I Really Messed Up This Time - Facilitator Guide

Students will...

... feel acknowledged and supported
... understand the potential consequences of their actions
... process events
... plan for their future
... be aware of avenues for help-seeking and professional support.

Students can...

... access legal and/or counselling support
... take responsibility for their actions and work through self-forgiveness
... consider how they might make amends and make different choices in the future.

Make the learning intentions and success criteria visible for students throughout this lesson.

Facilitator notes

The STOP the Coward Punch campaign

STOP the Coward Punch by Danny Green aims to eliminate the coward punch from society and save lives in the process. Since 1990, over 234 Australians have been killed by a coward punch and many more were injured. The coward punch leaves a devastating ripple through society, mentally and physically scarring family, friends and survivors for life. The STOP the Coward Punch campaign began in 2012 to raise awareness of the devastating impact of this scourge in our society. It aims to educate people about the risks, so they don’t make a choice they’ll regret for the rest of their lives.

The STOP the Coward Punch education package

The STOP the Coward Punch education package aims to spread awareness about the devastating effects of the coward punch on our community. This education package was developed by a team of experts, including a youth worker, education specialist and specialist teachers and references the latest research and laws on coward punches.

Your role

Regardless of your professional status, unless you are a qualified lawyer, psychologist or psychiatrist, it is not your job to give legal or life advice, recommend medications or diagnose issues. You do not have all the answers this person needs. Your job is to focus on trying to understand the young person you are talking to and help them better understand themselves and their own behaviours.

Remember that the young person you're talking to probably doesn't want to be acting out the way they are. Their unproductive behaviours are most likely defence mechanisms that they have developed in response to a lifetime of challenges. Start by 'seeking to understand' and you should be able to build the trust and rapport you need to take the next steps. Don't try to jump into problem-solving too soon.

Guilt vs shame

Something to keep in mind is that guilt is a positive response to destructive behaviours and can help a person learn and grow. It means they are taking responsibility for their actions. Shame, however, can be highly damaging and lead to further disengagement, suicidal ideation and destructive behaviours. Part of your role will be to ensure that you offer empathy to the young person who has gotten themselves in trouble so that they can shift their belief system from one of "I am bad" to "I did something bad". According to Dr Brené Brown, shame cannot survive in the presence of empathy - this is where you can play a vital role in supporting this young person to recover and move forward. To learn more about shame vs guilt, read this article by Dr Brené Brown.

The GROW model

You may like to apply the GROW model of looking at coaching conversations. Whilst it is commonly used in workplaces, it can provide a valuable framework for important conversations like this one. Learn more about The GROW Model (Mindtools).

Using reflective and clarifying statements

Reflective statements are an important strategy that lets people know that you are listening to them and have understood what they have said. This ultimately assists them to open up more. Clarifying statements help you unpack anything you might have misunderstood or want to learn more about.

For example:

Young person: I got really pissed off when Johnny said I was fat.
Coach: I can hear that you felt really angry at Johnny when he put you down. (Reflective statement)
or
Coach: So what you're saying is that Johnny called you fat and it really affected you? (Clarifying statement)

Reflective statements can start with:

It sounds like…
I can hear/see that...
So what you're saying is...
Would I be right in saying...?

Using scales

A good strategy for helping young people identify their feelings or desires is to use scales. A simple zero to ten (0-10) scale works well, with zero being not at all and ten being a lot. You could use these kinds of questions:

On a scale from 0-10, how in control of your feelings do you think you are?
On a scale from 0-10, how much do you want to change your behaviour?
On a scale from 0-10, how much damage do you think you have caused?
On a scale from 0-10, how capable do you feel of making positive changes?

Mandatory reporting

Ensure you are aware of any policies or systems in place for mandatory reporting in your context. For teachers, it will be to report to the wellbeing team or school principal. In a community organisation, you may be obliged to report directly to children's services or the police, or not at all. Let the young person know towards the beginning of the conversation that you will respect their right to privacy, but that there may be situations where you will need to talk to someone else, such as if you reasonably believe they are at risk of grave harm or harming others. Ensure they understand that they do not need to consent to your reporting, but that they are able to opt out of this conversation, or choose what they share with you, if that is an issue for them.

Of particular note when dealing with perpetrators of violent crime (or other crimes), consider that any information they share with you about the event could put you in a situation where you have to speak in court, perhaps even against them. Think carefully before you pursue any lines of questioning with this young person and do so only if you fully understand the ramifications. In some situations, you may need to seek legal advice yourself.

