1
Q
well-being
A
overall state of feeling comfortable, healthy and happy
- mental health
- physical fitness
***living well, doing meaningful things and working towards things that matter
2
Q
mental health
A
psychological, emotional and social aspects of thinking, feeling and behaving
- pre-requisite to realizing potential, being able to cope with normal life stress, and being productive at work or school
- having good mental health means mental and emotional systems are healthy
3
Q
good physical health
A
your body and organ system are healthy
4
Q
components of well-being
A
- mental health
- physical health
- supportive/secure environment
5
Q
emotional well-being
A
feeling happy and satisfied with life
6
Q
social well-being
A
positive social value
7
Q
optimal physical health
A
- good sleep
- exercise
- nutrition
- mental health
8
Q
contributors to mental health
A
- realizing potential
- emotional health
- psychological health
- social connectedness
9
Q
realizing potential
A
degree to which you feel you are reaching your potential and making a meaningful contribution to the world around you
- impacts your mental health
10
Q
emotional health
A
- made up of your feelings and emotions
- relates to ability to regulate your feelings across different challenges, experiences and contexts
11
Q
psychological health
A
- involves how you think about things and regulate your feelings
- ability to self-reflect, problem-solve, manage emotions, be resilient, think and be attentive
12
Q
social connectedness
A
- involves creating and maintaining good relationships with others and behaving in a socially acceptable way
- relies on development of positive social skills such as empathy
13
Q
mental health spectrum meaning
A
on a spectrum
- does not mean that you either have mental health or you do not have mental health
**triangle means as you go up in intensity, there are fewer people that meet that threshold
14
Q
mental health spectrum (bottom to top)
A
- well
- symptoms
- concerns or problems
- disorders or illness
15
Q
mental health spectrum - well (level 1)
A
- feeling content, capable, and happy
- stress and disappointment are manageable
- any discomfort is short-lived and appropriate to the stressor or context
- healthy lifestyle, good psychological coping and supportive relationships
16
Q
mental health spectrum - symptoms (level 2)
A
experiences that can be associated with some distress, but situational
- may not indicate a problem or disorder
- symptoms might subside when a stressor or disappointment resolves
17
Q
what happens is symptoms persist
A
indicate mental health concern or problem (level 3)
18
Q
most common symptoms of distress
A
- anxiety (over-worry, heart racing, difficulty relaxing)
- mood (sad, negative, low energy)
- trouble sleeping
19
Q
mental health spectrum -concerns or problems (level 3)
A
presence of symptoms that persist and are associated with distress or difficulty BUT are not severe enough to be considered a diagnosable mental illness, condition, or disorder
- typically relates to persistent or new life event or stress
- support is helpful
ex. symptoms in response to death of a loved one
20
Q
mental health spectrum - disorders or illness (level 4)
A
clinically diagnosed illness that require evidence-based treatments provided by professionals
- clinically significant symptoms - disturbance in thought, feeling, and perception that negatively effects daily life
- causes significant distress and impairment
ex. major depressive disorder or generalized anxiety disorder
21
Q
major depressive disorder
A
persistent feeling of sadness and loss of interest in usual activities
- disturbances in sleep, hunger and appetite
22
Q
general anxiety disorder
A
persistent and excessive worry about everyday events
23
Q
relationship between mental health and well-being
A
parallel continuum
- can have a diagnosed mental illness in good quality remission and therefore experience good well-being
- can have no diagnosable mental disorder but have poor well-being
24
Q
factors contributing to the need for University mental health services
A
- at-age risk (brain undergoing development)
- transition period (whole new set of stressors - academic, social & financial)
- vulnerable brain (not developed and more vulnerable due to added stressors)
- lacking support
- decrease is stigma (poor stigma around mental health - don’t want to seek help)
25
mental health stigma and discloure
as stigma diminishes, an increasing number of students are disclosing mental health concerns
- 1/3 of students entering university with a mental health condition actually intend to disclose it
26
Contributors to Mental Health and Academic Outcomes in First Year
1. family factors
2. personal factors
3. early environment
4. psychological
5. lifestyle and behaviour
27
family factors contributing to mental health and academic outcomes
- family relationships
- parental mental health history
