Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

IDIS 199 > IDIS 199 final > Flashcards

IDIS 199 final Flashcards

1
Q

how do you find a study-life balance?

A

by putting effort into your academic work to succeed while also taking time to enjoy other aspects of life (sports, social life, cultural aspects)
- university is an important time to develop these well-being promoting resources

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

why is a study life balance so important?

A
  • all factors of life inform overall experience of the world

- a richer world experience informs daily life, work, and strengthens your understanding and analysis of the world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

expectations and importance of a study-life balance

A

time commitment: students are expected to spend 30-35 hours a week on school

rest: rest is just as important as studying/ exercising. We need rest to process new information, and exercise to stay in a proper state of alertness to learn effectively
plan: committing to well defined study times will leave plenty of time to enjoy other activities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

the impact of overstudying

A
  • can impact relationships with friends/family since social life is being neglected through focusing too much on school
  • over-studying can increase the risk of unhealthy behaviours: substance use, unhealthy eating, feeling lonely and isolated, experience mental health symptoms and increased risk of self-harm and hopelessness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Anatomy of melanchol by robert burton

A

states melancholy (old term for depression) can be caused by overstudying

  • students live sedentary solitary life, and overmuch study increasing their risk of melanchol
  • cure: study of a hobby
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

benefits of getting the balance right

A
  1. reduces health problems and absences from lecture/ other commitments
  2. efficiency: improves efficiency during standard/ expected study hours
  3. engagement: support higher engagement in courses, lectures, with peers
  4. focus and concentration: facilitates focus and ability to concentrate on the task at hand/ present (mindfulness)
  5. academic success: improves learning efficiency, productivity, and ultimately academic success
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

wheel of life

A 
tool to help consider how your life is balanced by seeing how your time is spent (rank each on a scale of 1-10)
8 components:
1. academic/ professional
2. finances
3. health
4. family and friends
5. romance/ love
6. personal growth
7. recreation, culture, hobbies
8. physical environment

helps you consider if you are balanced, and areas where you need to make changes/ if you are overloaded

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

planning for and achieving the study life balance: tips for balancing life and study

A

plan a schedule: plan the semester ahead so you have time to work on everything, what needs to be prioritized

set goals: helps to motivate yourself for the semester ahead (get better grades/ get involved on campus, etc.)

make friends: making friends in lecture makes it more enjoyable/ can get course help

know your limits: might need to cut back on work/ social commitments/ take a school break

look after yourself: make healthy lifestyle choices

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

5 ways to stay connected

A

other people: friends, family, etc.
the natural world: nature, animals, plants, etc. through hiking, sightseeing
meaningful values: faith-based activities, activities that reflect importance with family/ personal values
meaningful work: connecting with work, hobbies, volunteering, passion projects
heritage: celebrating traditions, cultural holidays, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

connecting with others

A

everyone has a psychological needs for a feeling of connection
- johann hari: makes problems that seemed insoluble soluble because others are helping/ supporting them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

benefits of social connectedness

A

social connectedness: personal sense of belonging to a group, family, or community (subjective experience of feeling understood)

  1. improves quality of life: important determinant of health and mental health, shape everyday life and well-being
  2. boost mental health: friendship can increase feelings of belonging, purpose, happiness, reduce levels of stress, improve self worth and confidence
    - those with less social support more likely to suffer from mental health conditions
  3. decreased risk of suicide: connectedness decreases risk of suicide ā€“> protects against feeling isolated, suicidal thoughts, behaviours
  4. increased life expectancy: can also improve physical health
    - people with social relationships had 50% increased likelihood of survival
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

pathways to self harm in adolescents and emergent adults

A

early childhood indicators of risk: genetics, early adversity

  • these can cause changes in temperment, psychological functioning, etc.
  • this can predict later psychological distress and mental health disorders/ problems
  • when other RF are faced later (like social isolation/ lack of physical exercise/ substance use), can lead to self harm and other adverse mental health outcomes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

