Interpersonal Relationships & Mental Health

Instructor Guide — 1-Hour Lecture for Ages 16–18 (Kannada-Medium, Large Group ~150 Students)

Session Overview
Audience: Ages 16–18 (Grades 11–12 / PU), Kannada-medium school or college.
Format: Straight lecture with embedded live examples, rhetorical questions, and 2–3 volunteer call-outs — no
breakout groups or printed activity cards, sized for a hall of ~150 students.
Duration: 60 minutes. Companion student handout (Kannada) should be distributed as students enter or on the
way out.
Setup: Mic/PA system recommended for a group this size. A visible slide or chart with the resource numbers
(Section 6) should stay up for the last 10 minutes.

Learning Objectives
By the end of this lecture, students should be able to:
• Distinguish between healthy and unhealthy patterns in friendships, family, and romantic relationships.
• Identify at least 3 warning signs of an unhealthy or harmful relationship.
• Recall one communication technique (“I-statements”) and one boundary-setting phrase.
• Explain the link between relationship stress and mental health.
• Name at least two resources/people they can approach for support.

Materials Needed
• Mic/PA system (essential for 150 students)
• Slide deck or chart paper with key terms and the resource list
• Printed student handouts (Kannada) — one per student
• Small slips of paper for anonymous questions and the exit slip (Appendix B)
• A box or bag placed at the entrance to collect anonymous questions before and during the lecture

Before You Begin — Facilitation Notes

• This is a sensitive topic. In a group of 150 sixteen-to-eighteen-year-olds, it is statistically likely that
some students are currently in an unhealthy relationship, have experienced abuse, or are managing a
mental health difficulty.
• Because this is lecture format, do not call on individuals to share personal experiences. Keep all
volunteer call-outs limited to neutral, hypothetical practice (e.g., rephrasing a sentence into an I-
statement) — never real disclosures, in front of a large group.
• State ground rules upfront: respect, no naming names or classmates, and confidentiality — with the
exception that if a student discloses risk of harm to self or others (in a note, in person, or afterward),
you are obligated to inform the school counsellor/appropriate authority.
• The anonymous question box lets students engage without exposure in a large-hall setting — check it
before, during, and after.
• Have the school counsellor's contact info ready to share and to hand off any concerning anonymous
notes to after the session.
Lecture Plan & Timing (60 minutes)

Time Segment What Happens

0:00 – 0:04 Welcome & Ground Rules Frame the topic, set tone, explain confidentiality limits and
the anonymous-question option.

0:04 – 0:10 Why Relationships Matter (hook) Opening question + short framing on how relationships
shape mental health in the teen years.

0:10 – 0:26 Healthy vs. Unhealthy Lecture with real-world style examples (narrated, not group
Relationships work) covering friendships, family, and romantic
relationships.

0:26 – 0:38 Communication & Boundaries Teach I-statements, saying no, active listening —
demonstrated live by the instructor with 2–3 quick call-outs
from volunteers.

0:38 – 0:50 Relationships, Stress & Mental Link relationship strain to anxiety/mood/sleep; coping
Health strategies; when it's time to seek help.

0:50 – 0:56 Getting Help — Resources Walk through the helpline card; explain what happens when
you call.

0:56 – 1:00 Q&A & Closing Collect anonymous questions, quick live Q&A, closing
message, exit slip handed out on the way out.

Detailed Lecture Script

1. Welcome & Ground Rules (4 min)

• Introduce the topic: “Today we're talking about relationships — friends, family, romantic — and how they
connect to how we feel.”
• State ground rules: respect, no naming names, and confidentiality with the safety exception noted above.
• Point out the anonymous question box and invite students to drop in questions any time during the session.

2. Why Relationships Matter (6 min)

• Open with a rhetorical/show-of-hands question: “How many of you would say a friendship or relationship
has affected your mood this week — raise your hand, no need to say why.” Use the response to make the
point that relationships are one of the biggest emotional influences at this age.
• Frame the session: by 16–18, students are navigating more independence in friendships and romantic
relationships, and also more responsibility for managing how those relationships affect their wellbeing.
• Preview what's coming: recognizing healthy vs. unhealthy patterns, communication tools, and where to get
support.

3. Healthy vs. Unhealthy Relationships (16 min)

Healthy relationship markers — build this list on the slide/board as you narrate:
• Mutual respect and trust
• Honest, open communication
• Respecting each other's boundaries and “no”
• Support without control; encouragement, not put-downs
• Room for individual friendships, interests, and space
• Accountability — apologizing and changing after mistakes
Warning signs of unhealthy/harmful relationships:
• Constant criticism, mockery, or humiliation
• Control — dictating who they talk to, what they wear, checking their phone
• Threats, intimidation, or physical/emotional harm
• Isolating them from friends or family
• Gaslighting — making them feel it's always “their fault”
Narrate these two short illustrative examples instead of a group activity — read each aloud, pause briefly after
each for the point to land:
• “Sanjana's boyfriend checks her phone regularly and gets angry if she doesn't reply within a few minutes. He
says it's because he cares about her.” — Ask the room: “Is that care, or is that control?” Let it be rhetorical;
answer it yourself after a beat: control dressed up as care is still control.
• “Ramya's close friend gets upset whenever Ramya spends time with other friends and says, ‘If you really
cared about me, you wouldn't hang out with them.’ Ramya has started avoiding her other friends to keep
the peace.” — Point out the isolation pattern and that giving in to keep the peace is a common,
understandable, but costly response.
Emphasize: these patterns apply across friendships, family, and romantic relationships — not just dating. If a
student recognizes these signs in their own life, it is not their fault, and support is available.

