Emotional Health – Zatchup India

Promoting Mental and Emotional Health

Mental health issues are becoming increasingly prevalent among children and young people in India.

According to a study published in the Indian Journal of Psychiatry, the prevalence of mental health problems among Indian children and adolescents ranges from 12% to 16%.

Teaching about Mental and Emotional Health at a young age helps in building resilience, Identifying and managing emotions, and Promoting overall wellness. Our classes help to prevent mental health problems and ensure that children have the tools they need to maintain good mental health throughout their lives

In our classes on Promoting Mental and Emotional Health, we enable students to

Express feelings in a healthy way.
Engage in activities that are mentally and emotionally healthy.
Manage interpersonal conflict in healthy ways.
Prevent and manage emotional stress and anxiety in healthy ways.
Use self-control and impulse-control strategies to promote health.
Get help for troublesome thoughts, feelings, or actions for oneself and others.
Show acceptance of differences in others.
Establish and maintain healthy relationships.
Nine, Practice habits that promote mental and emotional well-being.

Each lesson is designed meticulously with the help of global experts, our classes are not only age-appropriate but also culturally appropriate according to the region and state you are watching the classes in. We also customize the classes to fit the requirements of each school.

We are ZatchUp and we are dedicated to empowering your child to make healthy and safe life choices. Thank you

Grade wise learning objective

We follow an 8-step learning process to empower the kids for life. To learn more about our method of teaching, click here.

KG – Grade 2

Step 1 : Understaning the Core Concept : We enable Students comprehend core concepts related to our all health and saftely courses such as concent, violence prevention

Identify different emotions.
Describe how different situations can influence feelings.
Describe the relationship between feelings, emotions, and behavior.
Identify appropriate ways to express needs, wants, emotions, and feelings.
Explain the importance of talking with parents and other trusted adults about feelings.
Identify a trusted parent, caregiver, or adult to talk with about feelings.
Identify characteristics that make people unique or special.
Describe what it means to be a good friend.
Identify healthy ways to express affection, love, friendship, and concern.
Identify relationships in family, school, and community that are caring.
Describe self-control.
Explain the importance of respecting the personal space and boundaries of others.
Describe the difference between bullying and teasing.
Explain why it is wrong to tease or bully others.

Step 2 : Second step is to Understand Influences : We enable Students to analyze the influence of family, peers, culture, media, technology, and other factors on their health and Safety.

Identify how family can influence mental and emotional health practices and behaviors.
Identify how school can influence mental and emotional health practices and behaviors.
Identify how media and technology can influence mental and emotional health practices and behaviors.
Describe positive influences on mental and emotional health practices and behaviors.
Describe negative influences on mental and emotional health practices and behaviors.

Step 3 : Third step is to learn to access Information : We enable students how to access valid information, products, and services to ensure good health and their safety.

Identify trusted adults at home who can help promote mental and emotional health.
Identify trusted adults and professionals in school who can help promote mental and emotional health (e.g., school nurse, counselor, classroom teacher).
Identify trusted adults and professionals in the community who can help promote mental and emotional health (e.g., counselors, social workers, healthcare providers).
Explain how to locate school health helpers who can help with mental and emotional health (e.g., school nurse, counselor, classroom teacher).

Step 4: Fourth step is to learn Interpersonal Communication : We enable students to use interpersonal communication skills to enhance health and reduce all health risks.

Demonstrate how to effectively communicate needs, wants, and feelings in healthy ways.
Demonstrate effective active listening skills including paying attention, and verbal and nonverbal feedback.
Demonstrate effective refusal skills, including firmly saying “no” and moving away, to avoid participating in emotionally unhealthy behaviors.
Demonstrate how to effectively tell a trusted adult when feeling threatened or harmed.
Describe how to effectively communicate care and concern for others.

Step 5 : Fifth step is to learn to make decision : We enable students to use decision-making skills to enhance healthly behaviour.

Identify situations that need a decision related to mental and emotional health (e.g., dealing with interpersonal conflict, managing anger).
Describe how family, peers, culture, technology, or media influence a decision related to mental and emotional health.
Explain the potential positive and negative outcomes from decisions related to mental and emotional health (e.g., dealing with interpersonal conflict, managing anger).
Describe when help is needed and when it is not needed to make a mentally- and emotionally healthy decision (e.g., dealing with interpersonal conflict, managing anger).