forming healthy relationships

A

require active listening and opening up to others

  • relationships change over the course of your life: some are lifetime and some are short lived, but all matter and serve a purpose
  • important to reflect on what you value in a relationship to ensure you are forming relationships that are beneficial for you
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

how to develop social membership at university

A

begin by reflecting on your own personality and values

  • join a club that reflects your interests and values
  • volunteer for a cause that is important to you
  • reach out to friends to put effort into spending time together and help build on the foundation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

loneliness

A

when oneā€™s social needs are not being met, lack of social connectedness

  • one of the primary sources of suffering across the globe
  • can be described differently as it is experienced differently by different individuals: can be lonely surrounded by people or fine completely isolated
  • UCLA loneliness scale is used to determine subjective level of loneliness

simplest definition: unpleasant feeling when social needs are not being met, accompanied by a desire for social connectedness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

effects of loneliness

A

can impact overall well being

  1. incrased cortisol can lead to depression, stroke, heart attack
  2. increased sleep disturbances impacting other aspects of health
  3. can lead to inactivity (less likely to be physically active)
  4. increased risk of heart disease: middle aged adults who live alone have a 24% greater risk of dying of heart disease
  5. strained immune system: similar to chronic stress
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

impact of loneliness on the brain

A

18-22 year olds have the highest loneliness scores, then millenials, then gen X

  • levels of in person interaction, wellness are better predictors than social media use alone
  • less activity in empathy region, live in defense mode, more restless sleep
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

combating loneliness

A

there are healthy and unhealthy ways to avoid being lonely

  • healthy: maintain healthy diet, routine, social perscribing, self-care
  • unhealthy: drug and alcohol misuse
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

loneliness vs social isolation

A

loneliness: is the unpleasant feeling that accompanies that perception that oneā€™s social needs are not being met by the quantity/quality of oneā€™s social connections

social isolation: objective measurement of the number of people you interact with
- lack of quantity of social connections

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

isolation and loneliness

A

urbanization/industrialization increases writings about loneliness through time

  • can be alone without lonely: can increase creativity
  • unwillingly being alone can occur whether or not people are alone
  • pandemic makes people feel disconnected and increases MH symptoms, domestic violence
  • need to think about it as a whole body affliction: lonely people seek warmth (physically)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

impact of isolation

A

physical: poor health, alcohol abuse, substance abuse, suicidal thoughts

emotional: reduced confidence, diminished self worth, despair, depression, worthlessness, self-harm
- social isolation is the strongest predictor of depression in later life

cognitive: prolonged isolation can cause shortened attention span/forgetfulness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

recreation

A
  • refreshment by means of some passtime, agreeable exercise, etc.
  • a pastime, diversion, exercise, or other resource affording relaxation and enjoyment
  • allows a person to re-create themselves, to refresh and renew
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

types of attention: directed and involuntary

A

directed attention: focused attention, requires a great effort
- mentally demanding because more appealing information has to be blocked out

involuntary attention (fascination): effortless, subject is interesting to it automatically holds your attention
- pleasurable way of processing environmental information and comes at no cost to the human
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

direct attention fatigue

A

neurological symptom that occurs when the inhibitory attention system, the part of the brain that allows you to concentrate in the face of distractions, becomes fatigued

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

cost of DAF

A

reduced competency and efficiency of function

  1. distraction: more easily distracted
  2. planning: difficulty following plans/ exploring future directions
  3. impulsivity: more impulsivity, less patience/delay in acting on the first thing that comes to mind
  4. irritability: also common with over-work and poor sleep
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

attention and recreation: attention restoration

A

attention restoration theory: promoting involuntary attention (ex. through recreation or natural environments) to recover after periods of prolonged attention

benefits:
1. opportunity to think about personal and unresolved problems
2. clears mind
3. opportunity to reflect on lifeā€™s larger questions, such as accomplishments, direction, and goals
4. recover from DAF

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

herzog et al (1997): categorizing attention and recreation

A

two categories: attentional recovery and reflection

attentional recovery must first be achieved to get to reflection:

  • clear mind
  • recover from DAF

reflection:

