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IDIS199 > Module 6: Applying what you have learned > Flashcards

Module 6: Applying what you have learned Flashcards

1
Q

Components of biopsychosocial model

A
  1. Biological
  2. Psychological
  3. Social
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2
Q

Biological component of biopsychosocial model

A

genetic determinants, brain development

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3
Q

Psychological component of biopsychosocial model

A

thoughts, behaviour/coping, self-concept, self-awareness

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4
Q

Social component of biopsychosocial model

A

connectedness, context, maltreatment

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5
Q

What are the components of the biopychosocial model?

A

Not mutually exclusive, interact with each other

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6
Q

Distal risk factors

A
  • Trauma, abuse, neglect, bullying in childhood
  • Adversity in form of chaotic, unsafe or insecure home environment
  • Poor early attachment relationship and or early loss
  • Poor quality of nutrition, sleep, recreational opportunities
  • Family history of mental disorders
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7
Q

Proximal risk factors

A
  • Social isolation or exclusion
  • Non-supportive or abusive relationships
  • Alcohol binging
  • Regular cannabis use or substance misuse
  • Poor quality sleep
  • Non-regular exercise
  • Poor emotional and behavioural self-regulation
  • Symptoms of anxiety, worry or depression
  • Chronic stress that feels out of control
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8
Q

Distal protective factors

A
  • Secure attachments
  • Nurturing and compassionate relationships growing up
  • Safe and secure home environment
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9
Q

Proximal protective factors

A
  • Healthy coping strategies
  • Social support
  • Security and stability
  • Good sleep hygiene
  • No substance misuse
  • Healthy study-life balance
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10
Q

Indicators of possible mental health concern

A
  1. Changes in feelings
  2. Changes in behaviour
  3. Changes in thinking
  4. Sustained change
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11
Q

Changes in feelings

A
  • Irritable, sad, anxious
  • Mood swings
  • Lonely even when not alone
  • Sensitive, easily hurt or angry
  • Decreased hope, lack caring, sense of dread
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12
Q

Changes in behaviour

A
  • Stop attending classes
  • Give up hobbies and previously enjoyable activities
  • Withdraw from social events
  • Poor sleep
  • Arguments with friends
  • Unhealthy ways of coping
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13
Q

Changes in thinking

A
  • Poor concentration
  • Self-criticism
  • Over-worry
  • Pessimism
  • Thoughts of self-harm
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14
Q

Sustained change

A
  • The difficult feelings interfere with friendships or school
  • The difficult feelings do not go away
  • Others who know you notice a change or that you are struggling
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15
Q

Mental health resources and services

A
  1. Online well-being resources
  2. Counselling (queens student wellness)
  3. Family doctor
  4. 24-hour hotlines
  5. Hospital urgent care
  6. Ongoing support services: psychologist or psychotherapist
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16
Q

Contributions to increased demand of mental health and well-being support

A
  • Brain undergoing accelerated growth and is sensitive to what it is exposed to
  • Students experiencing many changes such as leaving home, more responsibility etc.
  • Stigma related to reporting mental health problems is decreasing
  • Adjusting to new circumstances or life events
17
Q

Why are off-campus clinical services not sufficient to meet student mental health support needs?

A
  • Often target adults with chronic and persistent mental illness, however many students have clinically symptoms but may not have a persistent or serious mental illness
  • Students need quick access to support bs of shirt academic terms
  • Community services often not tailored for student demographic
18
Q

What characteristics are most important for a university mental health services?

A
  • Proactive and preventative
  • Health promotion focused
  • Engaging
  • Student friendly and accessible (short wait times)
  • Compassionate
  • Helpful from first contact
  • Tailed to meet individual student needs
19
Q

Policy recommendations for how universities could promote and support student well being and mental health

A
  • A safe and inclusive learning community; an ethos of compassion and connectedness; regard for a healthy and sustainable environment
  • Stepped care model offering evidence-based care at diff levels of intensity based on need
  • Single accessible point of entry to all services
  • Partner with students to co-create and develop wellness services

IDIS199 (6 decks)

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