Continuing the Sentence:

An Activity Guide to Talking

About Mental Health

Jacob Walter
B.S. Agricultural Education
 Purpose:
I created this activity booklet with a range of ag-
es in mind. I believe that we can all make a differ-
ence if we start talking about mental health. That is
sometimes a difficult conversation so I created this
booklet as part of my Honors Thesis at Colorado
State University.
On August 17, 2016 my dad took his life and it has
been a day that my family dreads from then on. My
dad's suicide has had a bigger impact on me than I
care to admit. There have been times it has made me
bitter, angry, sad, confused, and overall hurt. My
family can probably echo some of these. Two of my
best friends who each lost a parent to suicide can
say the same. Something needs to be done!
Suicide has continued to rise through the ranks of
leading killers in the United States and the world.
When you look at rural communities that statistic is
even more prevalent.
Being able to talk about
what I have gone through has
made all the difference for me,
and I am focusing my career on
that. It is my hope that everyone
reading this can also do the
same!
Note to Users:
This is intended as a resource to begin
conversations about mental health in a less direct
and creative manner. The use of these activities will
not solve any mental health issues, and should not
be expected to. Rather it is to identify underlying
issues before they become a problem.

If you are not a licensed counselor or therapist

please do not feel like you are expected to help
solve these issues. You are already doing the best
thing you can, starting the conversation and
helping to get people talking. The next step is
persuading someone in crisis to get help and
helping them find that resource.

Thank you for taking a stand and helping to

start conversations about mental health. These
activities relate to certain age groups better than
others, so as the expert of your audience what you
use is up to you. I hope these help, please watch
for further resources as I continue my research.

Gratefully,
Jacob Walter
Where to start:
The beauty of each of our lives is that we are connected
to so many people. We each know many people and for the
use of this activity guide it is important that we know who
we are working with.
Asking someone how they are feeling can be very
difficult, and it is the most important step to turning around
mental health. We each must be confident and capable of
asking such a simple, yet important question.

What to Look For:

Changes in normal behavior are an important first sign
that there is an area of possible concern. The important piece
here is possible. This is where asking the question, “How are
you feeling?” comes into play.
This may look something like this. You have a student,
child, friend, etc. that is normally very extroverted and
outgoing. They are always around their friends and
interacting with people. Out of nowhere they want to be
alone more and more. No longer spending time with their
friends and participating in their normal activities.
On the other hand, people who are more introverted
are not going to become extroverted out of nowhere. The
same with people who can put on their “tough face” and
still seem extremely optimistic and “peppy”.
Its crucial to build these relationships where you can
have frequent feedback on an individual’s mental well-
being and, in general, how their life is going.
What to Do:
1. If you notice a change in behavior don’t call anyone
out in front of their peers. Have the conversation more
1-on-1 so there is a better opportunity for them to open
up.
2. Start by expressing that you noticed a change in
behavior and you want to know how they are doing.
*Avoid saying things like “I wanted to make sure
you are doing ok”. This can make individuals feel
like they should be “ok”.
*Say things like “I wanted to check on you. What are
you feeling? How are you doing? What’s going on in
your life?”
3. Be ready for whatever results. Some may be sick or
tired and nothing major is happening. Some may have
some serious life issues occurring and they need your
help. Hear them out and make sure they know they
are supported and cared for.
4. The last piece is getting them help. Remember that
there are licensed people out there for just this kind of
scenario. Never force someone to get help, but
convince them to seek it out. Help them find a resource
that makes the most sense for their situation.
What to Do:
Example-
Step 1: Hey, Jacob. Can I talk to you alone for a
second?
Step 2: I’ve noticed that you haven’t been yourself
lately, and I wanted to check on you. You aren’t
as chipper as you normally are. What’s going
on? What are you feeling?
Step 3: *If they are ok* Well I am sorry you are sick. If
you ever do need to talk I am always here for
you.
*If they are in distress* Thank you for being
open with me. I am here for you and I always
will be.
Step 4: What can we do to help you out more long
term? Is there someone you talk to about this
already? Can we find someone who is better
equipped to help you out? I am always here for
you to talk to, but I believe there is a lot of
value in talking to someone who can really
help you. Is that something you would be
willing to do?
*This can be very difficult on you as well. Make sure
that you take care of yourself first. Seek help if you are
struggling. Don’t suffer in silence because you are trying
to help others. You can’t serve others if you don’t serve
yourself too.
*Read the situation and use your best judgment.
Don’t worry about being perfect. People can tell when
you are genuinely interested in helping them. Be sincere
and be kind, and you will make a difference!
Filling the Tank
Materials Needed - Handout, pencil
Time Needed - About 10 minutes
Key Ideas -
Mental attitude, balancing activities,
self-awareness

Ask: “What does a car need to work?”