  • opportunity to think about problems
  • opportunity to reflect on larger questions, directions, goals
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

attention restoration therapy

A

suggests that mental fatigue can be improved by engaging in activities that promote involuntary attention (ex. through recreation)

the capacity of the brain to focus on one specific stimulus/task is limited and results in DAF
- ART: exposure to natural environment encourages more effortless brain function allowing recovery and replenish directed attention capacity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

four properties of ART

A

need a setting with 4 key properties
1. being away from everyday environment (ex. having a separate spot for recreation and studying)

  1. extent: location is rich to engage mind and promote exploration
    - best when you can settle into the environment and it gives you enough to see and think about
  2. fascination: environment can capture attention effortlessly, allowing inhibitory nerve fibres to relax because they no longer have to block out distractions
  3. compatible with what you are trying to do/ would like to do
    - purpose must meet the activities smoothly/without a struggle
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

ways to ART

A

exercise
nature
cultural activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

the cost of exercise

A

physical inactivity is becoming an increasing health problem

  • 3.3 mill die around the world each year due to physical inactivity (4th underlying cause of mortality)
  • high cost on HC system: 6.8 bill in canada, 8 bill in UK
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

exercise and endorphins

A

exercise releases endorphins that aid overall wellbeing

  • cardiovascular exercise releases endorphins: connect with receptors throughout the brain and body to trigger positive/happy feelings and reduce sensitivity to pain
  • give us sense of satisfaction and help power through work out
  • improves self efficacy
  • promotes healthy sleep patterns
  • improves physical health
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

physical exercise: 5 ways it helps coping and well-being

A

reduces stress, enhances well-being

  1. positive emotion: enhances pleasure, vigour, energy, decreases anxiety, tension, tiredness, anger
    - endorphins increase feelings of happiness, improves concentration, boosts immune system
  2. unity of body and mind: feel more wellbeing and life satisfaction from active lieasure vs passive
    - more likely to engage in other healthy behaviours too
  3. heightened self esteem: sense of accomplishment that may bring a sense of fulfilment, self effectiveness, self esteem after exercise
  4. leisure: exercise is a leisure activity for many, might enhance stress coping due to heigtened sense of control over spare time and health
  5. problem focused coping: exercise contributes to effective coping by enhancing better problem focused coping vs emotion focused coping
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

exercise and wellbeing: social

A
  • helps clear mind and be healthy

- social: social connection, feelings of belongingness, mindfulness, prevent loneliness and isolation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

nature and wellbeing: mental and physical health

A

being in touch with nature is good for both physical and mental health

  • mental health: can alleviate chronic stress (within minutes), improve concentration
  • physical health: reduce obesity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

wildlife trust research findings: 4 main benefits

A

evidence suggests that contact with nature has multiple benefits for health and well-being (4 main benefits of increasing contact with nature)

  1. physical health: improvements to health through increased physical activity
  2. stress: reduced stress and anxiety
  3. emotional regulation: increased positive mood and self esteem
  4. social life: better and healthier social life
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

human-nature connection for well-being

A

proximity to nature has many benefits

  1. physical wellbeing: enhances respiratory function, improves cardiac function, reduces hypertension, balances hormonal regulation, enhances eyesight
  2. social wellbeing: more effective interpersonal communication, stronger bonds, deeper emotional attachment, empathy, less conflict and aggression at home
  3. phsychological wellbeing: emotional regulation, attention, positive thinking, stress management, resilience, uplifted mood, changed though structure as a whole
  4. spiritual wellbeing: sense of self, gratitude, increased insight towards positive and negative aspects of life
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

nature connectedness

A

nature connectedness: positive relationship with nature where you feel like you belong to a wider community

  • not enough to just be in nature, need to have a positive relationship with it
  • higher levels of connectedness correlate with being happier and more satisfied with their lives
  • not as much about being in nature as appreciating the nature in front of you (even in urban areas)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

how to get a little nature everyday

A

inside: houseplants, photos of nature, use it as background on computer, enjoy coffee/tea by window, watch nature show, meditate to nature sounds

outside: take laptop outside/work by a window, walk around outside in nature areas while commuting
- eat outside during break

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

nature and ART: how does nature fulfill 4 key ART properties?