Step 6 : Sixth step is to learn to Set Goals : We enable Students to set right goals to enhance their health and keeping themselves safe.

Identify a realistic personal short-term goal to improve or maintain positive mental and emotional health.
Take steps to achieve the goal to improve or maintain positive mental and emotional health.
Identify people who can help achieve a goal to improve or maintain positive mental and emotional health.

Step 7 : Seventh Step is learn Self-Management : We enable students to practice health-enhancing

behaviors and reduce health risks.

Identify mental and emotional health practices that reduce or prevent health risks.
Demonstrate healthy mental and emotional health practices.
Commit to practicing healthy mental and emotional health behaviors.

Step 8 : Eigth step is learn to Advocate : We enable Students to advocate not only for personal, but also for family, and community health.

Make requests to others (e.g., family members) to promote personal mental and emotional health practices.
Demonstrate how to encourage peers to make healthy mental and emotional health choices.

Grade 3 – Grade 5

Step 1 : Understanding the Core Concept : We enable Students comprehend core concepts related to our all health and saftely courses such as concent, violence prevention

Identify internal and external signs that one is experiencing different feelings or emotions.
Describe how emotions can change throughout the day.
Identify common patterns among people, activities, and situations that affect emotions and feelings.
Describe the relationship between feelings, emotions, and behavior.
Identify appropriate ways to express and manage needs, wants, emotions, and feelings.
Describe how the expression of emotions or feelings can help or hurt oneself or others.
Describe how mental and emotional health can affect health-related behaviors.
Identify characteristics of a mentally and emotionally healthy person.
Identify role models who demonstrate positive mental and emotional health.
Describe the differences and similarities between self-efficacy, self-respect, and self-awareness.
Identify internal and external factors that influence self-efficacy, self-respect, and self-awareness.
Identify causes and effects of stress.
Identify feelings and emotions associated with loss and grief.
Identify ways to cope with challenging situations (e.g., losing a game, doing poorly on a test).
Describe resilience and how it impacts mental and emotional health.
Describe self-control and how it can benefit mental and emotional health.
Identify a parent, caregiver, or trusted adult to talk with about feelings.
Explain the importance of talking with parents and other trusted adults about feelings.
Describe healthy ways to express affection, love, friendship, and concern.
Identify relationships in family, peer groups, school, and the community that are caring.
Identify strategies for effectively communicating feelings to family members, trusted adults, and peers.
Identify healthy strategies to manage difficult relationships with family members and peers.
Describe examples of pro-social behaviors (e.g., helping others, being respectful of others, cooperation, and consideration).
Describe what empathy is and why it is important.
Describe the characteristics of a diverse society.
Identify characteristics that make people unique or special.
Describe intolerance.
Describe different types of bullying (e.g., physical, verbal, social, cyber) and how bullying is different than teasing.
Explain why it is wrong to tease or bully others.
Describe healthy ways to respond if one experiences or witnesses bullying or teasing.
Identify the warning signs when a person may be at risk for harming themselves and when to seek help.

Step Two : Second step is to Understand Influences : We enable Students to analyze the influence of family, peers, culture, media, technology, and other factors on their health and Safety.

Identify how culture influences mental and emotional health practices and behaviors.
Identify how peers influence mental emotional health practices and behaviors.
Identify how community influences mental and emotional health practices and behaviors.
Describe how family and culture influence mental and emotional health practices and behaviors.
Describe how school and community settings influence mental and emotional health practices and behaviors.
Describe how media and technology influence mental and emotional health practices and behaviors.
Describe how peers influence mental and emotional health practices and behaviors.

Step Three: Third step is to learn to access Information : We enable students how to access valid information, products, and services to ensure good health and their safety.

Describe characteristics of valid mental and emotional health information.
Describe characteristics of valid mental and emotional health services.
Demonstrate how to locate sources of valid mental and emotional health information.

Step Four: Fourth step is to learn Interpersonal Communication : We enable students to use interpersonal communication skills to enhance health and reduce all health risks.

Demonstrate effective verbal and nonverbal communication skills.
Explain how to be empathetic and compassionate toward others.
Demonstrate effective peer resistance skills to avoid or reduce mental and emotional health risk.
Demonstrate healthy ways to manage or resolve interpersonal conflict.
Demonstrate how to effectively ask for help to improve personal mental and emotional health.
Demonstrate how to effectively communicate support for others.