4. Communication & Boundaries (12 min)

• Teach the “I-statement” format: “I feel ___ when ___ happens, and I need ___.” Write it on the board.
• Live demo: say a blaming statement aloud (“You never listen to me!”) and rephrase it yourself into an I-
statement, then ask for 2–3 volunteers to call out a rephrase of a second example (“You always cancel on
me!”) — keep it fast-paced and light, not personal.
• Teach one boundary-setting phrase: “I'm not comfortable with that” / “Please stop.” Emphasize that “no” is
a complete sentence and doesn't need to change under pressure.
• Briefly cover active listening: eye contact, not interrupting, reflecting back what was heard — describe it,
model it in one sentence, move on.

5. Relationships, Stress & Mental Health (12 min)

• Explain the link: ongoing relationship stress (conflict, isolation, control) is strongly connected to anxiety, low
mood, and sleep/appetite changes in teens.
• Cover simple coping strategies: journaling, deep breathing, physical activity, adequate sleep, limiting social
media when it increases comparison/stress, talking to a trusted person.
• List signs it's time to seek help: sadness/hopelessness lasting more than 2 weeks, withdrawal from
friends/family, major changes in sleep/eating/academic performance, feeling unsafe, or thoughts of self-
harm.
If a student discloses self-harm or suicidal thoughts — via the anonymous box or after class: stay calm, thank
them for telling you, do not promise secrecy, and connect them to the school counsellor or Tele-MANAS (14416)
immediately per your school's protocol.

6. Getting Help — Resources (6 min)

• Put the resource slide/chart up and keep it visible for the rest of the session.
• Walk through each resource briefly: what it's for, how confidential it is, what happens when you call (a real
person, no judgment, free).
• Name the school counsellor directly, if applicable, and where to find them.

7. Q&A & Closing (4 min)

• Collect anonymous questions from the box; answer 2–3 general ones live; take any specific/urgent-sounding
ones to the counsellor afterward rather than reading them aloud.
 • Hand out exit reflection slips (Appendix B) as students leave — quick, no names required.
• Close with a supportive statement: “Asking for help is a sign of strength, and you are not alone.”

Suggested Rhetorical/Show-of-Hands Prompts

Use these to keep a large lecture interactive without requiring personal disclosure — show of hands or silent
reflection only, no need to answer aloud:
• “How many of you have felt pressure to reply to a message immediately or someone gets upset?”
• “Who here has said sorry for something that, thinking about it now, wasn't really their fault?”
• “How many of you know exactly who you'd call if a friend told you they weren't okay?”

Appendix A — Illustrative Examples Used in Lecture (for instructor reference)

Example 1 (unhealthy — control): Sanjana's boyfriend checks her phone regularly and gets angry if she doesn't
reply within a few minutes. He says it's because he “cares about her.”
Example 2 (unhealthy — isolation): Ramya's close friend gets upset whenever Ramya spends time with other
friends, and often says things like “If you really cared about me, you wouldn't hang out with them.” Ramya has
started avoiding her other friends to keep the peace.
Example 3 (healthy — communication): Arjun and his classmate disagree about a group project. Arjun says, “I
feel frustrated when decisions are made without me — can we talk about it together?” They discuss and agree
on a plan.
Example 4 (healthy — family): Two siblings argue often, but they always apologize afterward, and their parents
encourage them to talk through disagreements calmly.

Appendix B — Exit Reflection Slip (print/cut for students)

• One thing I learned today is ___.
• One resource I can use if I or a friend need support is ___.
• (Optional) A question I still have is ___.

Mental Health Resources — Reference Table

Resource Contact Use For

Tele-MANAS (National) 14416 / 1800-891-4416 24x7, free, 20 languages incl. Kannada. Counselling for
stress, anxiety, depression, relationship issues; can escalate
to psychiatric consult if needed.

CHILDLINE 1098 24x7 emergency line for anyone under 18 facing abuse,
neglect, or danger. Response team can reach the child within
60 minutes.

iCall (TISS, Mumbai) 9152987821 Mon–Sat, 10am–8pm. Free psychosocial counselling by

phone/email, trained counsellors.

School Counsellor / Trusted Local contact First point of contact for most students; can refer onward to
Teacher Tele-MANAS or NIMHANS if needed.

Emergency (life-threatening 112 Police/ambulance emergency response; use if a student is in

risk) immediate danger.
Note: Distribute the companion Kannada-language student handout, which includes this same resource list in
Kannada, plus healthy-relationship and warning-sign checklists for students to keep.