A

posesses all 4 key properties to provide restoration

  1. being away: nature is different from day to day environment
  2. extent: gives a lot of trails and pathways for exploration to satisfy extent
  3. provides fascination through wildlife/views
  4. compatible with many different activities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

exercise and nature

A

can be combined

  • sociable walking in nature targets physical, mental, spiritual health
  • green space increases levels of physical activity
  • royal society for protection of birds: using green space for physical activity is linked to quality of landscape
42
Q

culture

A

characteristics and knowledge of a particular group of people: language, religion, cuisine, social habits, music, art

  • can be art, music, reading, write
  • neurological studies show that creative pursuits can improve mood (act as an antidepressant)
43
Q

the flow state

A

being in flow is when you are so engaged in your creative task that you forget about yourself/internal chaos

  • help regulate strong emotions and calm nervous system
  • building your creative capacity is important to support good mental healt
44
Q

living GLAM: 3 benefits

A

GLAM student lifestyle include making time for galleries, libraries, arts, and museums

benefits:

  1. longevity: arts and heritage sectors keep us well, aid in recover, support longer lives
  2. meet major challenges: aging, long term conditions, loneliness, mental health
  3. non-clinical programs: well-being programs help with preventative lifestyles/early intervention support for mental health difficulties
    - reduce pressure on and save money in health care
45
Q

the meaning of art

A

grayson perry: art helps us access and express parts often unavailable to other forms of human interaction, noursihes our soul

  • leeps us sane
  • gives us meaning, and itā€™s meaning is to mak us feel better
46
Q

music and mental health

A

mcgill university: music releases dopamine in the brain that helps to set good moods

  • released at peak enjoyment
  • dopamin levels 9% higher when listening to music they enjoyed

west virginia: music selectively activates neurochemical systems and brain structures associated with positive mood and emotion regulation, attention, memory in ways that promote beneficial changes
- both music and meditation improved mood and sleep quality

47
Q

the three Rā€™s: reading, writing, resetting

A

writing/journaling about emotional topic decreases cortisol levels

  • better sleep and mood
  • protective for immune system: can heal faster
  • especially helpful for those with psychological trauma
48
Q

art and heritage

A

art: culture based on what individuals create to express themselves, or make a point about life and society

heritage: culture based on what people inherit
- past made present
- can be tangible or intangible

49
Q

heritage, health, and wellbeing report

A

cultural heritage: shared bond/belonging to a community

  • heritage organizations everywhere have developped projects and programmes to improve the health of their community
  • heritage alliance launched heritage, health, and wellbeing report in 2020 to highlight social benefits of heritage from increased social cohesion, greater sense of identity, improved wellbeing and learning
50
Q

heritage for health: perscribe culture

A

initiative run by U of edinburgh museum services

  • heritage-based and non-clinical social perscribing
  • social perscribing: approach for connecting people with non-medical resources to help with health problems
  • decreases need for medical care and improves health and wellbeing
  • can help with mild mental health difficulties: can feel like they have achieved something, learnt something new, become part of a community
  • can be group/solo activities that help find new interest/ offer respite
51
Q

perscribe culture: alliance for healthier communities

A

organization of more than 100 primary healthcare orgs across ontario to advance health equity across the provinece
- want to integrate healthcare and social supports to better serve patients in the community

findings:

  • social perscribing helps improve mental health and connectedness
  • healthcare providers found social perscribing useful when improving patient well-being and decreasing repeat visits
  • social perscribing allows more integration between clinical care and social supports
52
Q

prescribe culture: programme 6

A

6 week series of 90 minute workshops with 10-12 students

  • begin with exploring heritage object/site/archive
  • get refreshment
  • then get creative hands on activity
  • all members belive it has positively impacted mental health, helps them feel connected to the world around them, and they would recommend it to others
53
Q

prescribe culture: take 30 together virtual (T30TV)

A

bi weekly virtual tours that allow escape, explore, socialization
- visit heritage collections, venues, and sites across the globe with guide

54
Q

what do you need to adapt and cope to stressors?

