Mental Health Awareness and Support

Mental health is about how we think, feel and cope with everyday life, and everyone has mental health, just as everyone has physical health. This lesson explains the difference between mental health and mental illness, the idea that mental health moves along a continuum, and why people with disability and older people can face extra risks to their mental health. Key points: mental health changes over time, mental illness is common and treatable, and many factors, such as isolation, pain, loss and discrimination, can affect how someone feels.

This lesson introduces some of the mental health conditions you are most likely to come across: anxiety, depression, psychosis and, in aged care, the overlap between depression, delirium and dementia. It explains in plain language what each condition can look like and why a change in someone's usual behaviour should always be taken seriously. Key points: only health professionals diagnose, symptoms can look different in people with communication difficulties or cognitive impairment, a sudden change in behaviour or confusion may be a medical problem, and your role is to notice, record and report.

You often see the people you support more than anyone else, which puts you in a good position to notice when something changes. This lesson covers common signs that someone may be struggling with their mental health, including changes in mood, behaviour, sleep, eating, self care and social contact, and statements of hopelessness. Key points: look for changes from what is usual for the person, take any talk of suicide or self harm seriously, and record and report what you notice so the person can get the right support.

You do not need to be a counsellor to make a difference. This lesson gives you a simple approach to starting a supportive conversation: choose a good time, share what you have noticed, listen without judgement, encourage professional help, and follow up. It also covers what to do in a crisis. Key points: listening is more important than fixing, avoid giving advice about treatment or medication, call 000 if anyone is in immediate danger, follow the person's plan, and tell your team leader about what you have noticed and discussed.

Knowing where to find help means you can act quickly. This lesson covers the main sources of help: triple zero (000) for emergencies, the person's GP and treating team, the crisis contacts in their plan, and national services including Lifeline on 13 11 14, the Suicide Call Back Service on 1300 659 467, Beyond Blue on 1300 22 4636, 13YARN on 13 92 76 for Aboriginal and Torres Strait Islander people, and Kids Helpline on 1800 55 1800 for young people. Key points: emergencies come first, follow the plan, and always tell your team leader.

Support work is rewarding but can be demanding, and your own mental health matters too. This lesson covers signs of stress and burnout, simple ways to look after yourself, how to support a colleague, and where to get help, including debriefing with your team leader and our Employee Assistance Program. It ends with a reminder of your responsibilities: follow each participant's plan, stay within your role, and record and report concerns. Key points: it is okay to ask for help, and looking after yourself helps you support others well.

This case study follows Frank, an older man living in residential aged care who has become withdrawn since a stroke left him with weakness on one side. His care worker notices he has stopped joining the men's shed group and is sleeping much of the day. The lesson walks through noticing change, starting a supportive conversation in a private moment, listening without rushing to fix things, and recording and reporting so the nurse and GP can review him. Key points: notice change, listen well, encourage professional help and report.

This case study follows Leilani, a young woman living with a psychosocial disability who has been going through a very hard time. During an evening shift, she tells her support worker she wants to die tonight and has collected tablets. The lesson walks through recognising immediate danger, calling 000, staying with the person when it is safe, removing access to means if it is safe to do so, following the crisis plan and contacting the team leader. Key points: immediate danger means 000, stay calm, never leave the person alone and report afterwards.

This case study turns to our own team. It follows Sam, a support worker who has been working extra shifts and is snapping at colleagues, and then looks at how a worker might feel after supporting someone through a crisis. The lesson covers noticing when a colleague is struggling, starting a caring conversation, pointing them to our Employee Assistance Program and team leader, and looking after your own mental health after a difficult shift. Key points: notice, ask, listen and point to support, for colleagues and for yourself.