- parent education
28
personal factors contributing to mental health and academic outcomes
- mental and physical health
- age
- gender
- sexuality
- socio-cultural background
29
early environment contributing to mental health and academic outcomes
- childhood abuse
- neglect
- peer bullying
- early loss/separation
30
psychological factors contributing to mental health and academic outcomes
- emotional self-awareness
- compassion
- resilience
- mental health literacy
- stigma
31
lifestyle and behaviour contributing to mental health and academic outcomes
- exercise and recreation
- social connections
- sleep quality
- substance use
32
7 different Categories of Goals to achieve well-being and mental health
1. community
2. social
3. recreational (maintain fitness, hobbies and activities)
4. career (look for learning experiences)
5. academic (good grades and self-directness in learning)
6. relationships (meaningful)
7. cultural (overcome stigma and share story with those who understand)
33
Mental Health and Academic Success
better mental health is strongly correlated to better academic outcomes
34
5 Factors that are Influenced by Mental Health
1. Energy and motivation
2. Concentration and cognition
3. Self-efficacy
4. Managing stressful situations
5. Belongingness
35
mental health affecting concentration and cognition
mental health influences the mental processes of concentration and cognition (thinking and memory)
36
self-efficacy
extent to which someone believes in their ability to achieve certain outcomes
37
belongingness
a sense of belongingness fosters a pro-social dimension of feeling part of a learning community and collaborating with others
38
risk factors
a biological, psychological or sociological characteristic that is associated with a higher likelihood of a negative outcome
- some modifiable, some not
ex. lack of sleep, using drugs, poor support network
39
protective factors
characteristic that lowers the likelihood of negative outcomes or reduces the impact of a risk factor
ex. good support network, good study-life balance, healthy sleep schedule
40
stressors
person, place, or situation that causes a state of psychological strain or tension
- stress is a psychological response to a stressor
ex. upcoming exam, relationships problems
41
two routes in response to stressors
1. resilience
2. signs and symptoms
42
resilience
being able to adjust, adapt, overcome, and cope with a disappointment, stressor, threat, or adverse event
- occurs when an individual effectively manages their stressors
43
signs and symptoms
observable (signs) or experienced (symptoms) indicators of being under stress
- either distress the individual or impair their ability to function emotionally, socially or academically
- may signal the emergence of an illness or problem, or may be short-lived
- develop if an individual does not adapt (not resilient)
44
psychodynamic model (1900's)
Sigmund Freud
- processes of the mind involve the interplay of psychological forces
- distress arises because of the conscious interpretation of these forces (sadness, anxiety) masks their true unconscious origin (suppressed urges)
- therapist resolves mental conflict between conscious and unconscious mind
45
is the Psychodynamic Model helpful?
no strong evidence that treatment based on this model is helpful
46
Medical/Disease Model
based on Aristotle, Galen, and Hippocrates
- Emil Kaeplin - believed that psychiatric illness were diseases caused by biological and genetic malfunction
- found that illness ran in families and differentiated dementia from mood disorders
- this model views problems of mental functioning (social, emotional, psychological) from a disease perspective with a biological basis
- emphasizes recovery through somatic treatment (medication and brain stim)
47
Behavioural Model - who
Pavlov in 1920’s, Watson in 1930’s and Skinner in 1950’s
48
Behavioural Model - what
theorizes that how you behave day to day is conditioned due to the reinforcement you receive for your actions
- ex. more likely to do things that have positive consequences
49
Behavioural Model and anxiety disorders
proposes that in anxiety disorders, maladaptive learning has taken place and a harmless stimulus in linked to an extreme fear
- this fear causes avoidance of the harmless stimulus and prevents safe learning
50
Behavioural Model and depression
in depression short-term benefit of avoiding things when you feel low and stressed has become outweighed by the reduction in positive experiences you are no longer having
- this worsens mood more, increasing desire to withdraw
51
Aim of the Behavioural Model in Anxiety Disorder
reverse learning and phobias (Counter-Conditioning), by creating a different, less negative association with the harmless stimulus
52
Aim of the Behavioural Model in Depression
overcome avoidance and build up opportunities to experience positive reinforcement
53
what model is mostly used now?
the Behavioural Model
54
Cognitive Model - who
Abraham, Seligman and Teasdale, Beck and Brown and Harris
55
Cognitive Model - what
theory that mental disorders are the result of errors in thinking or biases
- assumes that your perspective of yourself and the world are the result of your thinking
- therefore distortions in thought process can cause upset and mental disorders
- ex. repeated dwelling, overthinking, worry about what went wrong contribute to anxiety
56
Cognitive Behavioural Therapy (CBT)
cognitive = identifying and correcting errors and biases in thinking (worry, negative automatic thoughts)
- ex. anxiety and depressive disorders
behavioural = changing maladaptive behaviour and learning new behavioural responses (exposure, desensitization)
57
Biopsychosocial Model - who
George L. Engel in 1977
58
Biopsychosocial Model - what
emphasizes the interaction of biological, psychological and social factors, as contributors to mental illness
- these 3 factors are not always equal in their role in determining mental illness
59
biology in the Biopsychosocial Model
- physical health
- genetic vulnerabilities
- drug effects
60
social factors in the Biopsychosocial Model
- peers
- family circumstance
- family relationships
61
psychological factors in the Biopsychosocial Model
- coping skills
- family relationships
- self-esteem
- mental health
62
limitation to Biopsychosocial Model
rigidly enforced multifaceted approach
63
Osler Medial Humanist Model
alternative to BPSM
- takes the whole individual person into account when assessing for a diagnosis and develop a treatment plan
- more holistic, incorporating all relevant medical/biological, social and psychological aspects
64
the Social Model
focuses on broader holistic community-based influences on mental health
- social, cultural, and environmental context
- emphasizes providing support through addressing contributing factors including work/study conditions, nutrition, health, housing conditions, education and healthcare
65
the Cultural Model
focuses on voices of experience in response to feeling talked at or over in the medical and social models
- encourages a more positive response to voice-hearing and related experiences in healthcare settings and wider society
66
example of the Cultural Model
The Mad Movement
- 1960’s - led by those with lived experience and focuses on non-stigmatizing way of approaching mental health experiences
- Michel Foucault traced how meanings of madness changed throughout history
- in the ages of Enlightenment, madness was seen as opposite to rationality, logic and sanity
67
distal descriptors
factor that represents an indirect cause or underlying vulnerability for a particular condition
ex. childhood trauma, abuse, housing conditions, peer bullying
***TREATABLE
68
proximal descriptors
factor that represents a direct cause or immediate vulnerability for a particular condition
- if initial symptoms of anxiety or depression are left untreated can develop into significant health problems
ex. exercise routine binge-drinking alcohol, cannabis, stressful life events ***MODIFIABLE
69
outcomes
determined by a combination of distal and proximal risk factors and stressors
- academic outcomes, mental health problems
70
genes as a risk factor for mental illness
genetic make-up and family history can predispose mental disorders
71
epigenetics as a risk factor for mental illness
modification of gene activity or expression “turn genes on or off”
- modification can occur through certain exposures including...
- biological (hormones)
- environmental (famine)
- and/or psychological (chronic stress, abuse or neglect) factors
72
environment as a risk factor for mental illness
physical, psychological and social surroundings
73
Stress Diathesis Model
based on interactions between genes and the environment and the negative effect of stress on your mind and body
- ability to cope and adapt is affected by this balance
ex. schizophrenia, thought to be largely genetic, studies show environmental and lifestyle factors can increase risk in those already genetically vulnerable
74
diathesis
person’s predisposition or vulnerability to a medical condition
IDIS 199
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