Step Five: Fifth step is to learn to make decision : We enable students to use decision-making skills to enhance healthly behaviour.

Identify situations that need a decision related to mental and emotional health (e.g., dealing with interpersonal conflict, managing emotional stress).
Decide when help is needed and when it is not needed to make a decision related to mental and emotional health.
Explain how family, culture, peers, technology, or media influence a decision related to mental and emotional health.
Identify options and their potential outcomes when making a decision related to mental and emotional health (e.g., dealing with interpersonal conflict, managing emotional stress).
Choose a healthy option when making a decision related to mental and emotional health.
Describe the final outcome of a decision related to mental and emotional health.

Step Six: Sixth step is to learn to Set Goals : We enable Students to set right goals to enhance their health and keeping themselves safe.

Set a realistic goal to improve or maintain positive mental and emotional health.
Track progress to achieving the goal to improve or maintain positive mental and emotional health.
Identify resources that can help achieve a goal to improve or maintain positive mental and emotional health.

Step Seven : Seventh Step is learn Self-Management : We enable students to practice health-enhancing behaviors and reduce health risks.

Describe mental and emotional practices and behaviors that reduce or prevent health risks.
Demonstrate healthy mental and emotional health practices and behaviors.
Commit to practicing healthy mental and emotional health behaviors.

Step : Eigth step is learn to Advocate : We enable Students to advocate not only for personal, but also for family, and community health.

Give factual information to improve the mental and emotional health of others.
State personal beliefs to improve the mental and emotional health of others.
Demonstrate how to persuade others to make positive mental and emotional health choices.

Grade 6 – Grade 8

Step One : Step one Understanding the Core Concept : We enable Students comprehend core concepts related to our all health and saftely courses such as concent, violence prevention

Describe signs and symptoms that one may be experiencing different feelings or emotions.
Describe how brain development and emotions change during adolescence. )
Describe how emotions can change throughout the day and over time. ,
Identify situations that can trigger different thoughts, feelings, and emotions.
Describe the importance of being aware of one’s own feelings and emotions and how this can influence behavior.
Explain appropriate ways to express and manage needs, wants, emotions, and feelings.
Discuss how the expression of emotions or feelings can help or hurt oneself and others.
Describe characteristics and behaviors of a mentally and emotionally healthy person.
Identify role models who demonstrate positive mental and emotional health. ,
Describe the differences and similarities between self-efficacy, self-respect, and self-awareness.
Identify internal and external factors that influence self-efficacy, self-respect, and self-awareness.
Identify personal stressors at home, in school, and with friends.
Describe ways the body can react to stressful situations and ways to reduce these impacts. )
Explain the causes, symptoms, and effects of depression and anxiety. ,
Identify feelings and emotions associated with loss, sadness, and grief.
Describe how mental and emotional health can affect health behaviors.
Describe self-control.
Explain the benefits of practicing self-control in different situations.
Identify situations where people have demonstrated resilience.
Identify ways to cope with challenging situations (e.g., losing a game, doing poorly on a test).
Describe healthy and unhealthy ways to manage challenging emotions such as anger, stress, anxiety, frustration, disappointment, or sadness. ,
Identify warning signs when a person may be at risk for harming themselves or others and may need help.
Describe characteristics of healthy and unhealthy relationships.
Describe the benefits of healthy family and peer relationships.
Explain how to build and maintain healthy family and peer relationships.
Describe healthy ways to express affection, love, friendship, and concern. ,
Identify qualities of healthy dating or romantic relationships.
Identify relationships in the family, school, and community that are caring.
Identify a parent, caregiver, or trusted adult and use strategies to communicate feelings and emotions with them. )
Summarize the benefits of talking with a trusted parent or adult about feelings. )
Identify strategies to effectively communicate feelings to peers.
Describe healthy strategies to manage difficult relationships with family, peers, or partners.
Identify strategies to resolve conflict in a group.
Describe strategies for managing interpersonal conflicts nonviolently.
Analyze how prosocial behaviors can benefit overall health. ,
Describe how power and control differences in relationships can contribute to aggression and violence. ,
Describe different ways to show empathy towards self and others. ,
Describe characteristics that make people unique or special.
Explain the benefits of living in a diverse society.
Explain how intolerance can affect others.
Describe how stereotyping, bullying, harassment, bias, prejudice, and discrimination can impact mental and emotional health.
Explain why it is wrong to tease or bully others based on personal characteristics.
Identify ways to prevent and address bullying, harassment, bias, prejudice, and discrimination.
Analyze how sharing or posting personal information electronically about self or others on social media sites and other digital communication (e.g., messages, forums, e-mail, websites, phone and tablet applications) can negatively impact mental and emotional health.