A

resiliency: ability to adjust/recover from stressor, threat, adversity

distress tolerance: ability to tolerate negative, difficult, aversive emotional states
- form of self regulation

55
Q

the tipping point

A

when challenges and cumulative stress exceed optimal performance and become too great to manage
- the point where you show signs and symptoms of the strain/burden of perceived stress

56
Q

stress-diathesis model

A

stress triggers many biological systems (allostasis is the process of the body adapting to changes, essential for facing challenges)

diathesis: concept of vulnterability
- can be biological or environmental or a combination of both

disorder is due to interaction between genetic predisposition and risk exposure

57
Q

how are distress tolerance and resilience related to mental health

A

stress diathesis explains disorder through interaction between genetic disposition and stressful exposure (acute, chronic, cumulative)

  • so much variability in RF presentation
  • tipping point varies between people
58
Q

stress and allostasis-induced brain plasticity

A

stress triggers allostasis-induced brain plasticity, suggesting that stress can change brain structure and function

  1. the brain regulates what we find stressful and our response to stress
  2. stress can lead to the steeling effect if manageable, promoting resilience and good health
  3. stress and health: too much stress takes a toll on the brain and body
  4. when stressed, the brain changes itā€™s structure in an adaptive/maladaptive way. loss of resilience (physically, behaviouslly, neurologically) is a key feature of disorders related to distress
59
Q

stress diathesis model and adaptation

A

environmental stress interacts with biological and psychological vulnerabilities to determine risk of illness
- stress triggers several systems related to allostasis and adaptation

perceived stress: brain processes internal and external outputs to determine level of stress
- individual differences (genetic, developmental, experience) contribute to how the brain perceives and responds to stress

physiologic responses: brain will then coordinate physiological, psychologial, behavioural response to perceived level of stress

  • ex. HR, anxiety levels, emotions, behaviours
  • result in changes through HPA axis, ANS, metabolic sste, gut, immune system

allostatic load: wear and tear on body from chronic dysregulation or overactivity of allostatic mediators
- can alleviate allostatic load through healthy diet, regular exercise, social support, sleep ā€“> can also help develop resilience

60
Q

resilience: adversity

A

adversity: physical, mental, social challenge
- overcoming adversity has benefits

resilience: individuals with resilience have different experiences and outcomes to adversity than those without

steeling effect: exposure to reasonable and limited adversity can strengthen adaptive coping and protect against subsequent adversity (less stress next time

turning point studies (studies at moments of change): show that positive experiences during important periods in life can significantly counter effects of earlier adversities (ex. healthy relationship can improve self efficacy and self confidence)

61
Q

genotype x environment interactions and stress

A

responses to protective and risk factor exposures in the environment involve interaction between genotype and experience (GxE)

reducing likelihood of negative outcome: genetic makeup contributes to sensitivity
- can develop socioemotional resources through experiences over development and ways of coping in addition to influencing sensitivity to reduce likelihood of negative outcome associated with experiencing stress

increase sensitivity to good experiences: genetic polymorphisms associated with increased vulnerability to risk experiences can also be associated with more sensitivity to protective experiences

62
Q

common mental health problems in canada

A

most common: anxiety and depressive disorder

  • prevalence: 11.6% have anxiety/mood disorder (23% have not sought treatment)
  • 10.2% have depression, 12.1% have anxiety
  • more prevalent in females
63
Q

signs and symptoms of anxiety

A

emotional: apprehension, excessive worry that is difficult to control, feeling on edge, irritable, reduced enjoyment
physical: restlessness, muscle tension, shortness of breath/hyperventilation, sweaty palms, headache, fatigue, changes in appetite
behavioural: avoidance, short temper, difficulty sleeping, angry, difficulty concentrating, distracted by worries, forgetfulness

can overlap with ADHD, depression, cardiovascular problems

64
Q

signs and symptoms associated with depression

A
  • sad and depressed mood, loss of enjoyment
  • changes in sleep and appetite
  • difficulty thinking, concentrating, making decisions, memory
  • change in psychomotor activity
  • feeling hopeless, worthless, suicidal thoughts
  • physical symptoms like pain headaches fatigue
65
Q

indicators differentiating stress from mental health disorders

A

disproportionate reaction: symptoms and distress are disproportional to the situation

time: symptoms persist for extended period of time past the stressor
impairment: symptoms are associated with impairment and interfere with day to day life