Answer: “Gas”
Say: Our minds and mental attitude are a lot like a gas tank. The longer
we go the more “gas” we use. At some point we have to refill or we
will break down on the side of the road. The mind is a very similar
thing. We need to identify the things in life that fill our tank and give
us energy. We also need to identify the things in life that deplete our
“tank”, our energy, so that we can manage those.
Do: Hand out copies of the handout on the next page. Have individuals
fill out their own personal gas tanks.
Ask: “What are some of the things we put down that fill our tanks?”
“What are some things that empty our tanks?”
Say: Now it is important to know how to balance our life. I am not saying
that you will not have to do some of the things that drain your ener
gy. You are going to have to find a balance. When you start to get worn
out by that stuff then you need to make some time to do the things you
enjoy. It is all about balance.
Ask: “What are our biggest take-aways?
 Name_______________________

Filling the Tank

Lights in the Dark
Materials Needed - phone
Time Needed - About 10 minutes
Key Ideas - Connections, community, self-awareness, “Not alone”
Say: I am about to read off some questions. If you agree or identify with the
question hold up the light on your phone. These questions will start out
low risk to higher risk, and cycle back around and end more low risk.
Please feel free to risk as much or as little as you are comfortable with.
Who all is a student?
Who all is struggling in class?
Who all works part time?
Who all is a first generation student?
Who all is from a rural background?
Who all is from an urban background?
Who all enjoys hiking?
Who all grew up in a non-traditional home? Foster home, grandparents, etc.
Who all has ever struggled with depression?
Who all drives a car?
Who all had a pet growing up?
Who all has been affected by cancer? Either personally or someone you know
Who all has ever lost a parent?
Who all is trying to deepen their faith?
Who all would like to get in better shape?
Who all would like to make more friends?
Who all is looking for a study group?
Who all is proud to be a part of this group?

Say: The reason we do this is because sometimes we feel like we are alone in
the dark. When we raise our lights, we are able to see that there are other
people going through similar things. My hope is that you will reach out to
each other and support each other.
Creative Questioning
Use these as interesting ways to ask questions that lay the
foundation for being able to talk about mental health. These activi-
ties get people talking about themselves which is a crucial step.
After each activity you do, make sure to share that it is im-
portant that we are able to learn about others, and grow together.

Ask: “Why do you think we did this activity?”

Say: It is very important that we are able to learn about others.

What people like and dislike. What others are thinking and
feeling. There is just as much importance in being able to talk
about ourselves and being heard and understood. Growing to
gether and finding community is very important to living long,
healthy, and happy lives.

Change it up as necessary and feel free to create your own activi-

ties. Almost anything can be altered to create a type of question
based atmosphere. There is no real way to mess that up. It is a
great way to engage any age group by changing the activity.

Also, feel free to alter questions so that they make sense to the
group or individual.

The following are lists of questions followed by activities that can

be used.
 Questions
1. What is your favorite food?
2. What is your favorite memory?
3. What is your least favorite thing to do?
4. What are two words that describe you?
5. What makes you happy?
6. What makes you sad?
7. What fills up your emotional tank?
8. What drains you emotionally?
9. If you could do one thing for the rest of your life what would it be?
10. What is the last thing that made you cry?
11. If you could erase one day which day would it be and why?
12. If you had one day to live what would you do?
13. If you could go anywhere where would that be?
14. Who do you look up to?
15. What characteristic in a person is the hardest for you to be around?
16. Have you ever been bullied?
17. Have you ever bullied someone?
18. Do you have any regrets?
19. What is the most embarrassing song on your phone?
20. What is your dream vacation destination?
21. Who is your favorite singer?
22. What does your ideal career look like?
23. When is the last time you cried?
24. When is the last time you laughed so hard you couldn't breathe?
25. Why do you get up in the morning?
26. Who is the first person you usually see in the morning?
27. What makes your best friends your best friends?
28. If you could be any animal which would it be and why?
29. What is your least favorite food?
30. What type of assignments/projects/tasks do you like most?

