1
Q
define Mental wellbeing
A
an individual’s current state of mind, including their ability to think, process information,(cognitive) and regulate emotions (affective/behavioural)
Depending on their ability to function and cope with everyday demands, their mood patterns, and the quality of their social connections
2
Q
ways of considering levels of mental well-being
A
- levels of functioning
2.resiliance - levels of social and emotional well-being
3
Q
define Levels of functioning
A
refer to the degree to which an individual can complete day-to-day tasks in an independent and effectiive manner
4
Q
examples of levels of functioning
A
preparing food, dressing oneself appropriately prevents people from becoming easily overwhelmed and increases an individual’s sense of capability and control over there life’s.
5
Q
what does accomplishing daily tasks do
A
gives us a sense of control over our lives, which boosts our confidence and motivation as we feel productive and competent
6
Q
High levels of functioning
A
- Carrying out basic everyday tasks
such as maintaining personal
hygiene
-Be productive in completing set tasks
and goals - Be independent
- Adapt to changes in the environment
7
Q
Low levels of functioning
A
Struggle to carry out basic tasks like
dressing appropriately
- Feel uncharacteristically lethargic or
tried
- Lack direction or set goals in life
- Be unable to cope with changes in the
environment
8
Q
deifne Resilience
A
refers to the ability to cope with and manage change and uncertainty.
9
Q
what can resilience lead to
A
having high self-esteem, more confidence, and increased coping flexibility
High levels of resilience means that you can respond effectively to stressors, overcome them or adapt to them
- Resilience can be taught and developed over time
10
Q
high levels of resilience
A
Seek solutions to problems
- Use appropriate coping strategies
- Ability to be flexible in changing
circumstances
- Be optimistic and hopeful
11
Q
low levels of resilience
A
Experience enduring feelings of being overwhelmed when problems arise
- Rely on unhealthy coping strategies
(food, social media, alcohol/drugs)
- Unable to adapt to change
Lack hope and optimism
12
Q
define Social wellbeing
A
the ability for an individual to form and maintain meaningful bonds
with others, and adapt to different social situations
13
Q
define emotional wellbeing
A
the ability for an individual to appropriately control and express
their own emotions
14
Q
are social and emotional wellebing related
A
Bi-directional and interrelated forms of wellbeing
- Applies to non-indigenous peoples
15
Q
High levels of social wellbeing
A
Have a strong support network
- Be able to form and maintain meaningful relationships
- Be able to effectively communicate with
others
16
Q
low levels of social wellbeing
A
Be isolated or lack support from others
- Have difficulty forming and maintaining
meaningful relationships
- Struggle to effectively communicate with others
17
Q
High levels of emotional wellbeing
A
-Be aware of their own and others current
emotional state
- Experience a wide range of emotions
- Express emotions at appropriate times
18
Q
low levels of emotional wellebing
A
Be unable to understand or name their
own and others emotions
- Feel numb or be unable to experience
certain emotions
- Express emotions inappropriately or at inappropriate times
19
Q
SOCIAL AND EMOTIONAL WELLBEING FRAMEWORK
A
a framework that has been developed and includes all elements of being, and therefore wellbeing, or Aboriginal and Torres Strait Islander peoples
-A multidimensional framework, that is made up of different components
- Holistic approach which reflects an approach to wellbeing that considers a whole person including spiritual, physical, mental and social needs
20
Q
what are the 7 aspects of social and emotional wellebing
A
- connection to community
- connection to culture
-connection to body
-connection to mind and emotion
-coonection to spirit, spirituality and ancestors
-conection to family and kinship
connection to country
21
Q
description of Connection to body
(individual)
A
Connection to the physical body and health in order to participate fully in all aspects of life
- the body as a vessel,
connection of body and
spirit
examples: access to good nutrition
- managing illness and
Disability
21
Q
Connection to mind and
Emotions
(individual)
A
ability to effectively manage thoughts and feelings
- Ability to sit and be at peace with your
thoughts (listen to ancestors)
examples: Maintaining self-esteem, ability to regulate stress, Having high levels of confidence
21
Q
Connection to family and
Kinship