Timing

This session may in fact take place over a series of sessions or conversations. They can be casual or formal. The most important thing is that the various elements come at the right time for the young person in question. Sometimes a young person will approach you to get help, but often it will be you who approaches them with concerns. If they aren't ready to talk, focus on building trust and rapport and take your time. It can take quite a bit for a young person to open up to an adult, especially if they have had untrustworthy adults in their life before this point. You might find that you'll need to mix up the order of the components and that's completely fine. Referrals will often need to be made early while you continue to provide support (if you're in a position to see the young person more regularly than a counsellor or other professional). Most important is making sure you focus on building rapport first and foremost. That is why we highly recommend that these sessions are only conducted by someone with a pre-existing positive relationship with the young person.

A note on finding relevant support services for youth perpetrators

You may find there are limited national or state-based services designed to specifically support young perpetrators of violent crime. The reasons for this are unclear, but perhaps it is because these young people typically end up in the justice system or schools are expected to provide it. There seems to be funding to support victims of assault and abuse and new organisations to provide support and awareness around domestic violence, but these may not be relevant. When seeking support services for young people it might be helpful to talk to youth mental health and legal aid organisations or your local council or youth services. They may be able to identify smaller, local groups or organisations that can provide the relevant support that is more specific to the individual's needs.

Conversation structure

Work through this resource material in the following sequence:

Part A

Building Rapport

Part B

Unpacking Events

Part C

Planning Ahead

Part D

Education

Part E

Referral Avenues

Part A: Building rapport

The most important thing you can do in a situation where a young person is in serious trouble is to make them feel seen and validated. This doesn't mean telling them that their actions were ok, it is more about letting them know that their feelings are important and you care about them as a person. If you don't already have a strong rapport with the young person you can use these steps to build a foundation of respect:

Step 1

Take time at the start of (or before) this conversation to build rapport and empathy with the young person. Ensure they understand that you will show them respect and not be judgemental. It's ok to demand respect in return. Make clear that you will try to keep what they share with you confidential, but that if you have a genuine concern that they are going to harm themselves or another, you may need to tell someone who can help. Also explain that any information they share with you about the event could put you in a situation where you have to speak in court, perhaps even against them. Ensure the young person understands that it might be necessary to get legal advice prior to speaking with anyone, including yourself. Explain that you are concerned primarily with their wellbeing and not being dismissive by saying this.

Note: If it appears the young person has been involved in a crime, go to Part E - Referral Avenues and encourage them to seek legal advice immediately. There are free services available to support young people if they need them.

Step 2

Listen. At all times, try to respond with care and empathy. You may not agree with their actions, but it's not helpful to judge them. This young person needs an ally. Spend as much time as you can listening and then keep listening some more. If they don't feel ready to talk, consider strategies that use art or writing to help them process their feelings. Psychologists and counsellors will have some good ideas for this and may be best suited to help them process their feelings about the event.

Step 3

You might like to share your own stories if you feel comfortable, although it's not always recommended to share too much personal information, depending on your role in their life. Choose stories that relate directly to the experiences of the young person. Use your stories to demonstrate that you understand their feelings and to model any mistakes or good choices you have made. Do not use stories to pressure them down a particular path or to offer advice. Use stories sparingly and remember not to talk too much - you are primarily here to listen.

Step 4

Acknowledge the young person's strengths. Helping the young person understand that there is a lot they are doing well and capable of is very empowering for them. Sometimes people involved in criminal or violent behaviours have low self-esteem and need reminding that they have a lot to offer. Start and end all conversations in a positive light by focusing on how much you enjoy their company, or highlighting moments where they showed care or concern for others. If the young person is demonstrating regret or remorse, indicate that this says a lot about their character.

Step 5

Check with the young person that the conversation or time spent with you is valuable to them. Invite them to offer you feedback or to speak up when something is or isn't working for them. This will prevent them from feeling powerless and will help keep them calm and respectful.

Possible questions:

How are you?
What are you feeling right now?
Why have you come to me?
Do you want to talk more about that?
I'm interested to know about how you are feeling.
Are there other people you can trust right now?
Who else knows about this?
What do you most need right now?
How can I best help you right now?
How have you been coping since the event?
What do you want to happen from now?

What to do:

Walk and talk - moving or participating in an enjoyable activity together can help the young person open up. Some people might feel intimidated or trapped sitting in a small or uncomfortable room, such as a counselling space or gym. You want them to feel as comfortable as possible. You may also need to make sure you have sufficient privacy, so use outdoor spaces with caution.

