Mental Health First Aid: Essentials & Certificate

Participants set the stage by establishing group norms and guidelines for a safe, inclusive learning environment. They share initial expectations and perceived challenges to foster engagement throughout the course.

Learners clarify the purpose and responsibilities associated with being a Mental Health First Aider.

This section introduces definitions of mental illness, and related conditions. It also discusses the limitations of the DSM-5, the prevalence of disorders, and the risks of labelling. Participants examine three different types of stigma—self, public, and structural—and their impacts. They practice identifying stigma and reflecting on personal biases to effectively challenge stigma.

Participants explore the Continuum and the Two Continua Model, recognizing the complexity and variability of mental wellness.

• Define mental health.

• Distinguish between mental health, illness and conditions.

• Better understand disorders and their prevalence.

• Appreciate what support looks like to someone living with a condition.

• Discuss risks and limitations associated with diagnostic labelling.

• Describe types of stigma (self, public, structural).

• Reflect on personal attitudes contributing to stigma.

• Explain the Two Continua Model of mental wellness.

Interactive learning helps participants understand the ALGES framework. They gain clarity on the actions needed to respond to a person experiencing decline.

• Explain each action of the ALGES framework clearly.

• Identify indicators of declining wellness.

• Build a repository of questions to start a discussion about mental wellness.

• Demonstrate empathy.

• Effectively give reassurance.

• Handle challenges related to seeking support.

• Understand the importance of a recovery orientation.

• Identify and practice respectful alternatives to stigmatizing language.

• Ask someone which support would be most helpful.

• Create a list of resources in their community.

Through scenario-based activities, learners apply ALGES to situations involving declining well-being. They enhance skills in effective questioning, empathetic listening, and connecting individuals with resources, guided by recovery-oriented principles.

• Apply ALGES to scenarios.

• Challenge their assumptions about individuals needing support.

• Demonstrate effective questioning and non-judgmental communication.

• Provide empathetic reassurance, information, and connection to resources.

• Integrate a recovery orientation in providing support.

This section emphasizes self-care practices. It helps you maintain your personal wellness while supporting others.

• Develop an understanding of the definition of self-care.

• Identify and apply personal self-care strategies.

• Discuss the Three Pillars of Self-Care (reflective, purposeful, boundaries).

• Commit to intentional self-care practices.

Participants learn to effectively recognize and respond to crises. This includes suicidal behaviour, panic attacks, acute stress reactions, non-suicidal self-injury, and psychotic episodes.

• Distinguish between crisis and emergency responses.

• Recognize warning signs of suicide.

• Recognize indicators of crises (panic attacks, acute stress, non-suicidal self-injury and psychotic episodes).

• Effectively apply ALGES to crisis situations.

Participants review key course learnings and identify actionable next steps. They commit to enhancing personal well-being beyond the course.

• Commit to self-care activities.

• Reflect on overall learning outcomes and their application.

• Identify next steps for ongoing mental wellness support and self-care