High School Health - Mental Health Unit.pdf

High School Health - Mental Health Unit Mental Health Mr. LeMonds High School Health - Mental Health Unit Mental Health refers to the state of our cognitive, behavioral, and emotional well-being. It is all about how we think, feel, and behave. The term ‘mental health’ is sometimes used to mean an ab...

High School Health - Mental Health Unit Mental Health Mr. LeMonds High School Health - Mental Health Unit Mental Health refers to the state of our cognitive, behavioral, and emotional well-being. It is all about how we think, feel, and behave. The term ‘mental health’ is sometimes used to mean an absence of a mental disorder. However, mental health is much more than simply the absence of mental illnesses. Mr. LeMonds High School Health - Mental Health Unit It encompasses a range of factors, including: 1. Emotional Regulation: The ability to manage and express emotions effectively and appropriately. 2. Psychological Well-being: This includes self-acceptance, personal growth, purpose in life, environmental mastery, autonomy, and positive relations with others. Mr. LeMonds High School Health - Mental Health Unit 3. Social Well-being: The ability to form fulfilling relationships and to adapt to various social situations. This includes showing empathy and compassion, maintaining healthy boundaries, and contributing to community or society. 4. Resilience: The capacity to recover quickly from difficulties, adapt well to change, and keep going in the face of adversity. Mr. LeMonds High School Health - Mental Health Unit 5. Coping Skills: Strategies and techniques that individuals use to manage stressful situations or emotions. 6. Self-Realization: Understanding and accepting oneself, realizing one’s potential, and finding meaning and purpose in life. Mr. LeMonds High School Health - Mental Health Unit Mental health is fundamental to our collective and individual ability as humans to think, emote, interact with each other, earn a living, and enjoy life. On this basis, the promotion, protection, and restoration of mental health can be considered a vital concern of individuals, communities, and societies throughout the world. Mr. LeMonds High School Health - Mental Health Unit Glossary of Terms Mr. LeMonds High School Health - Mental Health Unit Social Worker: A professional who provides a range of services to people and families in need. Mental Health: A level of psychological wellbeing, or an absence of mental illness. Mr. LeMonds High School Health - Mental Health Unit Cognitive Behavioral Therapy (CBT): A type of psychotherapy that treats problems and boosts happiness by modifying dysfunctional emotions, behaviors, and thoughts. Mindfulness: A mental state achieved by focusing one’s awareness on the present moment, while calmly acknowledging and accepting one’s feelings, thoughts, and bodily sensations. Mr. LeMonds High School Health - Mental Health Unit Stigma: A mark of disgrace associated with a particular circumstance, quality, or person, often related to mental illness. Resilience: The ability of a person to adjust to or recover readily from illness, adversity, major life changes, etc. Self-Care: The practice of taking action to preserve or improve one’s own health, particularly during periods of stress. Mr. LeMonds High School Health - Mental Health Unit Psychiatrist: A medical doctor who specializes in mental health, including substance use disorders. Psychologist: A professional specializing in diagnosing and treating diseases of the brain, emotional disturbance, and behavior problems. Mr. LeMonds High School Health - Mental Health Unit Psychotherapy: A general term for treating mental health problems by talking with a psychiatrist, psychologist, or other mental health providers. Mental Health Assessment: A process of gathering information about a person within a mental health service, with the purpose of making a diagnosis. Mr. LeMonds High School Health - Mental Health Unit Mental Disorders Glossary of Terms Mr. LeMonds High School Health - Mental Health Unit Anxiety: A feeling of worry, nervousness, or unease about something with an uncertain outcome. Depression: A mental health disorder characterized by persistently depressed mood or loss of interest in activities, causing significant impairment in daily life. Mr. LeMonds High School Health - Mental Health Unit Bipolar Disorder: A disorder associated with episodes of mood swings ranging from depressive lows to manic highs. Schizophrenia: A serious mental disorder in which people interpret reality abnormally. Mr. LeMonds High School Health - Mental Health Unit Post-Traumatic Stress Disorder (PTSD): A mental health condition that’s triggered by a terrifying event — either experiencing it or witnessing it. Obsessive-Compulsive Disorder (OCD): An anxiety disorder in which people have recurring, unwanted thoughts, ideas, or sensations (obsessions) that make them feel driven to do something repetitively (compulsions). Mr. LeMonds High School Health - Mental Health Unit Major Depressive Disorder: A mental health disorder characterized by persistently depressed mood or loss of interest in activities, causing significant impairment in daily life. Generalized Anxiety Disorder (GAD): A mental health disorder characterized by chronic and exaggerated worry and tension, much more than the typical anxiety that most people experience. Mr. LeMonds