ā€œoffā€ behaviour: symptoms and associated changes in behaviour can be seen by others

66
Q

aspects of a mental disorder diagnosis

A

need assessment and diagnosis from a mental health professional who takes into account other factors (ex. context) and other risk and protective factors (childhood maltreatment, drug use, etc.)

67
Q

diagnostic assessment of a mental disorder

A

consider a lot of predictive information

  • developmental history: early trauma
  • family history: genetic predisposition
  • symptoms: the clinical course of distressing and impairing symptoms, in terms of onset and nature and relationship to context/stressors
  • treatment: anything tried to date, other medical conditions
  • other: alcohol/ substance use, current stressors
68
Q

diagnosing mental disorder

A

complex, dependent on many factors

ADHD: use many cognitive tests administered by a trained professional and interpreted in the context of a comprehensive clinical assessment
- many symptoms across disorders overlap, need to identify the primary problem and then the secondary problems

depression: look for many symptoms present, but not all will experience the same symptoms
- assess symptoms and take into acount medical and family factors, context, and clinical course information
- bernard carrollā€™s poem: melancholia

69
Q

circle of mental health care: student first contact

A

counselling: ex, through SWS
- short term and problem focused, addresses healthy coping during stress and strengthen problem solving skills, managing emotional responses to an identified stressor

family medicine: first line for assessment of mental health concern, provide continuity and coordinate care
- keep up to date with care you receive

psychological therapy: help people with emotional, social, and mental health problems of mild to moderate severity

psychiatry: well suited for assessing and treating moderate to severe mental health, conditions, or disorders such as major depression, anxiety, bipolar and psychotic disorder, etc.

70
Q

stepped care

A

delivering services based on level of need (saves more intensive care for severe conditions)

71
Q

assumptions of stepped care model

A
  1. minimally required intervention has benefits and gains: every step is evidence based and effective
  2. this is a way to rationalize and economize healthcare resources that are often limited, so we give people exactly what they need but not more to save those resources for people with more severe illness
  3. care provided is acceptable so each level is convenient, accessible, and has flexibility so you can easily move up and down levels of care
72
Q

circle of care: occupational therapy

A

assessment and intervention to help people resume/maintain participation
- help with improving performance in context of learning, achieving a healthy schedule and studylife balance

73
Q

circle of care: counsellor

A

can have graduate school education

  • often short term and problem focused intervention
  • support healthy coping, emotional and behavioural regulation, achieving a good study/life balance
  • SWS counsellors are free of charge, have specific # of sessions
74
Q

circle of care: psychotherapist

A

licensed healthcare professionals with training in group and individual talking therapy

  • different models: CBT, IPT, psychodynamic therapy
  • often well suited to support mild to moderately severe emotional, social, mental health problems
75
Q

circle of care: clinical psychologist

A

registered healthcare professionals regulated by CPO

  • need a PhD, or masterā€™s program is possible
  • have extensive training in psychological cognitive, and psychoeducational assessment and in providing effective group/individual therapeutic approaches
  • help mild to moderate mental health problems and disorders and work as a part of a multidisciplinary team supporting patients with more moderate to severe mental disorders
76
Q

circle of care: psychiatrist

A

medical doctors with extensive specialty training in diagnosis and treatment of mental disorder, integrating pharmaceutical treatment with other aspects of educational, psychological, social, and family care

  • psychiatric assessment takes many factors into account
  • need to be referred to this service by a family doctor
77
Q

how does the mental health system work?