Step Two : Second step is to Understand Influences : We enable Students to analyze the influence of family, peers, culture, media, technology, and other factors on their health and Safety.

Explain how school rules, community norms, and public health policies or laws (e.g., norms around therapy, counseling) influence mental and emotional health practices and behaviors.
Explain how perceptions of norms influence healthy and unhealthy mental health practices and behaviors.
Explain how social expectations influence healthy and unhealthy mental and emotional health practices and behaviors.
Explain how personal values and beliefs influence mental and emotional health practices and behaviors.
Explain how friends, family, media, society, and culture can influence self-concept and body image.
Describe how some health risk behaviors influence the likelihood of engaging in other unhealthy mental and emotional health behaviors (e.g., how using alcohol and other drugs increase the risk of suicide and self-injury).
Analyze how family and culture influence mental and emotional health practices and behaviors.
Analyze how school and community influence mental and emotional health practices and behaviors.
Analyze how media and technology influence mental and emotional health practices and behaviors.
Analyze how peers influence mental and emotional health practices and behaviors.

Step Three : Third step is to learn to access Information : We enable students how to access valid information, products, and services to ensure good health and their safety.

Analyze the validity of mental and emotional health information (e.g., differentiate between scientifically or medically accurate content and advertising, including sponsored content).
Analyze the validity of mental and emotional health products.
Describe situations that call for professional mental and emotional health services.
Access valid mental and emotional health information from home, school, or community.
Locate valid and reliable mental and emotional health services when needed or appropriate.

Step Four : Fourth step is to learn Interpersonal Communication : We enable students to use interpersonal communication skills to enhance health and reduce all health risks.

Demonstrate the effective use of verbal and nonverbal communication skills to enhance mental and emotional health.
Demonstrate how to manage personal information in electronic communications and when using social media (e.g., chat groups, e-mail, texting, websites, phone and tablet applications) to prevent interpersonal conflict.
Demonstrate effective peer resistance skills to avoid or reduce mental and emotional health risks.
Demonstrate effective negotiation skills to avoid or reduce mental and emotional health risk.
Demonstrate healthy ways to manage or resolve interpersonal conflict.
Demonstrate how to effectively ask for assistance to improve personal mental and emotional health.
Demonstrate how to effectively communicate empathy and support for others.

Step Five : Fifth step is to learn to make decision : We enable students to use decision-making skills to enhance healthly behaviour.

Identify circumstances that help or hinder making a healthy decision related to mental and emotional health.
Determine when situations require a decision related to mental and emotional health (e.g., dealing with interpersonal conflict, managing emotional stress).
Distinguish when decisions about a mental or emotional health problem should be made individually or with the help of others.
Explain how family, culture, technology, media, peers, and personal beliefs affect a mental or emotional health-related decision (e.g., dealing with interpersonal conflict, acceptance of differences in others).
Distinguish between healthy and unhealthy alternatives of a mental and emotional health- related decision.
Predict the potential outcomes of healthy and unhealthy alternatives of a mental and emotional health- related decision (e.g., dealing with interpersonal conflict).
Choose a healthy alternative when making a decision related to mental and emotional health.
Analyze the effectiveness of a final outcome of a mental and emotional health-related decision (e.g., dealing with interpersonal conflict).

Step Six : Sixth step is to learn to Set Goals : We enable Students to set right goals to enhance their health and keeping themselves safe.

Assess personal mental and emotional health practices.
Set a realistic goal to improve or maintain positive mental and emotional health.
Assess the barriers to achieving a goal to improve or maintain positive mental and emotional health.
Apply strategies to overcome barriers to achieving a goal to improve or maintain positive mental and emotional health.
Use strategies and skills to achieve a goal to improve or maintain positive mental and emotional health.

Step Seven : Seventh Step is learn Self-Management : We enable students to practice health-enhancing behaviors and reduce health risks.

Explain the importance of being responsible for personal mental and emotional health behaviors.
Analyze personal mental and emotional health practices and behaviors that reduce or prevent health risks.
Demonstrate healthy mental and emotional health practices and behaviors to improve the health of oneself and others.
Commit to practicing healthy mental and emotional health behaviors.