Add any as needed. It will be helpful to have the questions in a

numbered format for most of the activities I will show.
Pass the Ball
Number the spaces on a soccer ball with a sharpie. By just numbering
the ball you can use it again and again with different question lists rather
than needing to buy a new soccer ball every time.
Say: As you pass the ball be careful and toss it gently. When you catch it, call
out the number your right thumb lands on. I will ask you a question. Please
answer it as openly as possible. If the ball is in your hands you have the floor
and the right to talk. Everyone else should be listening intently as you would
like everyone else to do for you. What questions do you have?
Play as many rounds as you would like and have time for.

Jenga
Number the blocks of a Jenga game. Same as with the soccer ball this
allows you to use different sets of questions with the same Jenga game.
Say: As you pull your Jenga block there will be a number. I will ask you a
question that corresponds to that question. Please answer it as openly as pos-
sible. If it is your turn to answer a question you have the floor and the right to
talk. Everyone else should be listening intently as you would like everyone
else to do for you. What questions do you have?
Play as many rounds as you would like and have time for.

Dos
This is the follow up to the classic Uno. Follow the directions on the pack-
age. This game adds a mathematics part to the game which will make it great
for teachers of younger kids. Add questions to the “2” cards in the deck.
When a student plays one they answer that question.
Say: As you play you will notice that some of the cards have questions writ-
ten on them. When you play that card you will answer the question to the
group. Please listen to whomever is answering their question with respect, as
they should do for you.
Freeze Tag
For each round, give children a question they have to answer. It should
be the same question for every kid. As they go to “unfreeze” others they
have to answer the question to them before they can be unfrozen.
Feel free to change the question even if its in the middle of the game.
Just tell everyone to pause for a question change. Share the question then re-
sume.

Go Fish
Have a list of questions for students and have spaces where questions
refer to the Ace, King, Queen, and Jack. As participants collect those pairs in
the classic style of Go Fish, they must answer the question that matches up
with the card number.

21
Follow the classic game play. Whenever the dealer reveals the players
face up card they answer the question that matches that number. Anytime the
dealer gives them another face up card they answer the question related to
that card. Make sure there are questions that are labeled for the Ace, King,
Queen, and Jacks.

Monopoly
This takes a little more work. Adapt the classic monopoly board to have
questions with each of the spaces. This game can easily be made into some-
thing for older individuals for a more in depth conversation about mental
health.
When they land on the space they answer that question or have a dis-
cussion based on that space. This can increase game time, but the purpose is
to have these conversations and this can be very valuable as Monopoly can
be very “feeling provoking”.
If you or someone is in crisis:
Suicide Prevention Resources
If you are feeling suicidal, there is hope.

You can call the National Suicide Prevention Lifeline 24/7 at 1-800-273-
8255.

You can reach the Crisis Text Line 24/7 by texting “START” to 741-741.

You can call The Trevor Project, an LGBT crisis intervention and suicide
prevention hotline, 24/7 at 1-866-488-7386.

To find local resources in your area, visit To Write Love On Her Arms.

If you are hard of hearing, you can chat with a Lifeline counselor 24/7 by
clicking the Chat button on this page, or you can contact the Lifeline via
TTY by dialing 800-799-4889.

To speak to a crisis counselor in Spanish, call 1-888-628-9454.

If you are a veteran (or your loved one is a veteran), you can reach the
Veterans Crisis Line by calling 1-800-273-8255 and Pressing 1. You
can also send a text to 838255.

For additional resources, see the American Foundation for Suicide Pre-
vention and SAVE (Suicide Awareness Voices of Education).
Thank you for taking on this task. The
process can be difficult, yet very
rewarding!

As always this is a work of progress, so

please email me with any feedback and
success stories of what is working!

Jacob Walter
walterrnc@gmail.com