(people but outside the individual)
A
-Connection to the immediate and wider family group and community
- family that has been established through the process of removal
- Families based around the concept of respect and endearment
- More connections with more people
examples: Spending time within
family groups promotes a feeling of connection and therefore wellbeing
- Caring for the ill is the responsibility of all, not simply one’s biological family
22
Q
Connection to community
A
Connection to wider social systems,
providing individuals and families the ability to connect and support with each other
examples: -Community services
and support networks (e.g. breakfast club)
- Ability to maintain community connections
23
Connection to culture
A strong sense of identity, values,
- Elders passing on information and tradition and connection (between past, present and future)
- Lore based on basic principles of respect and heritage since the beginning of time
- Includes song, dance and arts
24
examples of connection to culture
- elders passing on information and tradition to future generation
- Speaking local languages and
attending cultural events
- Participating in traditional rites an rituals
- Learn about their cultures values system
25
Connection to country
A strong sense of identity, values,
tradition and connection between the past and present and the future that
drives behaviour and beliefs
- Geographically and the spiritual, emotional, and intellectual connection to the land
26
examples of connection to country
Beliefs are tied heavily to the land and how one lives on it
- Doesn’t take more than one needs from the land
- Obligations to the associated land
- That one belongs to the land not that we own the land
27
Connection to spirituality and ancestors
Set of beliefs and principles that people follow and believe in
- Ways people understand themselves
examples: Spiritually grounded in
the belief that their ancestors watch over them for the entirety of
their life
- Ancestors will offer guidance which creates a sense of wellbeing
28
Framework acknowledges AITSIP
ocial and emotional wellbeing is impacted by social, historical, and political determinants of wellbeing
- These signify that the experience of wellbeing in AITSIP communities is impacted by wider societal forces
29
Social determinants
The circumstances in which people grow, live and work, and the systems put in place to deal with illness
E.g.: socioeconomic status (wealth) , impact of poverty, unemployment, racial discrimination
30
Historical determinants-
the ongoing influence of events policies and trauma on groups of people
E.g.: colonisation and its legacy, impact of past government policies
31
Political determinants
- political policies that shape the process of distributing resources and power to individuals and communities, and create or reinforce social and health inequalities
Eg: unresolved land issues, control of local resources, right of self determination
32
Cultural determinants
including cultural continuity and self-determination (making decisions appropriate for them), as integral for the maintenance of wellbeing in Aboriginal and Torres Strait Islander peoples
33
Strength based approach
(resilience and persistence
- Culture is considered to be an important determinant (cultural identity)
34
Culture-
Can be understood as encompassing a strong sense of identity, values, tradition, and connection. between the past, present, and future that drives behaviour and beliefs- Culture can draw strength, resilience, and empowerment, thus contributing to health and wellbeing
35
1. Cultural continuity-
refers to the passing down and active practice of cultural knowledge, traditions, and values from generation to generation
- Can be achieved through a variety of cultural practices, including engaging with arts, cares, music, dance, songlines etc
-Can be disrupted or destroyed if cultural practices are not allowed to continue in particular colonisation, assimilation(means forced to fit in)
(historical determinants)
-Cultural continuity enables communities to heal and form strong identies
36
2. Self determination-
(could be a protective factor to someones culture)
requires that First Nation people are involved in 'every layer of decision making' The rights of all peoples to pursue freely their economic, social, and cultural development without outside interference
- A sense of autonomy and independence
- Requires that indigenous people are involved in every layer of decision making
- Enables individuals to feel in control and empower over their own lives and to determine their own futures.
