Appendix 3. CARING FOR THE CARERS (TEACHERS) Take care of yourself Get enough rest and eat healthy foods. Pay attention to your own stress responses. Seek out family and friends for support. Try exercising or other physical activity to relieve stress. Engage in helpful, productive activities that are satisfying and useful in the situation. • Follow the advice you would give others. • Manage your own reaction when faced with emotional outbursts from others by:  Remaining quiet and calm.  Avoiding the temptation to engage in a shouting match.  Acknowledging the person’s point of view.  Disengaging and respectfully walking away from the person if you are being insulted or threatened.  Contacting law enforcement personnel if you feel that you are in danger. Sources: www.ready.gov, www.ncptsd.org, and www.nctsn.org. Training Module on the Right to Mental Health in the Academe • • • • • • Appendix 4. PEER SUPPORT Peers and communities are essential in not just understanding the challenges but also building solutions faced by persons with mental health issues. The youth are interested in learning skills to support their own well-being and to better support their friends. Peer support programs can empower youth to provide mental health support, reduce isolation, increase self-help skills, and empower other youth. Train all young people to promote mental health and support their peers General Support Skills. General support skills programs train the youth to provide emotional support and refer peers to formal services. Peer-led Wellness Education. Young people in many schools and communities provide mental health education and support to other young people. These peer-to-peer education programs can be effective at teaching young people new skills and increasing conversations about mental health and well-being. Integrate peer support and mental health promotion wherever young people spend their time School-based Mental Health Clubs and Organizations. School-based peer support programs are integral in providing safe spaces for young people to go, skillsbuilding, identifying and focusing individual advocacies, and integrating policy change. 26