https://www.myowl.org/chapters daily 0.75 2020-07-02 https://www.myowl.org/students daily 0.75 2025-11-07 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597356952165-9ZMLBY8G9JWD4K5B2Z13/guy-bowden-lVDnLUACI18-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597357046256-YWFNJ5P4D2AKLLRGHT74/greg-rakozy-oMpAz-DN-9I-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597357263644-5IE81BA50YN9FIM084BT/zac-durant-_6HzPU9Hyfg-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597359960968-GD2B1BQQW5UA0FUGS4L5/casey-horner-TKZWCqP9joE-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597360356076-CEW33H5N71572E9BSJBP/gard-skaar-johansen-PznV0NTlErY-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597360755191-F7QKDIFR74OQGSIEKJDN/eberhard-grossgasteiger-pBgnT4KH8d4-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597360945201-LF9TJTAXXUOTFKGNNTPU/eberhard-grossgasteiger-poY8i2mrMpg-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361016587-6QYOD9TENGM2N97Q2JMF/adam-bixby-pLsphJKrAkk-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361106489-B4KDIJ7H6ZBOM39LMWEK/fidel-fernando-UQAV1WTwJCo-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361196217-ELB454QMHDC7UCNTNDTR/benjamin-lizardo-icrhAD-qidc-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361252591-MEA77PQOING7UDYLR2ZZ/muhammad-haikal-sjukri-1NzJggtJ6j4-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361350850-VMTNQPIY1F77CSBG3ERX/richard-lee-xWQcud4Xtr4-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361434660-M1AZAARG731G6DKWFD27/kenrick-mills-T2C-6wdndPg-unsplash.jpg For Students https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361593361-WXZ5RIC48BDKENOEUBY6/patrick-hendry-yQIMVSwePtk-unsplash.jpg For Students https://www.myowl.org/news daily 0.75 2025-05-12 https://www.myowl.org/news/get-out-there-km7mp monthly 0.5 2020-06-19 https://www.myowl.org/news/why-deserts-matter-too-rgm5m monthly 0.5 2020-06-19 https://www.myowl.org/news/new-hope-in-old-appalachia-3a7jl monthly 0.5 2020-06-19 https://www.myowl.org/studenthome daily 1.0 2025-09-09 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597354439469-YN28B2HCF01Q2FD9E6VM/owl.jpg Homepage (MAIN) - About MyOwl Find out about the origins of the MyOwl project and our mission to improve youth mental health through literature. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597353729610-31OOF702IJLPAA67K483/jeremy-bishop-EwKXn5CapA4-unsplash.jpg Homepage (MAIN) - Are you a teacher? Interested in teaching your students about mental health literacy? Learn how to do that? https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597354674295-EYGR4OX2RNU35T2D9C2G/forrest.jpg Homepage (MAIN) - Are you a student? Click here to find information and assignments. https://www.myowl.org/teacher-resources daily 0.75 2026-01-27 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597357575637-N0TU5IYTIH9IVI2XLN1H/casey-horner-TKZWCqP9joE-unsplash.jpg Teacher Resources - Unit 1 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597360356076-CEW33H5N71572E9BSJBP/gard-skaar-johansen-PznV0NTlErY-unsplash.jpg Teacher Resources - Unit 2 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597357730839-3OT1PE1S1LV6KI2WJDBK/eberhard-grossgasteiger-pBgnT4KH8d4-unsplash.jpg Teacher Resources - Unit 3 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597357955376-LGNKV25JXQVHPJVTH6AN/eberhard-grossgasteiger-poY8i2mrMpg-unsplash.jpg Teacher Resources - Unit 4 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361016587-6QYOD9TENGM2N97Q2JMF/adam-bixby-pLsphJKrAkk-unsplash.jpg Teacher Resources - Unit 5 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597358213451-KFNFGAC9TF064R7ZI0TC/fidel-fernando-UQAV1WTwJCo-unsplash.jpg Teacher Resources - Unit 6 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361196217-ELB454QMHDC7UCNTNDTR/benjamin-lizardo-icrhAD-qidc-unsplash.jpg Teacher Resources - Unit 7 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597358506825-QZYYFZ4ZYGR08JY73HIH/muhammad-haikal-sjukri-1NzJggtJ6j4-unsplash.jpg Teacher Resources - Unit 8 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361350850-VMTNQPIY1F77CSBG3ERX/richard-lee-xWQcud4Xtr4-unsplash.jpg Teacher Resources - Unit 9 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361434660-M1AZAARG731G6DKWFD27/kenrick-mills-T2C-6wdndPg-unsplash.jpg Teacher Resources - Unit 10 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597361593361-WXZ5RIC48BDKENOEUBY6/patrick-hendry-yQIMVSwePtk-unsplash.jpg Teacher Resources - Unit 11 https://www.myowl.org/curriculum daily 0.75 2021-01-05 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609887774682-G3133O0XWULYM6YBW0LM/lili-popper-lu15z1m_KfM-unsplash.jpg The Curriculum - TEACHER-LED Teachers facilitate experiential learning where students are asked to consider what they would do if they or their friends were faced with Harry’s difficulties. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609887854910-IRTZ0D1F0KXFNH7SM12K/image-asset.jpeg The Curriculum - ‘STRESS BUSTERS’ Youth learn strategies for managing distress and develop a personalized action plan for how to cope when it arises including a toolbox of “Stress Busters” that they can access. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609887644125-EQ8D21SI1S3NNKEZ7FDI/egidijus-bielskis-Kvc5x3Bvfd4-unsplash.jpg The Curriculum - Cognitive Behavioural Therapy A CBT-based curriculum is ideally suited for universal mental health education as CBT has strong evidence of effectiveness in treating most common mental health problems including mood, anxiety, and substance use disorders. https://www.myowl.org/about-studies daily 0.75 2021-04-14 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1601919615870-VX3034ORNOHR4NZIGILF/pexels-free-nature-stock-1613046.jpg About our Studies - Interested in Participating? Click below to learn about our current study. https://www.myowl.org/aboutus daily 0.75 2025-09-10 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609270532661-I9RNJ8ATA2I7Z7THOED1/daniel-sessler-4r3iFXolFec-unsplash.jpg About us - The Catholic District School Board of Eastern Ontario Staff and teachers from the CDSBEO in Ontario, Canada helped transform Dr. Sinyor’s vision into a curriculum geared towards middle school language teachers and students. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609270640271-ZVHY8EGBRMZLY1CQQYOA/daniel-sessler-AIgyurVPWU4-unsplash.jpg About us - Sunnybrook Health Sciences Centre A team of Cognitive Behavioural Therapy (CBT) experts at Sunnybrook Health Sciences Centre in Toronto, Canada reviewed the curriculum and suggested further modification to ensure that CBT principles were communicated optimally. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609271227850-G2J06OU8RVGZJZI8ZVNI/image-asset.jpeg About us - The Launch In 2018, the pen-and-paper version of the curriculum was launched in numerous school boards across Ontario, Canada including across the CDSBEO and the Toronto District School Board (TDSB) reaching thousands of students. We have been researching the curriculum since then. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609271351347-9H3R7UBWOP5DEEW69BZH/daniel-sessler-RUfur5jjVTU-unsplash.jpg About us - The Website In 2020, Dr. Sinyor and his research team received a grant from Mental Health Research Canada and the Institute for Advancements in Mental Health to create a digital version of the curriculum that can be accessed worldwide. Staff at Google Canada and their charitable partners donated their time and expertise to make this website a reality. https://www.myowl.org/contributor daily 0.75 2021-01-05 https://www.myowl.org/contact daily 0.75 2020-12-29 https://www.myowl.org/testimonials-and-feedback daily 0.75 2021-02-25 https://www.myowl.org/current-study daily 0.75 2021-02-25 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609792616343-HSA3LSEXTUFIF8UV39PM/School+recruitment.png Our Current Study https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609792659928-FIPWLK5TPZSEOFQ6EEKK/Participant+recruitment.png Our Current Study https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609792850029-LPA165GT543M5IL67FZA/Parent+consent.png Our Current Study https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609792887871-4DSO1RH935HYKJVL7V53/Youth+consent.png Our Current Study https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609793255741-5VI2FD0MNZ22ZH4Y11NZ/Questionnaire.png Our Current Study https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609793285785-WNVAZ123AY2O330RB9W8/image-asset.png Our Current Study https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609793329870-HBWCSQ03XCRAE9Y1KXZT/Curriculum.png Our Current Study https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609793412645-LCL6T8W0CZW5V94PLKUO/Feedback.png Our Current Study https://www.myowl.org/introduction daily 0.75 2020-12-22 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1603127178903-X1XMJI97GNFO1DF37WYU/myowl+teachers+manual.jpeg