A

navigation can be challenging

  • psychological and non-medical services are not covered by provincial health care plans
  • exception: offered as a part of a multidisciplinary program usually reserved for emergency/ hospital based psychiatric care or through SWS
  • some offer coverage at capped preset value for psychotherapy, counselling, occupational mental health services
78
Q

mental health system in ontario universities

A

increasing demand, existing structure is not a good fit for todayā€™s students

  • community based services are underfunded with long waitlists, and are often meant to support severe disease
  • supports on campus are confusing and the flow through services is not smooth
  • if you need more intensive care for a brief period, hard to flow through services
79
Q

ideal mental health system model

A
  • clinic visit (single point of entry) to assess support needs (triage, empathetic approach), then referral to appropriate service with seamless flow
80
Q

current campus resources

A

QSWS: supports personal, academic, social health development with range of programs including physical and mental health care

student accessibility services (QSAS) (part of QSWS): support personal and mental health of students and their academic success through range of resources and services

psychology clinic: psychological assessments, treatment, and consultation for students and community members
- fee for service model with sliding scale fee model

81
Q

community-based services

A

hospital based services: urgent/emergency care with subspecialty programs with criteria for admission

publicly funded community-based services: have long waitlists and prioritize the most ill
- often donā€™t line up with student needs or demographic

private and fee-for-service options: often not covered by OHIP or university plans
- some offer coverage, but limited

82
Q

barriers to mental healthcare

A

stigma-related barriers:

  • stigma and fear of being evaluated negatively prevents people from accessing MH services
  • only 1/3 of students with mental health issues disclose
  • CAMH commbating stigma with education on outdated terms and using person first language

attitudinal barriers:

  • can invalidate others/ own concerns/diagnosis since there is no clear objective proof
  • think they should just try harder or get over things
  • misconceptions can get in the way of your own emotional self-awareness and reaching out for help when appropriate

physical barriers:

  • long wait times: high demand and limited funding means long wait times
  • financial barriers: limited funding and insurance coverage can create barriers for many people accessing mental health services
  • challenges navigating the system: difficult to know what level of service you need and how to access it
83
Q

4 categories of symptom severity

A

no symptoms/distress: prevention and health promotion

mild symptoms/distress: self help for targeted signs/symptoms

mild to moderate symptoms/distress: social and/or psychological approaches

moderate to severe symptoms/distress: medical, pharmacological, and psychosocial approaches

84
Q

preventative self-help: health promotion

A

steps or choices to improve/support your well-being and mental health
- ex. healthy diet, good sleep hygeine, regular exercise, no alcohol binging, avoid recreational/illicit drug use, recreational activities for study-life balance, social supports, healthy coping skills

85
Q

self-help for targeted signs and symptoms

A

many self help resources for mild mental health symptoms

  • workbook: mind over mood
  • apps: headspace and silver cloud
86
Q

u-flourish: student well-being research

A

many apps are offered free of charge to students

  • for managing anxiety, stress, sleep, binge eating
  • want to launch spring of 2021
87
Q

social approaches

A

for mild to moderate mental health symptoms/ problem

  • many supports: social skills workshops, interest groups and clubs, and support groups
  • social prescribing is a strategy for wellbeing and mental healthsupport
88
Q

psychological approaches

A

for persistent/ worsening mental health problems that need assesment and additional support
- can be effective in reducing and managing symptoms of anxiety, depression, sleep problems

types:

  • mindfulness-based stress reduction: useful for being mentally present, focused, relaxed
  • active distraction: respond in a way to divert stress away from worries and towards engaging in distraction (ex. video games)
  • psychodynamic therapy: unpacking thoughts and feelings (unconscious though processes can manifest in feelings, thoughts, behaviour)
  • interpersonal psychotherapy (IPT): relieve symptoms by improving interpersonal functioning ā€“> want to understand and strengthen your relationship with yourself and others
  • CBT: effective for treating mild-moderate sleep problems, anxiety, depression
  • dialectical behavioural therapy (DBT): type of CBT, teaching people how to live in the moment and develop healthy ways to cope with stress including distress tolerance, emotional regulation, self-harm reduction
89
Q

psychological approaches: CBT

A

evidence based therapy that involves addressing and changing maladaptive thinking patterns (cognition) and modifying behaviour