High School Health - Mental Health Unit Panic Disorder: A psychiatric disorder characterized by sudden and repeated episodes of intense fear accompanied by physical symptoms that may include chest pain, heart palpitations, shortness of breath, dizziness, or abdominal distress. Mr. LeMonds High School Health - Mental Health Unit Bipolar Disorder: A disorder associated with episodes of mood swings ranging from depressive lows to manic highs. Mr. LeMonds High School Health - Mental Health Unit Schizophrenia: A severe mental disorder in which people interpret reality abnormally, which may result in some combination of hallucinations, delusions, and extremely disordered thinking and behavior. Attention-Deficit/Hyperactivity Disorder (ADHD): A chronic condition including attention difficulty, hyperactivity, and impulsiveness. Mr. LeMonds High School Health - Mental Health Unit Autism Spectrum Disorder (ASD): A developmental disorder that affects communication and behavior, and includes a range of symptoms and skills. Borderline Personality Disorder (BPD): A mental health disorder that impacts the way you think and feel about yourself and others, causing problems functioning in everyday life. Mr. LeMonds High School Health - Mental Health Unit Eating Disorders: Disorders characterized by abnormal or disturbed eating habits, such as Anorexia Nervosa, Bulimia Nervosa, and Binge-Eating Disorder. Social Anxiety Disorder: A chronic mental health condition in which social interactions cause irrational anxiety. Mr. LeMonds High School Health - Mental Health Unit Specific Phobias: A type of anxiety disorder defined by a strong, irrational fear of something that poses little or no real danger. Dissociative Disorders: Disorders that involve experiencing a disconnection and lack of continuity between thoughts, memories, surroundings, actions, and identity. Mr. LeMonds High School Health - Mental Health Unit Seasonal Affective Disorder (SAD): A type of depression that’s related to changes in seasons — SAD begins and ends at about the same times every year. Down Syndrome: is a genetic disorder caused by the presence of an extra copy of chromosome 21, leading to a range of developmental and physical characteristics, including intellectual disability, distinctive facial features, and potential health complications. Mr. LeMonds High School Health - Mental Health Unit Tools for Improving Mood and Mental Health Managing Mental Health Mr. LeMonds High School Health - Mental Health Unit “The Big Six” For optimal Mental Health Mr. LeMonds High School Health - Mental Health Unit 1. Sleep 2. Light 3. Movement 4. Nutrition 5. Social Connection 6. Stress Control Mr. LeMonds High School Health - Mental Health Unit Sleep Most people need between 6 to 8 hours of sleep per night. Sleep is something that we have to constantly be working on. Strive to get to sleep at more or less the same time each night and wake up at more or less the same time each morning. Mr. LeMonds High School Health - Mental Health Unit Sleep Ideally, get to sleep within plus or minus 1 hour of your regular sleep time. Having a fairly consistent sleep routine is important for regulating mood and mental health. Consistent sleep routine helps regulate overall levels of energy, mood, and focus throughout the day. Mr. LeMonds High School Health - Mental Health Unit Light View sunlight as early as possible after waking. Get outside and face East in the morning. Take off those sunglasses and blink to protect your eyes as needed. Mr. LeMonds High School Health - Mental Health Unit Light Get that sunlight in your eyes early in the day for about 10 minutes on non-overcast days and as long as 20 or 30 minutes on overcast days. Get light in your eyes in the late afternoon and evening as well. Consistent light routine is critical for regulating the circadian clock. Mr. LeMonds High School Health - Mental Health Unit Light Getting bright light in your eyes from sunlight or artificial sources throughout the day improves mood and mental health. Bright lights activate cells with melanopsin in the eyes, which project wires into the brain to improve mood and feelings of well-being. Mr. LeMonds High School Health - Mental Health Unit Light Staying in dim to dark environments for approximately 8 hours in every 24-hour cycle after wake up is beneficial for mood and mental health outcomes. Even small amounts of light in a dark sleeping environment can disrupt morning glucose levels. Mr. LeMonds High School Health - Mental Health Unit Movement Movement is critical for mental and physical health. Exercise for at least 20 minutes per day, preferably in the morning. Movement doesn't need to be intense, but it needs to be consistent. Consistent movement routine helps regulate mood and mental health. Mr. LeMonds High School Health - Mental Health Unit Movement Strive to get 180 to 220 minutes of Zone 2 cardio per week. V2 Max work at least once a week is important. Daily movement, either cardiovascular or resistance training, is necessary. Resistance training should be done for 6 to 10 sets per muscle group, close to or to failure. Mr. LeMonds High School Health - Mental Health Unit Nutrition Nutrition is critical for mental health. Eat a diet rich in whole foods, fruits, and vegetables. Avoid highly processed and refined foods. Avoid excessive alcohol and caffeine intake. Mr. LeMonds High School Health - Mental Health Unit Nutrition Consistent nutrition routine helps regulate energy levels and mood Getting sufficient amounts of macronutrients and micronutrients is key Nutrition influences cognitive functioning, memory, and ability to focusGetting most food sources from non-processed or minimally processed foods is recommended Mr. LeMonds High School Health - Mental Health Unit Nutrition Sufficient intake of vitamins and minerals, probiotics, prebiotics, and fiber is important for mental and physical health Personal nutritional choices vary and there is no one-size-fits-all approach Mr. LeMonds High School Health - Mental Health Unit Social Connection Social connection is critical for mental health. Nurture relationships with family and friends. Join clubs or groups that share similar interests. Volunteer for community service. Consistent social connection routine helps regulate mood and mental health. Mr. LeMonds High School Health - Mental Health Unit Social Connection Limiting social interactions that cause stress is important for mental health. Interacting with others can also positively impact mood and produce neurochemical and metabolic savings. Mr. LeMonds High School Health - Mental Health Unit Social Connection Identifying individuals and groups that drain energy and cause stress can help support you in your journey to maintaining mental health Focusing on individuals and groups that provide energetic savings can improve mood and mental health. Keep running with the people who bring life to you. Mr. LeMonds High School Health - Mental Health Unit Stress Control Stress is a normal part of life, but chronic stress is detrimental to mental and physical health. Practice stress-management techniques such as meditation, deep breathing, reading Bible, praying, talking with trusted friends Set boundaries and learn to say no. Mr. LeMonds High School Health - Mental Health Unit Stress Control Prioritize self-care and rest. Consistent stress control routine helps regulate mood and mental health. Mr. LeMonds High School Health - Mental Health Unit Stress Control Managing stress is crucial for mental health. Stress can negatively impact mood and cognitive function. Finding healthy ways to cope with stress can improve mood and cognitive function. Mr. LeMonds High School Health - Mental Health Unit The Big Six The core six pillars are essential for improving mood and mental health and no drug can replace them. Pharmacological tools should be viewed as a path to getting people who are otherwise unable to engage in those six core pillars to be able to do so on a regular basis. Mr. LeMonds High School Health - Mental Health Unit Effective Gratitude Practice Mr. LeMonds High School Health - Mental Health Unit Effective gratitude practice positively impacts health variables, including cardiovascular health, relationships, mental and physical health, and cognitive performance. Data shows that an effective gratitude practice doesn't involve just writing down things to be grateful for, but it involves a so much more. It's easy to incorporate into daily life. Mr. LeMonds High School Health - Mental Health Unit Coordination of Physiology in Response to a Story Mr. LeMonds High School Health - Mental Health Unit Study in the journal Cell Report demonstrates that different people listening to the same story undergo the same variation in heart rate, even when listening at different times. Demonstrates the power of narrative and story in coordinating physiology. The results show a coordination of neural circuits in the brain and body. Mr. LeMonds High School Health - Mental Health Unit Benefits of Gratitude Practice Mr. LeMonds High School Health - Mental Health Unit Regular gratitude practice leads to a long-lasting impact on subjective wellbeing, happiness, meaning, joy, and awe for life experience. It provides resilience to trauma and reframing. Mr. LeMonds High School Health - Mental Health Unit Builds resilience to prior traumatic experiences. Buffers against negative physiological and psychological effects. Inoculates against future traumas. Mr. LeMonds High School Health - Mental Health Unit Enhances social relationships. Improves relationships across different areas of life. Benefits subjective feelings of wellbeing. Mr. LeMonds High School Health - Mental Health Unit Gratitude Practices and Neural Circuits (Brain) Mr. LeMonds High School Health - Mental Health Unit Repeated gratitude practices can shift neural circuits towards pro-social behaviors. Can enhance physical and mental health by default. Regular gratitude practice can shift pro-social circuits to dominate physiology and mindset. Can make individuals happier on average as they practice. Mr. LeMonds High School Health - Mental Health Unit Neuromodulators (e.g., dopamine, serotonin) change neural circuit activity Serotonin is the main neuromodulator associated with gratitude and pro-social behaviors Mr. LeMonds High School Health - Mental Health Unit Serotonin released from the raphe nucleus increases activity in neurocircuits that lead to more approachable experiences Activates anterior cingulate cortex and medial prefrontal cortex These areas are connected to other brain networks and influence thought processes and physical responses Mr. LeMonds High School Health - Mental Health Unit Medial prefrontal cortex sets context and defines the meaning of experiences Controls deeper