- Control over our lives enables us to feel like we have a greater level of wellbeing
36
Mental wellbeing continuum
- refers to a tool used to track fluctuating mental wellbeing
- Ranging from high levels of mental wellbeing to low levels (spectrum)
37
define Mental wellbeing
refers to their psychological state including their ability to think, process information, and regulate emotions
- Changes over time depending on what an individual is experiencing in their lives
38
characteristics of high levels of mental wellbeing
Able to function independently within their everyday life
- Able to cope with everyday demands without showing an excessive level of distress and dysfunction
- Still may experience stress, sadness, and anger but they have an ability to cope with these experiences and
regulate their responses
39
characteristics of middle of the continuum
Still able to function just not at optimal levels
- Experiences a temporary or moderate impact on mental wellbeing
- Amplified emotions and high stress levels
- Have difficulty concentrating
- Likely to have irrational
thought patterns and faulty cognition
- Less severe impacts and more temporary nature
39
examples of middle of the continuum
Mei Zhen is approaching year 12 exams and finds herself unable to sleep and crying been because of the intense stress. However, she seeks support from the school
counsellor and, once her exams are over, she goes back to her normal cheerful self
39
example of high levee of mental wellebing
Mei Zhen is a healthy teenager who balances school, a job and
sporting commitments. Although she feels stressed when she has a
lot of SACs, Mei Zhen has a strong
study timetable and support system, and is able to cope with these stressors effectively
40
examples of low levels of mental wellebing
When Mei Zhen finishes
university, she experiences a number of significant life stressors and develops significant anxiety. She often has panic attacks and irrational thoughts, leading her to cancel plans with her friends and family. A psychologist diagnoses her with an anxiety disorder and supports
her with therapy and medication.
41
characteristics of low levels of mental wellebing
High levels of distress
- Unable to independently
complete tasks
- Cannot meet demands of
their environment
- Impacted for an extended
period (2+ weeks)
- May be diagnosed by a
professional and treated
through psychotherapy or
meds
42
what are internal factors
are factors that arise from within the individual (stress response, thought patterns, genetic predisposition)
43
what are external factors
are factors that arise from an individual’s environment
43
define Stress
is a psychological and physiological experience that occurs when an individual encounters something of significance that demands their attention and/or efforts to cope
44
characteristics of stress
Normal part of life and not necessarily an indication of low levels of mental wellbeing
- Stress is usually in response to a known cause, differentiates it from anxiety
- 2 types of stress: distress and eustress
- When an individual feels as though they don’t have adequate resources to cope with distress, it can lower mental wellbeing
44
define anxiety
is a psychological and physiological response that involves feelings of worry and apprehension about a perceived threat. It can involve cautiousness regarding a potential threat, danger or other negative events
44
characteritics of anxiety
Anxiety typically only involves distress
- Is broader than stress and may be due to an unknown stimulus
- Anxiety is usually future oriented meaning that it involves worrying about events that may happen in the future/ haven’t occurred yet
- When anxiety is excessive and persistent over a long/ extended period of time (2+ weeks) it may cause an individual to experience lower levels of mental wellbeing
45
why is anxiety similar to stress
People will experience stress and anxiety from time to time and it is an expected part of daily life
- They don’t usually interrupt daily functioning and aren’t always a sign of low mental wellbeing
- Some can be adaptive (eustress) for functioning as they motivate people to take action
- Both stress and anxiety are on the moderate to high part of the continuum
46
define Specific phobia
a type of diagnosable anxiety disorder that is categorised by excessive and disproportionate fear when encountering or anticipating the encounter of a particular stimulus
47
characteristics of specific phobia
Associated with an individual going to great lengths to avoid their phobic stimulus
- A significant disruption to an individual’s daily functioning either at work, home, in their social life or with family
- Low levels of mental wellbeing when encountering or attempting to avoid the phobic stimulus
- People who have a specific phobia are often aware that their level of fear and anxiety is disproportionate to the phobic stimulus
-
