biological components of Biopsychosocial model
- genetic determinants
- brain development
- physical health
- drug effects
psychological components of Biopsychosocial model
- thoughts
- behaviour
- coping skills
- self-concept and self-esteem
- self-awareness
- compassion
social components of Biopsychosocial model
- connectedness
- content
- maltreatment
***relationships with family and friends
what can the biopsychosocial model determine?
level of well-being and mental health
examples of distal risk factors
- family history
- early adversity (neglect, abuse)
- mental health problems
examples of proximal risk factors
- sleep problems
- hazardous substance use
- lack of exercise
- reduced social support
- low self-esteem
- high perceived stress
examples of distal protective factors
- secure attachments
- nurturing and compassionate relationships growing up
- safe and secure home environment
examples of proximal protective factors
- healthy coping strategies
- social support and sense of belonging
- security and stability
- good sleep hygiene
- no substance misuse
- healthy study-life balance
self-regulation - explained
governing your emotions and choices to be appropriate to the content
- help to avoid feeling like your feelings are driving and overwhelming you
what does synaptic pruning and myelination do?
the brain improves speed, efficiency and complexity of cognitive functioning
what area of the brain loses the grey matter latest with age?
the prefrontal cortex and other anterior regions - goes through the most protracted development (latest development)
- opposed to the back of brain (ex. visual cortex)
what does a healthy and optimally functioning mind and body do?
support you to realize your full potential in school, interests, ambitions and relationships at university
changes in feelings indicating a possible mental health concern
- irritable, sad and anxious
- mood swings
- feeling lonely even when not alone
- sensitive, angry
- decreased hope, lack of caring and sense of dread
changes in behaviour indicating a possible mental health concern
- stop attending class
- arguing with friends
- poor sleep
- withdraw from social events
- give up hobbies
- unhealthy ways of coping (alcohol or drugs)
changes in thinking indicating a possible mental health concern
- poor concentration
- self-criticism
- over-worry
- pessimism
- thoughts of self-harm
sustained changes indicating a possible mental health concern
- difficult feelings interfering with friendships and/or school
- difficult feelings do not go away
- others who know you notice a change or that you are struggling
mental health services or resources
- online well-being resources
- counselling (Queens student wellness services (SWS))
- Family doctor (@ SWS)
- 24-hour hotlines
- hospital urgent care (ex. thoughts of self-harm)
- ongoing support services (psychologist or psychotherapist)
Why is there an increased demand for student mental health and well-being support?
- brain is undergoing accelerated growth and sensitive to what it is exposed
- many students experience a number of changes (leaving home, taking on more responsibility, financial demands)
- stigma related to reporting mental health problems is decreasing (still there)
- adjusting to new circumstances or life events
why are off-campus clinical services not sufficient to meet student mental health support needs?
- many services are targeting adults with chronic and persistent serious mental illness, while students have clinically significant symptoms but may not have a serious mental illness
- students often need quick access due to short academic terms
- services not tailored for the student demographic
