal explanations, sign language, and visual support.
- Facilitators distribute themselves around the room. Explain to participants that they must go from one facilitator to another without letting their balloon (representing their dream) touch the ground. If the balloon falls, the dream will not come true.
- Participants must carry the balloon to the safe point by tossing it in the air without running and without it touching the ground. Facilitators at the end of the course will be the “safe point” to receive the balloons.
Reflection Phase (15 minutes)
Participants gather again in a circle to reflect on the activity.
Reflection Questions (with interpreter support and visual presentation)
For Group A:
- How did you feel trying to protect your balloon?
- Was it difficult to handle Group B’s attempts to make your balloon fall?
- Did you receive help from other members of your group?
For Group B:
- How did you feel trying to make the balloons fall?
- What do you think your actions symbolize in the context of someone else’s dreams?
Final Discussion:
- In real life, what does Group B represent?
- How can external adversities make it harder to achieve our dreams?
- Who does the facilitator waiting at the “safe point” represent?
- Did the focus and determination (shown by Group A) help overcome this challenge?
Linking Internal and External Factors:
- Explain the concepts of internal factors (thoughts, emotions, attitudes) and external factors (circumstances, environment, people around).
- Ask how the obstacles (facilitators trying to knock down the balloons) symbolize external adversities.
- Ask how concentration, determination, and help from other participants reflect internal factors.
- Explain that facilitators at the safe points symbolize community support means such as friends, doctors, psychologists, teachers, family members, among others.
- Explain that facilitators trying to knock the balloons down symbolize adversities and circumstances that make it difficult to achieve dreams.
STEP 4
Closure (10 minutes)
- Encourage participants to reflect on how they can strengthen internal factors and seek external support to improve mental health and well-being.
- Provide resources and contact information for psychological and social support, inviting participants to visit the No Borders To You(th) platform for contacts and resources.
EXTRA
To allow the group to continue reflecting on the theme, you may provide some questions for participants to reflect on individually at home:
1. Identify 3 Internal Factors that help you overcome challenges
Example: Resilience, Self-confidence, Motivation.
2. Identify 3 External Factors that currently affect you
Example: Work/School pressure, Support from friends, Financial difficulties.
3. Describe a situation where you felt you needed external help (community support)
Who helped you? How did that help make a difference?
4. Reflect on how you can strengthen your internal factors to achieve your goals
What can you do to improve your focus, self-confidence, or resilience?
Adaptations for Blind Participants
Detailed Instructions and Guidance
Provide detailed verbal instructions to explain each step. If necessary, a facilitator can accompany the blind participants and assist them in navigating the space.
Accessible Space and Route
The space should be organized in a way that facilitates the movement of blind participants. Use sound signals to mark the “safe point,” such as a facilitator with a bell or soft music to indicate the final location.
- Sound as a Primary Resource: To facilitate group interaction, sounds can be used. For example, Group B could use clapping or object noises instead of gestures to “distract” Group A.
Reflexion: - How do you associate the “good” sounds used to guide you in the activity with the factors that help you navigate in your daily life?
- Do the distracting sounds from Group B remind you of anything you face in real life? How do you deal with those distractions in your daily routine?