48
what part of the nervous system is dominant for a phobia
Unable to control these feelings as the sympathetic nervous system is dominant
49
Biopsychosocial
is a holistic, interdisciplinary framework for understanding the human experience in terms of biological, psychological and social factors
49
what type of bodily response
Results in physiological responses including: increased heart rate, rapid breathing, increased perspiration, dilated pupils
50
INTERNAL
Biological factor
- internal, genetic and/or physiologically based factors
- These factors can be innate, such as genetic predispositions (from parents)
- Can come about later in life, such as through taking certain medications
- Gamma-amnio butyric acid (GABA) dysfunction and long term potentiation
51
Psychological factors
internal factors relating to an individual’s mental processes, including their cognition, affect, thoughts, beliefs, and attitudes
- In essence psychological factors are everything that an individual experiences within their mind
- Affective and cognitive factors
- Behavioural models involving precipitation by classical conditioning and perpetuation by operant conditioning, and cognitive biases including memory bias and catastrophic thinking
52
EXTERNAL
Social factors
external factors relating to an individual’s interactions with others and their external environment including their relationships and community involvement
- This can include close personal relationships as well as an individual’s experience within a greater society
- Specific environmental triggers and stigma around seeking treatment
53
fervently
fervently advocates / supports
means with passion or enthusiasm
54
reinvigorate
sytengthen or give energy to
reinvigorate the community
55
BIOLOGICAL CONTRIBUTING FACTORS
GABA dysfunction
refers to the insufficient/inadequate neural transmission or reception of GABA in the body
1.due to low levels of production of GABA
2. insufficient reception of transmutation of GABA across the synapse
56
what type of response will individuals with GABA dysfunction experience
overexcitation of neural pathways
56
what can treat GABA dysfunction
Benzodiazepines can be used to treat this GABA dysfunction. As an agonist, benzodiazepines bind to GABA receptor sites and mimic the effects of GABA to increase its inhibitory response.
57
what is GABA
GABA is the main inhibitory neurotransmitter in the human nervous system, prevents
the uncontrolled firing of neurons by decreasing the likelihood of it firing an action potential.
58
what is the Role of GABA
-Regulates postsynaptic activation in neural pathways, preventing over excitation and uncontrolled firing
- Important in regulating the fight or flight or freeze response and anxiety
- GABA acts to slow or halt the excitatory neural impulse
59
Phobia:
-GABA dysfunction may cause someone’s flight- fight-
freeze response or anxiety response to be activated
more easily than those with adequate GABA levels
- Recurrent stress responses to specific stimuli can lead
to the development of a phobia (classical conditioning)
60
define Long- term potentiation-
is the long lasting and experience dependent strengthening of synaptic connections that are regularly coactivated
61
how does LTP work for a phobia
1. Strengthening the association between neural signals involved in perceiving a stimulus and neural signals involved in activating the fear response
2. Through repeated coactivation the signals involved in perceiving a phobic stimulus more readily trigger the activation of the neural signals responsible for the fear response
3. the more this occurs the stronger the association becomes and the strong the phobia becomes
62
what nural pathways are involved
1. amygdala
2.hippocampous
63
Role of amygdala:
brain area responsible for adding emotional significance to the memory) responsible for formation and storage
of classically conditioned fear.
- Amygdala = processes the fear response (implicit)
64
what role does the Hippocampus play
forms the memory of the actual object or event
- When the amygdala is activated it signals to the hippocampus to encode the explicit, declarative aspects of the memory
65
BIOLOGICAL INTERVENTIONS
Benzodiazepine agents (GABA agonists)-
a type of medication that depresses the central nervous system - Short acting anxiety medication (agonists)
66
how does Benzodiazepine agents (GABA agonists)- work
As agonists benzodiazepines bind to GABA receptor sites and mimic the effects of GABA to increase its inhibitory response
- By inducing inhibitory responses the fear response is reduced, reliving the anxiety it causes
- Less likely to trigger fight- flight- freeze response, reduce anxiety, and relax muscles
-Medication can be used to relive the symptoms of anxiety however they don’t address the underlying cause of the anxiety disorder and therefore should only be used short term (or in conjunction with
therapy).