Introduction: Overview - Each section is comprised of an overview of how the chapter(s) are related to CBT and a description of the specific CBT components and guiding questions. Sample lesson plans are provided, and a variety of student and class activities are included. Note that lessons are divided into core CBT content (i.e. what is needed to successfully communicate CBT concepts to students) as well as optional content (covering additional mental health literacy lessons and general literacy such as vocabulary lists) that educators may wish to use but are not strictly required to complete the curriculum. https://www.myowl.org/intro-cbt daily 0.75 2020-12-22 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1598419331587-NOW5ASUI74OE3794W40H/cbt.png Introduction: CBT https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1602872445831-2NONPH7VP2HAMD36Q0SW/Vicious+cycle+updated.png Introduction: CBT https://www.myowl.org/teachers-faqs daily 0.75 2021-03-09 https://www.myowl.org/new-page daily 0.75 2020-10-30 https://www.myowl.org/new-page-1 daily 0.75 2020-10-30 https://www.myowl.org/test-page daily 0.75 2020-11-11 https://www.myowl.org/fr/le-test-page daily 0.75 2020-11-11 https://www.myowl.org/unit-1-chapters-1-2 daily 0.75 2025-09-16 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1608656785190-123LYDE05GK6BN1SULO7/klim-musalimov-piFq4N0BdK0-unsplash.jpg Unit 1: Chapters 1-2 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1608667118603-V6C4OS5AQ77IU4PA1AW4/image-asset.jpeg Unit 1: Chapters 1-2 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1608667800423-M13I5DA9E15AWCLVDM3C/dylan-leagh-TG9JeYuxSqs-unsplash.jpg Unit 1: Chapters 1-2 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1608666211480-HWOBKJ3JTK2MKSMWJX7L/image-asset.jpeg Unit 1: Chapters 1-2 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1608666919545-LVEBWXDMVJXW177TESB5/alberto-bigoni-aTx5ZHoLuXs-unsplash.jpg Unit 1: Chapters 1-2 https://www.myowl.org/unit-2-chapters-3-4 daily 0.75 2025-12-01 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597360568807-GE6Q8P0V4IX3E9LFMEPW/mark-basarab-9NgKOxVY4wM-unsplash.jpg Unit 2: Chapters 3-4 - CBT Foundations CBT is a talk therapy designed to treat specific mental disorders, most commonly anxiety and depression. In this section we discuss distress (with anxiety as a specific example of it) and resilience (with “Stress Busters” as a method for achieving it). Distress refers to any form of mental discomfort or suffering. It is often precipitated by risk factors such as those listed in Chapters 1-2. Since everyone will experience negative life events (a bad mark, a fight with parents, the death of a loved one etc.) at some point in their lives, everyone will also experience distress. This will happen at different times for different people and even those with few risk factors may suddenly find themselves in distress if they have a negative experience. Anxiety Anxiety is a special kind of distress that is sometimes used to describe the temporary worry, nervousness, or fear we experience before and/or during a challenging life experience. It may also be used to describe more persistent feelings that can arise in mental disorders. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597360646919-8E3ADT1VM42TGH17X9ET/renzo-d-souza-nJMUGwkqHqg-unsplash.jpg Unit 2: Chapters 3-4 - How are Chapters 3-4 Related to CBT? At the beginning of Chapter 3, we find Harry in significant distress. He is now experiencing many risk factors for distress all at once including being homeless and without enough money as well as facing criminal charges and expulsion from school. In the first three paragraphs alone, he is described as angry, frantic, panicked and worried. He begins to survey his own toolbox of Stress Busters including his wand and Invisibility Cloak when he is rescued by the Knight Bus. On the bus, he discovers more reasons to feel worried including that a serial killer (Sirius Black) is on the loose and a reminder that people who break wizard law can be sent to the Azkaban prison. He wonders if he will be sent there. This is an unrealistic worry which is called a cognitive distortion in CBT terms (spoiler: this will be the focus of Chapter 6). Although the Minister of Magic calms Harry towards the end of the chapter by reassuring him he can return to school and will not be prosecuted, this section of the book introduces the reader to distress and anxiety with both relatable and fantastical triggers (i.e. school problems and serial killers). https://www.myowl.org/unit-4-chapter-6 daily 0.75 2025-09-16 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597362705951-9KH8V883DJXPOBAZ7NUP/mathilda-khoo-HLA3TAFQuQs-unsplash.jpg Unit 4: Chapter 6 - CBT Foundations Introduction to Cognitive Distortions (Thinking Errors) Cognitive distortions are thinking errors. These thinking errors happen to everyone infrequently but frequently in people who are depressed and anxious. They can prevent us from making accurate assessments of ourselves and our experiences. Thinking errors lead us to make bad predictions, to jump to conclusions, and to filter out evidence to the contrary. They can get in the way of, or cause us to distort, the facts. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1602872026268-ENVTUWK6CAQKP6D2EDRT/upside+down+trees.jpg Unit 4: Chapter 6 - How is Chapter 6 Related to CBT? The main CBT points for this chapter relate to cognitive distortions and are described in the table above. When Professor Trelawney reads the tea leaves, she becomes the embodiment of distorted thinking and imbues an already vulnerable Harry with a number of thinking errors. She demonstrates catastrophizing, jumping to conclusions, and the fortune telling error. When Trelawney sees the Grim as an omen for Harry, he feels scared and unsure of himself. Some of his more suggestable classmates, likewise, react with fear and sadness. This shows us the link between cognitive distortions and both anxiety and depression. https://www.myowl.org/unit-5-chapter-7 daily 0.75 2025-09-16 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597362865957-GHXG7E1GMDVRRJC4P5LM/douw-keuger-RX29bvP5E-4-unsplash.jpg Unit 5: Chapter 7 - CBT Foundations Avoidance When people are anxious, they avoid the thing that makes them feel nervous or scared. People with anxiety can avoid numerous things including insects, heights, situations where escape may be challenging (an airplane, tunnel, subway), performing in front of a crowd, or going to a party to name just a few. This is a natural human response because the mammal brain fear-system is geared to detect and escape predators. If you are in the jungle and a tiger attacks you, it makes sense for your survival to have a brain that sends powerful signals to avoid further contact with tigers. But this approach does not translate well to a bad experience at your first sleepover party. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1601944426422-N96S9IQ9HYLWCDM7ZV0L/Aro%2BHa_0010.jpg Unit 5: Chapter 7 Chapter 7 more formally introduces the importance of mastering distress through Professor Lupin’s lessons. Although, as we’ve seen, Harry has several people he can draw upon to help him think rationally, the novel positions Lupin almost as Harry’s “CBT therapist” with this first lesson imparting an overarching approach to CBT success. Instead of avoiding their deepest fears, Lupin’s students are invited to face them in the form of shape-shifting boggarts. In doing so, they learn that bringing their fears into the open (and even laughing at them/calling them riddikulus!) makes them less scary. https://www.myowl.org/unit-6-chapter-8 daily 0.75 2025-09-16 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597363180947-DGE9DUH755A1Z77Z84MG/evgeni-tcherkasski-3I4SI-zjTIE-unsplash.jpg Unit 6: Chapter 8 - CBT Foundations The concept of anxiety was first introduced in Chapters 3-4. In Chapter 7, we saw that CBT encourages people experiencing anxiety to expose themselves to their fears. For this to be most effective, those with anxiety must face as many of their feared situations as possible. This can be a daunting task, but a process called systematic desensitization offers a road-map: https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1602877829691-685CV450QIC9H4VA4VXM/stairs+updated+Speech.jpg Unit 6: Chapter 8 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1602877734430-87RWMJDKJPDBM21FC7V9/stairs+updated+oneee+.jpg Unit 6: Chapter 8 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1601944629878-RWMQDWF991A2184RQGXP/owl.jpg Unit 6: Chapter 8 - How is Chapter 8 Related to CBT? In chapter 8, Harry and his classmates are introduced to the concept of a fear ladder. Lupin introduces this ladder by gradually exposing students to the easiest and then more challenging creatures. This chapter focuses heavily on anxiety, sadness and ways of reducing them. Early on in the chapter, Harry gets to practice with his Quidditch