What not to do:

Sit behind a desk - this can create an uneasy power dynamic. Young men generally prefer having someone sit beside them rather than facing them, or to share activities together.
Act disappointed or upset by their behaviour - this is not about you. The young person needs someone to be their rock right now. Blow off steam with someone else if you are able to, but don't put your feelings onto them.

Part B: Unpacking events

Consider that any information the young person shares with you about the event could put you in a situation where you have to speak in court, perhaps even against them. Think carefully before you pursue any lines of questioning with this young person and do so only if you fully understand the ramifications. In some situations, you may need to seek legal advice yourself.

That said, the young person may be desperate to offload about their experiences with someone they trust and these people may be few and far between. If you feel safe to proceed, here are some tips for how to do so:

Step 1

As the young person is likely to be distressed, the information may come out quite jumbled at first, or not at all. Allow for them to discharge or find a way to ease their anxiety. Perhaps get them a cup of tea or something to snack on. You might mention that you can notice they are anxious, almost like something really big has happened. Let them know you have their back and they can trust you.

When they feel more ready, have them (or with their guidance you can) jot down a timeline of what occurred and when. This activity can help fill any gaps in their immediate memory which may provide assistance for them later when and if speaking to a lawyer or the police. You might like to discuss with them whether they want to keep this timeline prior to and/or after completing it. In some situations, they may prefer to burn it afterwards rather than keep it. Make sure they understand that you are not trying to 'collect evidence' against them, but merely to understand what happened through their eyes and help them develop some clarity. This process may take some time and need revisiting. It can be hard to fully admit to the circumstances the first time. If you start to notice incongruences between stories on different days, this may indicate they are keeping some details to themselves. It is not your job to pull these stories out of them, but let them know (if relevant) that the police and lawyers will notice and they will want to be as honest as possible when speaking with them.

Step 2

Focusing on the 'event' may be a challenge at first or not provide much context. It could be helpful for the young person to understand the events that led to the event or followed the event. Accessing these memories early may support them to better understand their own behaviours and find pathways to self-forgiveness, responsibility and making amends. It could also remind them of some valuable witnesses to support their case.

Step 3

At all times, ensure the focus of this activity is on helping the young person download and make sense of what happened. It is not your own curiosity or investigation skills that should be driving this. Listen to the young person. Give them plenty of positive encouragement and remind them of their good qualities.

Keep validating the young person as they share with you. Use reflective and clarifying statements (see Facilitator Notes) to show you are listening and understand.

They are likely to be experiencing a profound amount of shame and panic, so remaining calm and neutral will have a positive effect on their mental state. If you need to vent, don't do it around them. Find a safe person or space for you to express your own emotions.

Step 4

You might like to have a conversation with the young person about what it means to have really messed up or 'crossed the line'. You could use The Line activity on the This Won't Define Me Worksheet to explore what it means to cross the line. Above the line would be events or actions that have permanent or long-term consequences. Below the line would be events or actions that are reversible or have only a short or medium-term consequence.

Step 5

You may notice the young person demonstrate unusual behaviours or refer to symptoms that could be related to the trauma of the event or post-traumatic stress disorder (PTSD). If you notice any of the following symptoms we recommend you refer them to a psychologist or GP as soon as possible:

Easily startled
Tremendous fatigue and exhaustion
Tachycardia (very fast heartbeat)
Edginess
Insomnia
Changes in sleeping and eating patterns
Extreme alertness; always on the lookout for warnings of potential danger
Intrusive thoughts of the event that may occur out of the blue
Nightmares
Loss of memory and concentration abilities
Disorientation
Confusion
Obsessive and compulsive behaviours
Detachment from other people and emotions
Emotional shock
Panic attacks

Source: cascadebh.com/behavioral/trauma/signs-symptoms-effects/

Possible questions:

It sounds like you are wanting to share something big.
I'm interested to know more about what happened.
What was your role?
Who else was involved?
What were the events leading up to this?
What was the point where things got out of hand? Do you know why?
What did you do afterwards?
How do you feel about what happened?
What have you learned from this event?
What might you do differently if you could?
What would you do the same?
What does it mean to cross the line? What would be below the line and what's above the line (where below = not too bad and above = really screwed up)?