Step Eight : Eigth step is learn to Advocate : We enable Students to advocate not only for personal, but also for family, and community health.

State a health-enhancing position on a mental and emotional health topic, supported with accurate information, to improve the health of others.
Persuade others to make positive mental and emotional health choices.
Collaborate with others to advocate for improving mental and emotional health of individuals, families, and communities.
Demonstrate how to adapt a positive mental and emotional health message for different audiences.

Grade 9 – Grade 12

Step One : Understanding the Core Concept : We enable Students comprehend core concepts related to our all health and saftely courses such as concent, violence prevention

Discuss signs and symptoms that oneself or others may be experiencing different feelings or emotions.
Discuss how brain development and emotions change during adolescence. )
Discuss how automatic thoughts can influence feelings.
Analyze how feelings can influence behavior.
Describe situations that can trigger different thoughts, feelings, and emotions.
Explain potential positive and negative consequences of the influence of feelings and emotions on behavior, including health behavior.
Explain how person and context may influence appropriate ways to express and manage needs, wants, emotions, and feelings.
Analyze characteristics and practices of a mentally and emotionally healthy person.
Identify role models who demonstrate positive mental and emotional health.
Analyze the differences and similarities between self-efficacy, self-respect, and self-awareness.
Discuss how self-efficacy, self-respect, and self-awareness influence behavior.
Summarize personal stressors at home, in school, and with friends.
Explain the body’s physical and psychological responses to stressful situations and ways to reduce their impact. ,
Analyze the causes, symptoms, and effects of depression and anxiety. ,
Summarize strategies for coping with sadness, loss, and grief.
Discuss how mental and emotional health can affect health-related behaviors. ,
Summarize characteristics of someone who demonstrates self-respect and self-control.
Discuss situations where people have demonstrated resilience.
Summarize impulsive behaviors and strategies for controlling them.
Evaluate strategies for managing challenging emotions such as anger, stress, anxiety, frustration, disappointment, or sadness. ,
Determine when to seek help for mental and emotional health problems.
Identify a parent, caregiver, or trusted adult you can talk to about feelings and identify strategies for communicating your feelings to them.
Summarize the benefits of talking with parents or other trusted adults about feelings. Differentiate characteristics of healthy and unhealthy relationships.
Summarize qualities of healthy dating or sexual relationships.
Identify relationships in family, peer groups, school, and the community that are caring.
Describe the benefits of healthy family and peer relationships.
Explain how to build and maintain healthy family and peer relationships.
Summarize healthy ways to express affection, love, friendship, and concern. ,
Identify strategies to effectively communicate feelings to peers.
Evaluate healthy and unhealthy strategies to manage difficult relationships with family, peers, or dating or sexual partners.
Identify strategies to resolve conflict in a group.
Analyze strategies for managing interpersonal conflicts.
Analyze how differences in power and control in a relationship can contribute to aggression and violence. ,
Analyze how prosocial behaviors can benefit overall health. ,
Analyze how empathy can influence behavior. ,
Describe characteristics that make people unique or special.
Summarize the benefits of living in a diverse society.
Summarize how intolerance can affect self, others, and society.
Discuss how stereotyping, bullying, harassment, bias, prejudice, and discrimination are distinct and related to each other, and explain their impact on self, others, and society.
Recognize bullying, harassment, bias, prejudice, and discrimination in self, others, organizations, and institutions.
Identify ways to prevent and address bullying, harassment, bias, prejudice, and discrimination.
Analyze how sharing or posting personal information electronically about self or others on social media sites and other digital communication (e.g., messages, forums, e-mail, websites, phone and tablet applications) can negatively impact mental and emotional health.

Step Two : Second step is to Understand Influences : We enable Students to analyze the influence of family, peers, culture, media, technology, and other factors on their health and Safety.

