Therapeutic Approaches Review

Overview

This lesson (7 of 9) builds on students’ understanding of mental wellbeing, resilience, and stressors by examining therapeutic approaches that can support individuals. Students will review common strategies (with a focus on CBT and mindfulness) and evaluate factors that influence effectiveness for different people and situations.

Learning intentions

• Students will recognise and describe characteristics of health approaches, strategies and systems used in therapeutic support.
• Students will analyse how CBT and mindfulness target thoughts, behaviours, and/or emotional regulation.
• Students will evaluate the effectiveness of therapeutic approaches using clear criteria.
• Students will propose the most suitable approach for a given personal scenario, justifying decisions with evidence and reasoning.

Success criteria

• I can describe what CBT and mindfulness aim to change and how they work.
• I can compare therapeutic approaches using consistent features (purpose, processes, evidence, limitations).
• I can evaluate effectiveness by linking benefits and risks/constraints to a scenario.
• I can justify a recommended approach and explain how a school or support system could assist access.

Curriculum links

• QCAA Health Unit 1 / Stage 2: Plan for action in a personal health context — Recognise and describe the characteristics of health approaches, strategies and systems.
• QCAA Health Unit 1 / Stage 2: Plan for action in a personal health context — Investigate and synthesise information to develop an action strategy to influence resilience in a personal health context.
• QCAA Health Unit 1 / Stage 2: Plan for action in a personal health context — Recognise and describe the role of schools in enhancing resilience and addressing stressors among young people.

Lesson structure (60 minutes)

1. 0–5 min · Starter check-in. Teacher prompts students to recall the previous lesson’s mental health supports and writes one key idea on the board (e.g., “resilience strategies”). Students respond in writing: one therapeutic/support approach they have heard of and one question they still have.

2. 5–15 min · Mini direct teach: therapy features. Teacher introduces a simple comparison framework: aims, how it works, who it suits, what success looks like, and possible limits (e.g., time, cost, readiness, risk management). Students complete a teacher-modelled example comparing two approaches at a high level (no clinical jargon required).

3. 15–30 min · Case study carousel (CBT vs mindfulness). Teacher gives two short, realistic scenarios relevant to Year 11 stressors (e.g., exam pressure, sleep disruption, rumination, avoidance). Students read scenario A and scenario B, then annotate: what the person’s stress cycle might look like, and which approach (CBT or mindfulness) would likely target it best and why.

4. 30–42 min · Guided analysis: evaluating effectiveness. Teacher explains that “effective” depends on fit: alignment with the person’s needs, evidence base, ability to practise skills, support structure, and safety considerations. Students use a 4-point rubric (Teacher-provided) to score each scenario-approach pair for: impact on symptoms, skill development, practicality, and limitations.

5. 42–55 min · Personalised recommendation (action strategy). Teacher models how to write a recommendation paragraph: describe the approach, link it to the scenario, include one limitation, and identify one support pathway (including school supports where relevant). Students write a short recommendation for one scenario (chosen by them) using sentence starters:

• “CBT/mindfulness would help because…”
• “A likely goal would be…”
• “Effectiveness would depend on…”
• “A school support could include…”

6. 55–60 min · Exit ticket: effectiveness statement. Teacher collects responses and reads out two anonymous examples to reinforce quality criteria. Students complete an exit ticket: “For this scenario, the most suitable approach is __ because __; one limitation is __.”

Resources

• Printed handout: scenario A and scenario B (Year 11 appropriate)
• Comparison framework table (aims, process, fit, success indicators, limitations)
• 4-point evaluation rubric (teacher-created)
• Writing template with sentence starters
• Markers/highlighters or digital annotation tool (if available)
• Teacher timer and board for key ideas
• Exit ticket slips or a single-page form

Assessment

• Formative: teacher circulates during scenario carousel, checking that students can link approach features to scenario needs.
• Formative: rubric scores reveal whether students can use consistent criteria to evaluate effectiveness.
• Summative for today (lightweight): recommendation paragraph and exit ticket are used to gauge understanding of “fit” and effectiveness, not to assess clinical accuracy.

Differentiation

• Support: provide sentence starters, a partially completed comparison table, and a simplified rubric wording set.
• Support: offer a “word bank” (e.g., thoughts, behaviours, coping skills, attention, practice, goal-setting, support).
• Extension: students can add an “if-then” condition (e.g., “If the person is avoiding, CBT may first focus on…; if rumination is constant, mindfulness may be…”).
• EAL/SEN: reduce reading load by highlighting key parts of scenarios; allow oral planning followed by brief writing; check understanding with short teacher questions.
• Safety/appropriate framing: remind students not to diagnose; focus on general support and referral pathways.

Optional

• (None)