Part C: Planning ahead

After the initial shock of the event has worn off, the young person will likely (or may need to) start to think about their future. They may reflect concerns about facing the consequences of their actions or report strong feelings of guilt, sadness, shame or anger at themselves or others. Planning for the future can involve multiple factors:

identifying support networks
understanding the consequences of their actions on themselves and others
considering making amends or apologising for their actions
holding themselves and others accountable for their role in the event
considering making changes to the lifestyle factors, decisions or beliefs that let them to the event
seeking professional help.

Step 1

The best first step in planning ahead after a negative event is to identify your support networks and surround yourself with people who care about you. This may be more challenging for some people than for others. This can be a very important activity for you as well so that you don't end up taking on the whole responsibility of carrying this young person through this challenging time.

You might like to use the Circles Of Trust activity on the This Won't Define Me Worksheet to explore relationships of trust in the young person's life. Those in the inner circle are 100% trustworthy, working outwards to those outside the circle who can't be trusted. Prompts are provided to help the young person consider the many people they know and whether they feel they belong on their circles of trust.

Having this document handy (such as in a wallet) can help the young person feel supported when they feel particularly alone. It can also help them collate a shortlist of trusted people they could reach out to if in need.

Step 2

Undoubtedly if a young person is aware they have really messed up or crossed a line, they will have a lot of fears and anxieties about their future. It can be helpful to identify what these worries are. You could use the Circles Of Control and Influence activity on the This Won't Define Me Worksheet to explore their concerns and consider the elements that are still within their control. This activity has the potential to be quite empowering for the young person as they start to shift their focus away from things that are beyond their control and feel empowered in themselves again. If they have never felt empowered in their life, it could be challenging for them to understand, or else provide quite a breakthrough.

Some of the young person's worries may not be about themselves and their own future. They may be concerned or upset about seriously hurting someone else. Helping to understand the real impact of the actions on this person can often be quite confronting. It might be better for them to do this with a professional therapist. This exercise will help them build empathy for the person they have harmed and their family members. This can often provide the motivation to make amends, which can be a very healing practice.

Step 3

If a young person decides they would like to apologise or make amends you can help them practise a range of scenarios or role-play with them. Understanding that a person may not be open to an apology is important so that they don't experience too much shock or disappointment. Sometimes people are very receptive and forgiving and this can provide much opportunity for healing for everyone involved. Help the young person write letters or practise speeches or identify things they might be willing to do to 'pay for' what they've done. Perhaps it is something akin to community service, like fixing their garden for the next 12 months, or it could be promising to make changes in their life and following through on their promises (like going to rehab, or violence counselling).

Step 4

In some instances, it may be important for the young person to weigh up the pros and cons for taking full responsibility for their actions and/or turning themselves into the police. They should always seek legal advice before doing so and have a trusted adult or lawyer present. They may find that they will be given leniency for taking responsibility and showing remorse. They may also feel that serving their sentence might bring them more peace than spending the rest of their lives feeling guilty or worrying that they might be caught. A young person may not initially consider turning themselves in, but it is often worth raising the idea with them, provided you do not place any pressure on them to do so. Have them investigate their options fully and weigh up the good and bad of each scenario before they take any action. If a young person already has a criminal record, the consequences for the actions might be much more severe, so make sure you and their lawyers are aware of any prior charges before proceeding down this path.

Keep in mind that many people who enter the justice system can suffer the negative cycles of this for decades. Going to prison or entering the juvenile justice system is no small matter and should be considered very carefully. Some careers will not allow those with a criminal record to practise, so their decision could have major consequences for their future. It may be worth chatting to the young person about what their goals or dreams are, or were, prior to the event, so they can begin to work out what course of action might be best for them.

Note: Unless you are fearful that the young person shows no remorse and is very likely to reoffend, it would not usually be recommended to turn them in yourself. Think very carefully before you betray this young person's trust in this way and seek legal advice yourself if you are at all unsure about what to do. The ethics and law surrounding crime can be very complex, so take care of yourself and think everything through carefully before acting.

Step 5

At some point, the young person is going to have to face the circumstances of their life that led to this event occurring. Perhaps they have friends who are bad influences, are involved in substance use or have anger issues. They may live in an unstable environment or have gotten in way over their head in some ways. They might have poor habits and self-care and don't know how to express or manage their feelings.

Helping the young person identify what these negative circumstances are is important in the process of identifying what they might be able to change. Things they might be able to change could include their living situation, peer group, substance use, school, negative behaviours. In some situations, it could be very difficult for them to change some of their circumstances. Leaving an abusive family home or exiting a gang might be near impossible for them. This is where you may need to help the young person access social services or legal services to help the young person identify what rights and support they have available to them. You might like to use the Changes activity on the This Won't Define Me to help the young person identify the changes that they wish to make.