brain areas based on motivation and desire Mr. LeMonds High School Health - Mental Health Unit Sets context for experiences, influencing health effects Can create positive or negative health effects based on framing of experiences Mr. LeMonds High School Health - Mental Health Unit Gratitude is a mindset that activates the prefrontal cortex and sets the context of experiences for health benefits Mr. LeMonds High School Health - Mental Health Unit Most gratitude practices involve listing things one is grateful for Studies show this style is not particularly effective in shifting neural circuitry Enhancing autonomic arousal during gratitude practices can make them slightly more effective Mr. LeMonds High School Health - Mental Health Unit Autonomic nervous system has sympathetic (alertness) and parasympathetic (calming) branches Heightened sympathetic tone can enhance the intensity of emotions during gratitude practices Practices geared towards increased autonomic arousal increase the potency of gratitude practices Mr. LeMonds High School Health - Mental Health Unit Receiving gratitude is more potent in creating positive shifts in neural networks Studies show prefrontal activation is stronger when listening to a letter of gratitude Genuine expressions of gratitude have a potent effect on shifting someone else's neurology Mr. LeMonds High School Health - Mental Health Unit Storytelling is a major way humans organize information in the brain Story listening circuits in the brain Mr. LeMonds High School Health - Mental Health Unit Neural circuits associated with pro-social behaviors and gratitude become active when feeling affiliation with the person telling the story Mr. LeMonds High School Health - Mental Health Unit Effective gratitude practice involves finding a powerful narrative that inspires Repeated exposure to the selected narrative is crucial for its effectiveness Mr. LeMonds High School Health - Mental Health Unit The narrative selected does not have to resemble one's own life experience Keeping bullet point notes about the struggle, the help, and emotional impact serves as a shorthand for getting into the gratitude mode Mr. LeMonds High School Health - Mental Health Unit Gratitude practiced over many weeks shows neuroplasticity of circuits. Neural circuits become more easily activated with each subsequent repeat of the practice. Mr. LeMonds High School Health - Mental Health Unit Short gratitude practices have outsized positive effects on physiology. Short practices can be done in one to three minutes, making them easily accessible. Gratitude practices aim to change the state of mind and body. Mr. LeMonds High School Health - Mental Health Unit Listening to a story can synchronize heart rates and change breathing patterns among different individuals. Story-based gratitude practices can create a shift in heartbeat and breathing patterns. Consistently returning to the same story can shift physiology into a more relaxed state associated with gratitude, awe, or joy. Mr. LeMonds High School Health - Mental Health Unit Genuine gratitude is essential in both receiving and giving thanks. The intention behind the act of giving thanks carries more weight than the size of the gift. Genuine thanks are crucial in determining the authenticity of gratitude experiences. Mr. LeMonds High School Health - Mental Health Unit Repeated gratitude practice changes brain circuits and interactions between the brain and the heart. Brain controls heart rate; reciprocally innervated (arouse or stimulate). Study looked at changes in functional connectivity within the brain and between the brain and the heart in response to gratitude practices. Mr. LeMonds High School Health - Mental Health Unit Regular gratitude practice can change resting state functional connectivity in emotion and motivation-related brain regions. Anxiety and fear circuits become less likely to be active. Circuits for feelings of wellbeing and motivation become more active. Mr. LeMonds High School Health - Mental Health Unit Ideal Gratitude Practice Mr. LeMonds High School Health - Mental Health Unit Grounded in a story where genuine thanks are expressed. Can be as brief as one minute or five minutes. Mr. LeMonds High School Health - Mental Health Unit Recommended frequency: three times a week. Best times: first thing in the morning, before bedtime, or any time of day. Mr. LeMonds High School Health - Mental Health Unit Gratitude Practice Guidelines Mr. LeMonds High School Health - Mental Health Unit Gratitude practice should be grounded in a narrative The story can involve receiving or observing genuine thanks Mr. LeMonds High School Health - Mental Health Unit A genuine interaction is key to the effectiveness of the gratitude practice Participants should receive or observe thanks wholeheartedly Mr. LeMonds High School Health - Mental Health Unit Elements of Gratitude Practice Mr. LeMonds High School Health - Mental Health Unit Establish a gratitude story Write down 3-4 bullet points as reminders Include the state before and after receiving gratitude Mr. LeMonds High School Health - Mental Health Unit Read off the bullet points as a cue to the nervous system Spend 1-5 minutes feeling the genuine experience Mr. LeMonds High School Health - Mental Health Unit Mr. LeMonds High School Health - Mental Health Unit Mr. LeMonds High School Health - Mental Health Unit Mr. LeMonds