67
Acts as an agonist- stimulating activity of GABA/ amplifying its effects - reducing physiological arousal
1. Benzodiazepines bind to a GABA receptor site on a postsynaptic neuron
2. Benzodiazepines increase the effec1veness of GABA when it later binds to the same receptor sites
3. GABA then has its inhibitory effect, reducing the likelihood that the neuron will fire (reducing over excitation)
68
what is Breathing retraining-
a method used to teach breathing control techniques that may reduce physiological arousal
69
when would breathing retraining be used
-When confronted with their specific phobia stimulus individuals often experience fast, shallow breathing as their sympathetic nervous system becomes dominant
- Can lead to hyperventilation and therefore increased anxiety
Rapid breathing can increase oxygen levels and reduce the amount of carbon dioxide in the blood
70
why is carbon dioxide important
assists in the regulation of the body’s reaction to anxiety and panic
71
what are the step 1 of breathing retraining
Slow and deep inhalations, followed by slow and controlled exhalations
- Counting slowly when breathing in and breathing out
- Breathing slowly in through the nose, and focusing on breathing out slowly from the diaphragm
72
Step 2: of breathing retraining
Learner applies the breathing techniques learnt in step 1 when in the
presence of a phobic stimulus (eg: box breathing)
- This restores the amount of oxygen in the body to an optimal level by
reducing oxygen levels and increasing carbon dioxide levels
73
PSYCHOLOGICAL CONTRIBUTING FACTORS
CLASSICAL CONDITIONING PRECIPITATES PHOBIAS
define classical conditioning
Classical conditioning- a form of involuntary learning in which two unrelated stimuli are paired together and form an association
In this model learning occurs in three phases: before, during,
and after
74
Precipitating factors-
factors that increase the susceptibility to and contribute to the occurrence of developing a specific phobia
75
Operant conditioning:
: involves learning through the association of a behaviour and the consequence (punishment/ reinforcement) it receives
- Involves a voluntary response by the learner
- Avoidance of an unpleasant stimulus leads to negative
reinforcement
- Contributes to the maintenance of a phobia by hindering our
ability to recover
76
Perpetuating factors
factors that inhibit a person’s ability to recover from a specific phobia
77
COGNITIVE MODEL
Cognitive bias-
a predisposition to think about and process information in a certain way (tends to be fallible ‘errors’ in cognition)
78
1. Memory bias-
a form of cognitive bias caused by inaccuracy or exaggeration in the recall of an event
-More likely to remember negative information than positive ones
- Enhance negative memories and impair positive memories (with the stimulus)
79
2. Catastrophic thinking-
a kind of cognitive bias in which a stimulus or event is predicted to be far worse than it is likely to be in reality
- When the individual repeatedly overestimates potential dangers of the stimulus
- Assumes the worst possible outcome
80
TREATMENTS WITH CBT AND SYSTEMATIC DESENSITISATION
Cognitive behavioural therapy
a type of psychotherapy that uses cognitive and behavioural therapies to change unhelpful or unhealthy thought processes, feelings and behaviours
-Uses knowledge and information to overcome irrational thinking (catastrophic thinking) and replace it with realistic forms of thinking (cognitive aspect)
- Modifying unhelpful behaviours, such as avoidance
81
Systematic desensitisation-
targets the biological stress response and is an intervention that can be used alone or in conjunction with CBT
- Occurs in 4 distinct stages
82
what is the 4 stages of system destination
1. Learning of relaxation techniques- breathing retraining (box breathing)
2. Development of fear hierarchy- list of anxiety inducing experiences in order of easiest to confront to most difficult to confront
3. Gradual step by step exposure from least to most paired with learned relaxation techniques (doesn’t move on until conquered)
4. Continual exposure to fear hierarchy until the patient has overcome their phobia by not producing a phobic response
83
SOCIAL CONTRIBUTING FACTORS AND INTERVENTIONS
Environmental triggers
1. Direct- exposure to the traumatic event
2. Witnessing- other people experiencing a traumatic event (observational learning)
3. Reading or hearing- about a traumatic event
84
Factors that influence social learning
1
1.We don’t pay equal attention to everyone
- People who are like us we pay more attention to