Possible questions:

Who in your life cares about you?
Who can you go to for help? In which situations?
What consequences are you most worried about?
Is there anything you can do to change or reduce the impact of these consequences?
Are you willing to take responsibility for your actions?
What are you willing to change, do differently or give up?
What might be the consequences of you taking responsibility or not taking responsibility? Could these consequences change if someone charges you in ten years' time? Do you need to learn more about this?
Do you have a criminal record?
Are you willing to say sorry or make amends?
Who might you want to say sorry to?
What's within your control?
What's out of your control?
Are you willing to do whatever it takes to prevent this from happening again?

Part D: Education

Whatever you do, do not assume knowledge if you are not qualified and well-researched. Misinformation can cause more problems for the young person than their actions themselves. Ensure you encourage them to seek the appropriate professional help as soon as they are able.

The below resources are informational only and do not replace professional advice. They provide a starting point for understanding the potential consequences of violent behaviours and crime.

Assault

There are many different types of assault in Australian law and each of them comes with its own range of legal consequences. Watch the video for more information on the types of assault charges and the additional information can teach you more about each type of assault.

Assault Charges in Australia (https://www.youtube.com/watch?v=vbMiAOq9bhc)

Additional information on assault charges - https://www.thedefenders.com.au/coward-punch-laws-in-australia/

Coward punch (also known as one punch or king hit)

The ‘coward punch', 'king hit' or single unexpected blow to the head is a critical injury that can cause immediate death. Tragically, it can also cause devastating brain damage, ruining the lives of the victim, their family and the perpetrator.

A punch to the head followed by the victim crashing to the ground causes an astonishing range of injuries. The damage caused to the brain may render the victim immediately unconscious so that they are unable to protect themselves when they fall. The blow can fracture the skull, bruise the brain and tear the blood vessels over its surface. This can result in bleeding around the brain, with large blood clots that can crush and tear the fragile brain tissue as it is squeezed out through the openings in the skull and the surrounding membranes, leading to death.

In addition to bruising, swelling and lacerations to the face, injuries resulting from a punch to the head can fracture the jaw, the nose, the cheek bones and the eye sockets, leading to permanent loss of senses such as smell, taste and vision. Despite complicated surgical intervention these facial fractures often result in lasting loss of normal jaw and eye movement, facial sensation and result in a life of chronic pain.

Punches to the head also affect the neck as the head is whipped around by the blow. This can stretch the arteries around the cervical spine, tearing them and resulting in bleeding and the brain being starved of blood leading to brain death.

For those who survive such an assault they are never the same again. Survivors may be left in a vegetative state, or endure lifelong severe mental and physical disabilities, preventing them from working, enjoying personal interests and separating them from their family and friends. For many of the bedridden they are reduced to living away from their family in permanent care nursing homes.

Source: Victorian Institute of Forensic Medicine (2019)

Some statistics from the Victorian Institute of Forensic Medicine (VIFM) on coward punches:

Males are almost exclusively the victims and perpetrators of coward punches. From 1990 to 2020 11% of victims and 1.4% of perpetrators were female. (VIFM, 2025)
Victims of coward punches are aged between 15-61 with an average age of 26 (VIFM, 2025).
Alcohol is the most common drug detected in perpetrators of coward punches (VIFM, 2019, 2021).
One punch assaults do not only affect the victims. These are children, siblings, partners, parents, friends and colleagues. These deaths have a real, and often permanent, ripple effect in the community. These senseless acts of violence do not discriminate (VIFM, 2025).

What is the 'One Punch' law? (https://youtu.be/uNkkpfQFqnk)

Learn more about one punch laws in Australia - https://materchristi.libguides.com/teenagersandthelaw/onepunch_law

Part E: Referral avenues

When to get help

If the young person feels they have a crossed a line, then it is definitely time for them to get professional help. The most important thing to keep in mind is that you can't force anyone to get help. They need to be willing. Be patient, but ensure that they know where they can go if and when they decide they are ready. Sometimes people will reach out in the middle of the night or when they are experiencing a high level of distress, so it is important for the young person to have this information on hand so they can go to it at any time.

It can also be useful for them to have a list of four or five names and phone numbers of trusted people in their life, such as family, friends, teachers, coaches or religious leaders that they can call in case they require urgent assistance. You can use the Circles Of Trust activity on the This Won't Define Me Worksheet to establish who these people might be.

If an event the young person was involved in appears to be very serious, or criminal, it may be necessary for the young person to access legal advice. If you worry that the young person could find themselves in trouble with the law, immediately recommend that they seek legal advice and do not attempt to give legal advice yourself. You might need to also consider that any information they share with you about the event could put you in a situation where you have to speak in court, perhaps even against them. Think carefully before you pursue any lines of questioning with this young person and do so only if you fully understand the ramifications. In some situations, you may need to seek legal advice yourself.

Where to go for help

You can provide the young person with any or all of the below referral services. You could also encourage them to speak with a counsellor at school, a youth worker, social worker or any other local service provider that you are aware of who could assist. Ensure that anyone you refer them to has the appropriate qualifications to deal with complex social, emotional and/or legal issues.

Explain to the young person that, if at any time, they feel that the person they have chosen to speak to isn't suiting their needs, they are able to find someone else at any time. They don't have to stay in any situation that makes them uncomfortable or isn't working for them, but that doesn't mean they should quit when things get hard. Explain that dealing with our problems can be difficult and can bring up a range of feelings and that seeking help takes courage and persistence. You may like to offer them support as they go through this process so they feel they can explore with you what they are learning and whether they find it helpful or not.

A psychologist will be able to help them unpack their feelings about the event. A good starting point for a referral to a psychologist is via the school wellbeing team or a local GP who can write up a mental health plan for free access to psychological services (if they have access to Medicare). In some instances, the young person may not be willing to share their full story with a GP (who is likely to be bound by mandatory reporting laws) so may need to consider how they wish to communicate their needs with the GP.

A local council or youth service may be able to make recommendations about where the young person can go for legal support, social workers or community assistance programs, such as rehabilitation programs or support groups (if relevant).

In some instances, it may be appropriate for the young person to turn themselves into the police. Ensure they have received legal advice before doing so. You may like to go along with them to offer your support. You should never pressure a young person to speak with the police, as being charged may have a devastating and irreversible impact on their life. You can certainly discuss with them whether or not they feel, or lawyers suggest, that the law may show leniency if they take responsibility for their actions, but unless you are a lawyer yourself, tread carefully. A young person should always have a trustworthy adult, guardian or lawyer present with them when speaking to the police.

Legal support

Youth Law Australia

Youth Law Australia is a community legal service that is dedicated to helping children and young people in Australia and their supporters to find a legal solution to their problems.
https://yla.org.au/

Legal Aid

Legal Aid provides a number of free legal services which are available to anyone in the community. These include legal information and referral services and, in some cases, minor assistance (for example, telephone advice). Legal Aid in Australia is legal assistance provided by the Government. Each state and territory has its own Legal Aid Commission, which is responsible for administering Legal Aid. There are Legal Aid offices in cities, suburbs and towns across Australia.
https://www.probonocentre.org.au/legal-help/legal-aid/

Mental health support

Kids Helpline

Kids Helpline telephone, web and email counselling is available 24 hours a day, 7 days a week to children and young people of Australia aged between 5 to 25 years of age.
www.kidshelpline.com.au
Phone: 1800 55 1800

Reach Out

This website has information about drugs, where to seek help, how to help a friend and many other youth-related issues.
www.au.reachout.com

Headspace

Headspace provides information and counselling services with anything to do with alcohol, drugs, education, employment and general or mental health. It’s for 12 to 25-year-olds and has centres all around Australia.
www.headspace.org.au

Beyond Blue (https://www.beyondblue.org.au/)

Beyond Blue provides information and support to help everyone in Australia achieve their best possible mental health, whatever their age and wherever they live.
1300 22 4636

Lifeline

Lifeline is a national charity providing all Australians experiencing emotional distress with access to 24-hour crisis support and suicide prevention services.
13 11 14

Sane Australia

Sane has a helpline and website that provides information and support for mental health issues.
www.sane.org
Phone: 1800 18 7263

Possible questions:

Would you be willing to talk to someone trained in these issues?
Who might you like to talk to or get help from?
What kind of help do you most need right now?
Can I help you with accessing any services?
Would you consider speaking to a lawyer to get some advice?
Would you consider speaking to a therapist to help process your feelings about the event?
Have you considered turning yourself in and what the consequences might be?
Do you know of any lawyers with experience in this?
Would you like me to come with you?

Coward Punch - 1 On 1 - I Really Messed Up This Time

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Summary

Lesson guides and printables

In this lesson