team. Quidditch is clearly an activity that gives him a sense of pleasure and mastery (Harry is the only seeker who “has never failed to win…a match”). https://www.myowl.org/unit-7-chapters-9-11 daily 0.75 2025-09-16 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597363401885-WILA6MNQS7DP2RRAH62S/wilsan-u-PGljFBIDS4E-unsplash.jpg Unit 7: Chapters 9-11 - CBT Foundations CBT Core Principle #5 Growth does not occur in a straight line Setbacks, the reoccurrence of difficulties, and relapse are common features of the recovery process. If someone suffers from depression or an anxiety disorder, they demonstrate an underlying vulnerability to experience related thoughts and feelings which does not disappear with treatment. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1601953899345-NVYJUZ0ZJI9JM9OXFBNG/WHIRLWING.jpg Unit 7: Chapters 9-11 - How are Chapters 9-11 Related to CBT? Harry experiences setbacks throughout Chapters 9-11. At the beginning of Chapter 9, he is faced with several risk factors including the attack by Sirius Black, a threat that he cannot practice for his Quidditch match, and the appearance of Professor Snape as a substitute for Professor Lupin (note that Snape jumps to the end of Lupin’s fear hierarchy – werewolves – missing several steps, which is not the proper way to build confidence and manage anxiety). When he arrives for the Quidditch match, the conditions are awful and then he sees the Grim. A swarm of dementors approach. The depression is returning: “a horribly familiar wave of cold swept over him”. He feels ice water in his chest and re-experiences the murder of his parents. Not only does he fall to the ground, but he experiences failure by losing his first Quidditch match and his broom is destroyed. https://www.myowl.org/unit-8-chapter-12 daily 0.75 2025-09-16 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1601955340418-AQOTUI8PY0ABBJ1YNXI3/UNUSED+PEOPLE+EXPLORING+LIGHT.jpg Unit 8: Chapter 12 - CBT Foundations This chapter revisits the notion of coping strategies in the face of depression or Stress Busters. As mentioned, these include people, places, activities, hopes, dreams, and values. CBT often suggests deploying these strategies in an escalating sequence when a person is in distress: https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1601955431103-0MWFTGUR3RU2B51VJ8YH/WATERFALL+UNUSED.jpg Unit 8: Chapter 12 - How is Chapter 12 Related to CBT? In this chapter, Harry starts formal “anti-dementor” lessons with Professor Lupin. Here readers are introduced to the concept of a “Patronus”: “a positive force…hope, happiness, [and] the desire to survive”. Like boggarts, one’s Patronus is unique and individualized. Lupin explains to Harry that conjuring a Patronus is a unique challenge: “Many qualified wizards have difficulty…[and] it only works if you are concentrating with all your might”. The Patronus is a metaphor for resilience in the face of depression and can be thought of as a person’s most potent Stress Buster (or alternatively, the collective effects of all of one’s Stress Busters). Harry is ready to approach the daunting task of warding off a dementor because he has already had some success with basic CBT techniques. Early in Chapter 12, there is a brief mention of Professor Trelawney telling Harry that he has the shortest “life line” on his palm that she has ever seen. Notice that this doesn’t seem to have any significant effect on his mood and does not provoke worry thoughts. Harry is already starting to do a better job of spotting and dismissing thinking errors. https://www.myowl.org/unit-10-chapters-17-20 daily 0.75 2025-09-16 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597364453890-THX0OR9495M8QTYR4EQN/eberhard-grossgasteiger-pBgnT4KH8d4-unsplash.jpg Unit 10: Chapters 17-20 - CBT Foundations Core Beliefs Core beliefs are deeply held ideas, philosophies, and assumptions. They shape our understanding of ourselves, others and the future. Core beliefs are at the very centre of our belief system and are usually developed in childhood or early in adult life. It is important to note at the outset that while core beliefs are addressed in Harry Potter and the Prisoner of Azkaban, care must be taken in introducing this topic to youth because it can cut deep and because core beliefs are still “under development” in this age group. The information provided below is therefore given to assist teachers in understanding what core beliefs are and how they relate to Harry’s story. However, the emphasis of learning should focus on Harry’s core beliefs (rather than the students’ own core beliefs) with the key points that they can evolve over time and that evidence can sometimes help people modify negative core beliefs. Students can certainly consider reflecting privately on their own core beliefs, but this should not be done as a group/during class time. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1601955892519-8SB4BCJAHDEVH9SZ0MLR/COMET+IMAGE.jpg Unit 10: Chapters 17-20 - How are Chapters 17-20 Related to CBT? Harry has now had a chance to practice his CBT skills in low-stakes situations (e.g. with the boggart, at the end of year test) and now he is ready to apply them in a crisis. https://www.myowl.org/unit-9-chapters-13-16 daily 0.75 2025-09-16 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597364248289-5PLKOM3Q8GCWHQCG17M8/michael-rivera-WI5WcEeKd74-unsplash.jpg Unit 9: Chapters 13-16 - CBT Foundations Putting Skills into Practice “Homework” is an indispensable aspect of CBT. CBT’s philosophy is that it is not sufficient to merely talk about your problems and your skills. You have to practice implementing those skills. By now, students receiving this curriculum should already be very familiar with this idea given the assignments for each unit which encourage practicing skills. However, these chapters introduce Harry to the concept and provide an opportunity for us to review it. In that spirit, students should be encouraged to continue to try practicing some of the skills they have learned through this curriculum outside of class time. Resilience As described in Chapters 3-4, resilience is defined as an individual’s ability to overcome adversity and to continue his or her normal development. We can encourage resilience by helping people recognize their personal strengths and then to realize how they can apply them in other situations. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1601955563112-L3XANKB9AGK1O8HUPGHW/TREES.jpg Unit 9: Chapters 13-16 - How are Chapters 13-16 Related to CBT? Now that Harry has learned about cognitive restructuring, behavioural activation, fear hierarchies and Stress Busters, he can work on putting them together to make himself feel better. Although he is still nervous about his limited ability to produce a Patronus, at the beginning of Chapter 13, Harry returns to Quidditch with his friends and gets to try his new Firebolt which is “better than he’d ever dreamed”. He worries about the Grim returning but when he thinks he sees it he shines a light towards it (gathering evidence) and discovers it is just Hermione’s cat. When Malfoy tries to bully Harry the next morning, he defends himself, showing confidence he would not have been able to muster a few chapters earlier. https://www.myowl.org/unit-3-chapter-5 daily 0.75 2026-01-27 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597362487040-9DG6TSMP2U17E1A5FE2S/annie-spratt-v6asLq_dYzw-unsplash.jpg Unit 3: Chapter 5 - CBT Foundations Depression On dementors: “…they glory in decay and despair, they drain peace, hope, and happiness out of the air around them….Get too near a Dementor and every good feeling, every happy memory will be sucked out of you” Depression is an experience of persistent sadness, lack of interest in activities or both that can lead to feelings of profound hopelessness. It interferes with day-to-day functioning including family life, school and relationships. Some cases of depression do go away without treatment but, in many instances, seeking professional help is the best way to get better quickly and to return to usual functioning. In addition to sadness, symptoms of depression include: lack of interest, enthusiasm or motivation/loss of pleasure; poor sleep; changes in eating patterns; forgetfulness and lack of concentration; fatigue; feeling or looking slowed down; worthlessness; guilt; hopelessness; a sense of feeling separate from the world or that life is not worth living; physical symptoms such as frequent headaches and body aches. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1603128738007-0Y951YJV87VUI674P1W0/moon+dark.jpg Unit 3: Chapter 5 - How is Chapter 5 Related to CBT? In Chapter 5, students are introduced to “dementors” which are a proxy for depression. Indeed, like depression, dementors force the person that they are attacking to feel several things at once: like they will never be cheerful again; everything slowing down; they experience a heightened awareness of their environment; confusion and a mysterious feeling that is experienced as intensely unpleasant; physical sensations such as intense cold and shortness of breath; drowning; unable to move; and experiencing painful recollections of past trauma. Harry has a very specific reaction following his experience with the dementor which is common among people who experience depression and mental disorders in general (including negative thoughts about himself and the future). Harry becomes disoriented, feels embarrassed and worried about what others think of him, feels weak and vulnerable, is worried that it might happen again, and is reluctant to seek help by going to the hospital wing. https://www.myowl.org/unit-11-chapters-21-22 daily 0.75 2025-09-16 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597364656473-PKCE31QK65XGK08YWSQW/ilja-tulit-CoREQIuk1qM-unsplash.jpg Unit 11: Chapters 21-22 - CBT Foundations Consolidating skills and “fixing” the past CBT is a treatment which emphasizes the development of skills. At this point both Harry and the students have learned many CBT skills and have practiced them. Towards the end of CBT, some versions emphasize a thought experiment in which a person “goes back in time” to a difficult moment before CBT and thinks about how he or she would use the CBT skills learned to have arrived at a different outcome. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597364685443-S7SEPI1DQAPMTMEQ6179/davide-cantelli-H3giJcTw__w-unsplash.jpg Unit 11: Chapters 21-22 - How are Chapters 21-22 Related to CBT? Chapter 21 introduces the “Time-Turner’. While the availability of time travel may be somewhat problematic for our understanding of the Harry Potter universe, it is an absolutely vital inclusion for the end of Harry’s CBT lessons. He needs to prove to himself that with a full understanding of the facts and having practiced his skills, he will be able to achieve a more positive outcome. https://www.myowl.org/language-selection daily 0.75 2025-09-17 https://www.myowl.org/fr-homepage daily 0.75 2025-10-22 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597354439469-YN28B2HCF01Q2FD9E6VM/owl.jpg French Homepage - À propos de MyOwl Découvrez les origines du projet MyOwl et notre mission d’améliorer la santé mentale des jeunes à travers la littérature. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597353729610-31OOF702IJLPAA67K483/jeremy-bishop-EwKXn5CapA4-unsplash.jpg French Homepage - Enseignant(e)? Souhaitez-vous enseigner la littératie en santé mentale à vos élèves? Apprenez comment faire. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1597354674295-EYGR4OX2RNU35T2D9C2G/forrest.jpg French Homepage - Étudiant(e)? Cliquez ici pour accéder aux informations et aux devoirs. https://www.myowl.org/fr-aproposdenous daily 0.75 2025-09-10 https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609270532661-I9RNJ8ATA2I7Z7THOED1/daniel-sessler-4r3iFXolFec-unsplash.jpg À propos de nous - The Catholic District School Board of Eastern Ontario Staff and teachers from the CDSBEO in Ontario, Canada helped transform Dr. Sinyor’s vision into a curriculum geared towards middle school language teachers and students. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609270640271-ZVHY8EGBRMZLY1CQQYOA/daniel-sessler-AIgyurVPWU4-unsplash.jpg À propos de nous - Sunnybrook Health Sciences Centre A team of Cognitive Behavioural Therapy (CBT) experts at Sunnybrook Health Sciences Centre in Toronto, Canada reviewed the curriculum and suggested further modification to ensure that CBT principles were communicated optimally. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609271227850-G2J06OU8RVGZJZI8ZVNI/image-asset.jpeg À propos de nous - The Launch In 2018, the pen-and-paper version of the curriculum was launched in numerous school boards across Ontario, Canada including across the CDSBEO and the Toronto District School Board (TDSB) reaching thousands of students. We have been researching the curriculum since then. https://images.squarespace-cdn.com/content/v1/5efa225fdc02802e6b59e117/1609271351347-9H3R7UBWOP5DEEW69BZH/daniel-sessler-RUfur5jjVTU-unsplash.jpg À propos de nous - The Website In 2020, Dr. Sinyor and his research team received a grant from Mental Health Research Canada and the Institute for Advancements in Mental Health to create a digital version of the curriculum that can be accessed worldwide. Staff at Google Canada and their charitable partners donated their time and expertise to make this website a reality.