Explain how public health policies influence mental and emotional health practices and behaviors.
Analyze how culture supports and challenges mental and emotional health beliefs, practices, and behaviors.
Analyze how peers and perceptions of norms influence healthy and unhealthy mental and emotional health practices and behaviors.
Analyze how personal attitudes, values, and beliefs influence healthy and unhealthy mental and emotional health practices and behaviors.
Analyze how some health risk behaviors influence the likelihood of engaging in other unhealthy mental and emotional health practices and behaviors (e.g., how using alcohol and other drugs increase the risk of suicide and self-injury).
Analyze how laws, rules, and regulations influence mental and emotional health promotion and disease prevention.
Analyze how school and community settings influence mental and emotional health practices and behaviors.
Analyze how media and technology influence personal, family, and community mental and emotional health.
Differentiate relevant influences, including family, culture, peers, school, community, media,technology, and public health policies, on mental and emotional health practices and behaviors, including self- concept and body image.
Analyze the factors that influence opportunities to obtain safe, accessible, equitable, and affordable products and services that support mental and emotional health for oneself and others.

Step Three : Third step is to learn to access Information : We enable students how to access valid information, products, and services to ensure good health and their safety.

Evaluate the validity of mental and emotional health information (e.g., differentiate between scientifically or medically accurate content and advertising, including sponsored content).
Evaluate the validity of mental and emotional health products.
Evaluate the validity of mental and emotional health services.
Determine the accessibility of valid mental and emotional health products.
Determine when professional mental and emotional health services may be required.
Determine the accessibility of valid mental and emotional health services.
Use resources that provide valid mental and emotional health information.
Use valid mental and emotional health products when needed or appropriate.
Use valid mental and emotional health services when needed or appropriate.

Step Four : Fourth step is to learn Interpersonal Communication : We enable students to use interpersonal communication skills to enhance health and reduce all health risks.

Demonstrate effective communication skills to enhance mental and emotional health.
Demonstrate effective peer resistance, negotiation, and collaboration skills to avoid engaging in mentally and emotionally unhealthy behaviors.
Demonstrate effective communication strategies to prevent, manage, or resolve interpersonal conflict.
Demonstrate how to effectively ask for assistance to improve personal mental and emotional health.
Demonstrate how to effectively offer assistance to improve the mental and emotional health of others.

Step Five : Fifth step is to learn to make decision : We enable students to use decision-making skills to enhance healthly behaviour.

Examine barriers to making a healthy decision related to mental and emotional health (e.g., dealing with interpersonal conflict, managing emotional stress).
Determine the value of applying thoughtful decision making regarding a mental and emotional health problem.
Justify when individual or collaborative decision making is appropriate regarding an emotional or mental health problem.
Analyze how family, culture, technology, media, peers, and personal beliefs affect a mental or emotional health related decision (e.g., dealing with interpersonal conflict, managing emotional stress).
Generate alternatives when making a mental and emotional health-related decision.
Predict potential short- and long-term consequences of alternatives to mental and emotional health- related decisions (e.g., to seek or not seek help).
Choose a healthy alternative when making a mental and emotional health-related decision.
Evaluate the effectiveness of mental and emotional health-related decisions.

Step Six : Sixth step is to learn to Set Goals : We enable Students to set right goals to enhance their health and keeping themselves safe.

Assess personal mental and emotional health practices and behaviors.
Set a realistic personal goal to improve or maintain positive emotional health.
Assess the barriers to achieving a goal to improve or maintain positive emotional health.
Develop a plan to achieve a goal to improve or maintain positive emotional health.
Implement strategies, including self-monitoring, to achieve a personal mental and emotional health goal.
Use strategies to overcome barriers to achieve a goal to improve or maintain positive mental and emotional health.
Formulate a long-term personal health plan to achieve a goal to improve or maintain positive mental and emotional health.

Step Seven : Seventh Step is learn Self-Management : We enable students to practice health-enhancing behaviors and reduce health risks.

Analyze the role of individual responsibility in enhancing personal mental and emotional health.
Evaluate personal mental and emotional health practices that reduce or prevent health risks.
Demonstrate healthy mental and emotional health practices and behaviors to improve the health of oneself and others.
Commit to practicing healthy mental and emotional health behaviors.

Step Eigth : Eigth step is learn to Advocate : We enable Students to advocate not only for personal, but also for family, and community health.

Use positive peer and societal norms, based on accurate health information, to formulate mental and emotional health-enhancing messages.
Persuade and support others to make positive mental and emotional health choices.
Collaborate with others to advocate for improving personal, family and community mental and emotional health.
Encourage school and community environments to promote the mental and emotional health of others.
Adapt mental and emotional health messages and communication techniques for a specific target audience.
Persuade school and community leaders about the importance of ensuring there are safe, accessible, equitable and affordable opportunities, products and mental health services to improve the health of oneself and others.

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