- Higher status, power, authority individuals are more likely to capture our attention
- Therefore, these people are more likely to be a model that people will try and imitate
85
factors that infreluemce social learning 2
2. Consequences matter
- If we see someone get embarrassed, ridiculed, punished we are less likely to be mo1vated to
- repeat this behaviour (vicariously punished)
- If someone receives praise and admira1on, we are more likely to repeat this behaviour
- Need to consider what the consequences for the model were
86
Stigma
Stigma is the social disapproval of an individual’s personal characteristics or beliefs or social disapproval of a type of behaviour
87
stigma around treatment
- As phobias are often irrational it can hard to empathise with the sufferer
- If the individual with the phobia accepts the stigma it can lead to feelings of shame, distress, and hopelessness
- Causes sufferers to hide symptoms of their illness
- Result in a failure to seek help from professionals and friends and family
88
Education
- Education about mental illnesses and the nature of them, treatment and management strategies is known as psychoeducation
Psychoeducation is offered to both the sufferer and their family/ friends
- It can be delivered individually or in group settings
- Goal is to empower the individual to understand their illness and how to develop strategies to cope and recover from it
89
1. to challenge unrealistic or anxious thoughts. Known as cognitive distortions:
-Fortune telling-
predicting a scenario with the phobic stimulus that hasn’t occurred
-Overgeneralisation- applying
the traumatic incident to the entire population/ group
1. Catastrophising-
repeatedly and immediately
predicting the worst-case scenario
90
2. Not encouraging avoidance behaviours
Avoidance behaviours are behaviours that attempt to prevent exposure to the fear- provoking object, activity, or situation
- Maladaptive behaviour as it assists in maintaining the disorder
- Sufferers family shouldn’t criticise or encourage avoidance behaviours, should instead suggest more adaptive alternatives
91
Negative reinforcement-
the absence of the fear (from avoiding it) becomes a reward and reinforces the likelihood of the behaviour being repeated again
92
Biological factors
Influences that stem from an individual’s brain and/or body that can maintain or promote mental wellbeing
93
MAINTINENCE OF MENTAL WELLBEING
Protective factors-
influences that enable an individual to promote and maintain high levels of mental wellbeing
-Tools utilised in day-to-day lives to promote high levels of mental wellbeing
- Help to improve wellbeing but don’t guarantee high levels of mental wellbeing
94
1.Adequate nutrition
type and amount of food and drink that an individual consumes to meet their physical needs
- Unprocessed foods can reduce the risk of experiencing mental health disorders, such as depression and anxiety
- More fruits, legumes seeds and less alcohol, salts, processed foods, saturated foods
95
2. sleep
-Good sleep is likely to reduce the likelihood of mental health disorders and promote wellbeing
- Bidirectional relationship with mental wellbeing
- Link between poor sleep and poor mental wellbeing and vice versa
96
Psychological Factors
influences that relate to mental processes that can maintain and promote mental wellbeing.
97
Cognitive behavioural strategies
- Techniques that utilise traits of cognitive behavioural therapy
- Acknowledging and changing thoughts and behaviours that impair mental wellbeing
- Identifying dysfunctional thoughts/behaviours and developing/maintaining more functional thoughts/behaviours
98
Mindfulness meditation
- Individual focuses on their present experience to promote feelings of calm and peace
- Specific type of mediation that encourages an individual to pay attention to the present moment, including their current feelings, thoughts, and surroundings
- Can improve emotional reactivity, reduce likelihood of rumination, reduce stress, improve memory
99
Social Factors
Influences that exist in an individual’s social environment that can maintain and promote mental wellbeing
100
Support
- Genuine and effective assistance provided by family, friends and the community
- Can provide comfort and reassurance to encourage individuals to develop different strategies to promote their mental wellbeing
- In order for it to be effective it must be authentic and energising
- Focused on creating an environment that is likely to improve mental wellbeing
- Legitimate and effective advice
year 12 phycology
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