  • effective treatment for many mental health disorders
  • more severe: CBT useful when combined with other approaches (medication)
90
Q

psychological approaches: mindfulness

A

have sustained positive effects on student wellbeing and resilience to stress

  • students who participated in 8 week mindfulness course had better wellbeing and distress tolerance, especially during exams that lasted for a year
  • mindfulness have beneficial effect on average level of psychological distress for at least a year
91
Q

medical and pharmacological approaches

A

for moderate to severe mental health problems: assess symptoms in the psychosocial, family, medical context of the individual

alternative medical explanations: could be another reason for the symptoms (ex. thyroid problems can have impact on wellbeing and mood). family history has to be taken into account to understand emerging symptoms with risk factors like context and risk exposures

medication: can be central part of treatment for specific disorder/ severity
- GP works in collaboration with psychiatrist to figure out which meds to use and assess treatment response and tolerability

physical and mental health interactions: physical and mental illnesses are closely associated
- need to take a holistic approach to develop a care plan that considers the whole person

92
Q

well-being vs. mental health

A

well-being: a state of being happy, comfortable, and satisfied with several contributing aspects including physical, mental health, safe environment

mental health: psychologial health, emotional health, social connectedness, and realizing potential
- part of mental health

93
Q

biopsychosocial model

A

3 domains of mental health: biological, psychological, social
- these determinants can interact with each other

94
Q

risk factors and protective factors

A

can be biological, social, psychological

risk factors: increase risk of negative outcome
protective factors: decrease risk of negative outcome

can be proximal (family history) or distal (poor sleep)

95
Q

the three Sā€™s

A

stress: state of emotional strain/unease
- natural response to pressure

sleep: altered state of consciousness
- need good quality sleep for physical and mental health

self-regulation: healthy control over behaviour and emotions in order to achieve goals
- emotional and behavioural

96
Q

impact of substance use and misuse on brain development and refinement

A

brain development involves synaptic pruning and myelination to allow improved speed, efficiency, and complexity of cognitive functioning

  • excessive use of alcohol, stimulants, cannabis, and other illicit drugs can impair and deral development
  • brain development is sensitive and plastic RF can result in well-being, mental health and academic problems
97
Q

accelerated brain growth in emergent adults

A

MRI have shown that the human brain continues to develop throughout childhood and continuing into early adulthood, contrary to what was previously thought

  • increase in white matter due to myelination, decrease in grey matter
  • consistent over four cohorts in different locations
98
Q

mental health resources and services

A
  1. online well-being resources: several providers, some guided and unguided therapeutic resources for managing stress, mild anxiety, and depressive symptoms
  2. counselling: SWS has call and walk in same day appointments for support and stress, anxiety, depressive symptoms in non urgent situations
  3. family doctor: assess mental health and develop treatment plan in non-emergency or life threatening situations
  4. 24 hour hotlines
  5. urgent care: thoughts of self harm
  6. ongoing support services: psychologist and psychotherapy in the community for ongoing problems and treatment of mild to moderate mental illness
99
Q

increased demand for university mental health services

A
  • brain development
  • transition period
  • less stigma
  • low support
100
Q

why are community services not tailored to student mental health needs?

A
  • target to adults with chronic and persistent serious mental illness, whereas many students have symptoms but not necessarily an illness
  • students often need quick access due to short academic terms, services not tailored to transient populations
101
Q

what are key characteristics that should define a university mental health support service?

A
  • proactive and preventative
  • engaging
  • student friendly and accessible
  • compassionate
  • helpful from first contact
  • tailored to needs
102
Q

how can universities change their policy to better promote student well-being and mental health?

A
  • seamless system of tailored, inclusive, and engaging care
  • stepped care model
  • single accessible entry point to all services
  • first contact is therapeutic vs. administrative
  • university partner with students to co create and develop SWS

IDIS 199 (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions