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Keep Yourself Healthy - A Woman's Guide to Keeping Yourself Clean 

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Keep Yourself Healthy - A Woman's Guide to Keeping Yourself Clean 

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Mental Health Easi Read - Problems, Symptoms, Treatment and Care

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Mental Health Easi Read - Problems, Symptoms, Treatment and Care

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Tips for Building a Healthy Relationship

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Tips for Building a Healthy Relationship

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Meeting someone new and starting a relationship can be an exciting time as you get to know one another and develop feelings. Butterflies in your stomach, thinking about the other person a lot and wanting to spend time with them are often part of a new relationship and it can be great to experience this with someone new.

Whether you have had previous relationships or this is one of your firsts, you may find yourself unsure of how to behave as you are getting to know the other person. At times it can be hard to know how open to be with someone new or to have the confidence to let them know how you feel or what you want. Learning to trust someone takes time and respecting that process can help you build relationships that work for you and your partners.

Keep in mind that your relationship with yourself is the most consistent relationship in your life, and that it impacts all of your other relationships. Having a healthy relationship with yourself can help stop you from forming unhealthy habits in your relationships with others. There is no such thing as the 'perfect' relationship, but here is some advice on healthy habits that can help you build a happy relationship that works for each of you.

7 ways to help build healthy relationships

Show kindness and respect

Everyone deserves to be treated with respect and kindness, and reminding yourself of this at the beginning of dating someone can help to build a healthy relationship. Arguments are bound to happen, but there is a difference between disagreeing with someone and having a falling out, and treating someone badly. Cursing and calling each other names, purposefully trying to hurt someone's feelings during an argument, and threatening or emotionally manipulative behaviour are all toxic traits in a relationship.

Read our article Am I in a toxic relationship? to find out more about the signs of toxic relationships and your options if you might be in one.

Set boundaries in your relationship

Boundaries are standards that you set for yourself and someone else within a relationship. Healthy boundaries allow people to connect with each other while also taking care of their individual wants and needs. People often have different boundaries from their friends, family or sexual or romantic partners. Getting to know what makes you feel good can be very helpful for maintaining healthy relationships with other people.

For example, someone's boundary may be that if they began to date someone they would not feel comfortable telling them certain things about their past or introducing them to their family until a later stage in a relationship. Other boundaries can include letting someone know that they cannot always expect an instant reply if they text or for you to always answer their calls. Setting boundaries is a healthy habit as it can let you take a relationship at your own pace and not feel you have to be always available to the other person or do anything you are not comfortable with.

Examples of setting boundaries:

Telling someone you are only available to see them on certain days

Deciding not to have sex

Only doing sexual activities that you are comfortable with (read our article on setting boundaries during sex)

Spending time with your friends without the person you are seeing

Not texting or answering calls when you are busy or need space

Deciding you do not want to send nudes or sext

Saying you do not want to talk about personal subjects (however this should not mean refusing to discuss issues within the relationship)

Agreeing with the other person that you can both end the relationship without their being threats or emotional manipulation

Take things slowly in your relationship

When starting a relationship it is good to recognise that people feel comfortable taking certain steps at different times. For example, if you meet someone on an online dating platform you might feel you are ready to meet up with them but they may still only be comfortable messaging or speaking on the phone. There are many different stages in a relationship and there is no set point or timeframe for reaching these. Every relationship is different and will progress at a different pace. What is important is that you and who you are seeing are comfortable with the situation and that no one feels under pressure to do something before they are ready.

If you do not feel comfortable with a situation and someone becomes angry or sulks because of that, they are not taking into consideration your feelings and what is best for you. It is easy to feel under pressure in these situations to change your mind to make the other person happy, but whoever you are seeing should care about you being comfortable, respect what you say, and not make you do anything you do not want to. Similarly, if you are seeing someone and feel like things should be moving faster or want them to do something that they do not want to, it is not okay to put pressure on them or make them feel guilty because they are not ready.

Talk about consent with your partner

When you start a new relationship you might decide that you would like the relationship to be sexual. Whatever you are ready for, this might be different to what your partner is ready for and you should never assume they are at the same stage as you. For example you might be ready for your partner to see you naked and to touch one another, but they may be comfortable with touching with clothes on instead.

Talking to your partner about what they are comfortable with happening and sharing what you wish to happen allows you both to be aware of the boundaries around your physical interactions. It enables you to get their consent before doing anything, which is an essential part of a relationship and also to share your consent with them, which is equally important.

When having sex, consent is an agreement between both partners that they definitely want to have sex, or do any sexual act. Both partners need to fully and clearly agree to it, and it must be continuous for the duration of sex. That means that either partner has the right to change their mind at any time.

Consent is needed every time you want to do any sexual act with someone and just because you or your partner may have agreed previously, that does not mean you have to agree again. When having sex no one should feel under pressure to do anything they don't want to and it is important to recognise that with your partner.

Openly talking to your partner about consent can help to build a relationship of mutual trust and respect and create an intimate relationship that works for you both. Read our article on consent and find out about making it an essential part of your relationships.

Spend time apart from your partner

Spending time with someone when you first start seeing them can be amazing and whether it is in person or online it may be all that you want to do. Having someone show interest in you can feel great but if they want to spend all their time with you, or expect to be able to contact you at all times this can be a warning sign that they may be controlling or too dependent on you. Having space from one another and enjoying time apart, both in person and online, is a healthy part of any relationship and establishing this as a boundary at the beginning can help to strengthen positive relationships. If someone is not willing to maintain these boundaries, they may not be emotionally prepared to be in a relationship.

Read our article to learn more about the signs of abusive behaviour in a relationship and making time for yourself when in a relationship.

Listen to one another

Being able to listen to someone when they speak and take on board what they are saying can make a big difference in relationships. Sometimes it can be easy to butt in when someone is speaking if you don't agree with what they are saying or feel you have good advice to give. However, making an active effort to listen to someone while they speak can help develop positive communication skills in a relationship and in doing so help to prevent arguments. Read our article on how to be a good listener to learn more about active listening and how to put it into practice.

Be able to apologise

Being able to recognise when you are in the wrong and apologise is a great skill to have and it can help to strengthen relationships. Whether you meant to hurt someone or not, apologising is a way to show another person that you understand that you did do something hurtful. Whatever has happened, being able to say you're sorry gives both of you a chance to let go of any resentment or negative feelings and move on.

Offering an apology can also help to make the relationship with the other person stronger. It shows them that you care about their feelings and recognise that you did something to hurt them. If you not only show that you're sorry, but explain what you will do in the future to change, it can strengthen trust. However if a person always says sorry but continues the hurtful behaviour, it may be a sign of a toxic relationship. Read our article on how to say "I'm sorry".

Feeling overwhelmed in your relationship and want to talk to someone about it?

If you are a customer of the 48 or An Post network or cannot get through using the '50808' short code please text to 086 1800 280 (standard message rates may apply). Some smaller networks do not support short codes like '50808'.

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7 tips for building a healthy relationship

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Setting boundaries, listening, and being able to say sorry can all help to build healthy relationships

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Knowing what a healthy relationship looks like can help you make the most of your relationships

Written by spunout

Factsheet

Fact checked by experts and reviewed by young people.

Being in a relationship brings many positives - having someone to spend your time with, share your interests with, and feeling loved can all be a great feelings. Sometimes though, our relationships might not make us feel so good. Being able to recognise a healthy relationship is one way to help you evaluate the relationships in your own life and make sure you're being treated with kindness and respect.

Take our quiz to see if you can recognise healthy relationships and if you're able to spot toxic behaviour.

Related articles

A red flag is a warning sign that someone's behaviour may be unhealthy.

Read More

Breakups can be difficult but there is support available if you need it

Read More

Setting boundaries, listening, and being able to say sorry can all help to build healthy relationships

Read More

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Quiz: Can you recognise a healthy relationship? - spunout

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Knowing what a healthy relationship looks like can help you make the most of your relationships

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Mental Health Easi Read - Problems, Symptoms, Treatment and Care

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Mental Health Easi Read - Problems, Symptoms, Treatment and Care

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Learning Disability Today article on Menopause

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Learning Disability Today article on Menopause

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Article on management of Menopause for women with ID

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Article on management of Menopause for women with ID

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Introduction

Cosgrave et al.(1999) have established that women with an intellectual disability experience menopause at an earlier age than women of the general population. It has been noted by McCarthy and Millard (2003a) that there is inadequate information and support available for women with an intellectual disability as they experience the onset of menopause. This is of particular concern when one considers that there are 4839 women with intellectual disability aged 35 and over in Ireland (Barron and Mulvaney 2004). Very little research has been carried out with regards to how the menopause affects the women with an intellectual disability (Martin et al. 2001). The purpose of this article is to provide information to assist carers to recognise the onset of menopause and to help with the management of the related symptoms associated with peri- to post- menopause in women with an intellectual disability.

Definition of Menopause

The World Health Organization's definition (WHO, 1994)
Peri-menopause: The time leading up to menopause with endocrinological, biological and clinical features of approaching menopause, ending one year after the last menstrual bleed.
Menopause: Permanent cessation of menstruation resulting from the loss of ovarian follicular activity.
Post-Menopause: The time following the date of last menstrual bleed, which cannot be determined until 12 months of spontaneous absence of bleeding has been observed.

Causes of Menopause

In women, from around the age of 35 years, the reproductive cycle becomes less predictable and ovulation may not occur in every cycle (McKinlay et al. 1992). The levels of the hormone oestrogen fall and when levels fall too low to stimulate endometrial growth, bleeding stops altogether and the menopause occurs (Abernethy 2003). This erratic production and eventual decline in hormone levels in the blood are responsible for many of the symptoms of the menopause.

Common symptoms arising in Menopause

It is important to note that women with learning disabilities experience the same range of symptoms as other women during and after menopause (Martin et al. 2001). In this article the short-term, intermediate, and long-term symptoms of this condition are highlighted, with suggestions as to how carers might respond to them. In many cases hormone replacement therapy (HRT) may help resolve the symptoms of menopause; this is discussed further below. In all cases a healthy lifestyle should be encouraged, a good varied diet and an appropriate level of exercise, to promote the best possible general health.

Typical Menopause Symptoms (McKinlay et al. 1992).
Short term symptoms:
Hot flushes, night sweats, psychological symptoms e.g. depression, anxiety and panic attacks.
Intermediate term symptoms:
Panic attacks, bladder symptoms e.g. incontinence.
Long term symptoms:
Osteoporosis, and cardiovascular disease.
Hot Flushes / Night Sweats

These are the most common symptoms of the menopause. When oestrogen production drops abruptly during the peri-menopause, there is a change in the brain's chemistry, which affects the temperature control centre in the hypothalamus. This causes a rush of heat over the face, neck and arms, followed by a profusion of sweating as the body attempts to regulate its' temperature. When these flushes occur at night they are known as 'night sweats' and can be very distressing as they can cause sleep disturbance.

How the carer can respond:

The dietician may be consulted regarding the introduction of some foods; those high in magnesium, calcium, vitamin B6 (cereals), Vitamin E (nuts, almonds and avocado) and phyto-oestrogen (a chemical compound that occurs naturally in plants and has estrogenic properties) or restriction of some foods; caffeine, tea, red wine, refined sugar and spicy foods.

Assist the client in choosing suitable clothing-e.g. wearing layers of clothes, especially cotton and natural materials.

The use of bed linens which are made from natural fibres should be promoted. Plastic mattress covers and incontinence sheets should be avoided where possible.

Psychological symptoms

Milner (1997) describes psychological symptoms such as depression, anxiety, panic attacks and changes in libido, which may accompany the other symptoms of the menopause. These may not be directly attributable to the decrease in levels of oestrogen, but may be as a result of all of the changes that occur during this transition.

Depression

Depression during the menopause is most likely to occur during the peri-menopause period but it can last for weeks, months or years. At this time women may experience pain, disrupted sleep, loss of appetite, tiredness and sadness.

How the carer can respond:

Be aware of any changes in the client's mood, for example she may experience feelings of sadness and worthlessness

Observe the client's behaviour, she may become less motivated or change her routine.

Observe her physical state-she may have physical pain, for example she may complain of headaches.

The client should be encouraged to exercise as an increase in her level of activity will increase the rate of endorphins (the body's natural mood enhancers) produced in the brain. Regular exercise will also help maintain good circulation, mobility, bone density and wellbeing.

Encourage the client to talk about her problems, encourage her to express her emotions.

Antidepressants may be advised by the GP in some cases.

Anxiety/panic attacks

Women may experience episodes of anxiety at this time. This may take the form of generalised anxiety or in more severe cases may manifest as a panic attack; these are periods of acute and unremitting terror that grip the individual for periods of time, lasting from a few seconds to a few hours. The lifetime prevalence of a panic attack is estimated to be 4% (Katerndahl and Realini 1993). Signs of generalised anxiety may include:

Exaggerated worry and tension

Expecting the worst

An inability to relax

Insomnia

Physical symptoms: fatigue, trembling, muscle tension, headaches, irritability or hot flushes.

Symptoms of a panic attack may include:

Shortness of breath

Clammy skin or sweating

Irregular heartbeats

Dizziness

Faintness

Feeling of un-reality.

How the carer can respond

Reassure the client

Carers should assume a calm disposition

Practice deep breathing exercises with the client (Eason Rowe 2006)

Clients can be encouraged to talk about how they feel

Carers should encourage clients to live an active and meaningful life, in order to develop a positive image of themselves, maintain or develop their self-esteem and promote physical wellbeing.

Incontinence in women experiencing menopause

Urinary incontinence refers to the involuntary loss of urine. It is not uncommon in adults, particularly women and the incidence increases with age (Milsom et al. 2001). During menopause, the decline in levels of oestrogen can cause changes in the lining of the vagina and bladder, which are heavily dependent on oestrogen to maintain its elasticity and health. Also the muscles of the pelvic floor may weaken due to these hormonal changes.

How the carer can respond

It may be advisable for some women to attend their GP for advice with regard to incontinence (Brooker and Nicol 2003).

Where incontinence remains an issue it is important that appropriate incontinence wear is provided for the client.

At night, protect the mattress with a waterproof cover- However make sure that this does not come in contact with the person's skin, as it may cause irritation and soreness.

Incontinence itself can also lead to skin irritation and soreness.

It is important that the person washes carefully in warm soapy water and dries themselves thoroughly prior to putting on fresh clothes.

Pelvic floor exercises can also help to strengthen the pelvic floor muscles and may be appropriate for the client. (The Continence Foundation 2001)

Cardio-vascular disease

Cardiovascular disease-hardening of the arteries, high blood pressure, heart attacks, heart failure, and stroke (Preston 2006)- is thought to be linked to the menopause. For reasons not fully understood, oestrogen helps protect women against cardio.vascular disease during childbearing years. After menopause the incidence of cardio-vascular disease increases (Cornforth 2006). Cardiovascular disease often has no symptoms, but there are some signs to watch for including:

Chest or arm pain/discomfort.

A warning sign of a heart attack

Shortness of breath, dizziness, nausea, abnormal heartbeats and feeling tired.

How the carer can respond Clients should be encouraged....

Not to smoke

To exercise regularly

To eat a healthy diet eg: fruit, vegetables, low fat dairy products and fish.

To maintain a healthy weight.

To have regular health screenings, eg: blood pressure, cholesterol levels etc.

Osteoporosis

Osteoporosis is 'a progressive systemic skeletal disease characterised by low bone mass and structural deterioration of bone tissue, with a consequent increase in bone fragility and susceptibility to fracture' (World Health Organization 1994). Osteoporosis may not have any symptoms until a fracture occurs.

How the carer can respond

The client's diet may benefit from review by a dietician, who may suggest an increased intake of calcium, protein and vitamin D

Some medications are available for osteoporosis. Clients should attend their GP for advice with regard to this.

Gentle weight bearing exercises and an increase in general activity, all within the client's capabilities, may be advisable also.

Clients should be advised about reducing alcohol intake and smoking cessation, as both in excess are associated with osteoporosis.

Advice aimed at preventing accidents and falls will be of benefit also. (Brooker and Nicol 2003).

Other issues of which carers need to be aware

Hormone Replacement Therapy

Hormone replacement therapy (HRT) is 'the giving of prepared hormones as a substitute for those hormones that the body can no longer produce or that have been lost as a result of surgery.' (Weller 2005). Walsh et al. (2001, p.204) note that '... the frequency of oestrogen or hormone replacement therapy is much lower in women with intellectual disabilities than in women in the general population.' This situation warrants further investigation. HRT is prescribed in many forms, depending on which suits the woman best. The options are; in tablet form, as a skin patch, pessary (a vaginal suppository) or as implants.

How the carer can respond

An individual assessment of the degree of distress caused by the symptoms should take place. This should be weighed against the side effects and risks of therapy.

The client should be facilitated to make an informed decision on which treatment to take (Whitehead and Godfree 1992). A number of consultations may be required in order for her to understand fully about HRT. Whitehead and Godfree (1992) suggest giving the person additional materials such as books or leaflets, DVDs and CDs and perhaps organising a counselling session with an experienced practice nurse.

A 'trial of therapy' for three months should be offered. During these three months carers should assess the effects of HRT on the client and should ensure that these are reported to the GP.

Carers can give information, reassurance and support to clients and help explore concerns and worries.

The need for breast examination should be explained to the client and, where appropriate, the technique for self-examination can be taught (Alexander et al. 2000).

Women's knowledge and understanding of the menopause

Traditionally little attention has been paid to the ways in which women with ID perceive the menopause, reproductive health care needs and age related concerns. McCarthy (2002) acknowledges that some women with intellectual disability may have only a limited knowledge of the menopause. The result of this is that older women with ID have not been adequately prepared for, or supported through what, for most women, is a significant 'change in life'.

How the carer can respond

Recognise the importance of women with intellectual disability understanding the menopause.

Training and education concerning the menopause will help client and their carers. Videos and adapted information sheets are available (McCarthy and Millard 2003b).

Older female staff with experience of the menopause could share their experiences and feelings with women with ID to aid with understanding and acceptance of this stage of their lives.

The changes that happen to a woman during the menopause are difficult for some women to acknowledge (e.g. weight gain, growth of facial hair, or thinning or loss of hair from the head) and therefore, sensitivity on part of the carer is required.

Conclusion

In conclusion, it is important that carers of women with intellectual disability are aware of the signs and symptoms of menopause. Carers should also have a working knowledge of the range of treatments that are available to relieve the more distressing symptoms of this natural event. In this way women with intellectual disability can be appropriately supported through this natural transition in their lives.

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The management of menopause for women with intellectual disabilities

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Introduction Cosgrave et al.(1999) have established that women with an intellectual disability experience menopause at an earlier age than women of the general population. It has been noted by McCarthy and Millard (2003a) that there is inadequate information and support available for women with an intellectual disability as they experience the onset of menopause.

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Social Prescribing (available in Waterford)

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Early last year, Gearóid O'Brien was struggling.

From Dromana outside Cappoquin in west Waterford, he had grown up with a huge interest in greyhounds, but his spina bifida was causing him problems and leaving him wondering about what to do with his life.

"I was in and out of hospital the whole time, and when I came out then I was wicked low," he said. "It was just constantly in and out, in and out, and just wishing I could be at home working with the dogs but I couldn't even do that, so it was really disappointing."

He's always had great support from his parents and family, but also from health professionals who have worked with him over the years, and when his public health nurse got in contact last April with the Social Prescribing office at the Sacred Heart Family Resource Centre in Waterford city, it kicked off what's proven to be a hugely beneficial process.

"Fiona [Laffan, social prescribing co-ordinator] got in contact one day then and she rang me and was just talking to me and we started talking about dogs, my passion for dogs and all, and one day Fiona got in contact with Peter Cronin, the big greyhound trainer, and he rang me... It really grew my self-confidence and I'm more confident now and happier, I suppose."

Mooncoin-based trainer Peter Cronin gave him "loads of advice" about greyhounds and training, and the sporting life, and this gave Gearóid a major boost, even though it was all by telephone because of the Covid-19 restrictions which were in place.

"Peter is really sound and I'm sure going forward he's only a phone call away."

There are about 50 social prescribers dotted around the country, funded by SláinteCare.

Fiona Laffan in Waterford explained that the service aims to support people, who may be going through a vulnerable time because of loneliness or isolation or health issues, by connecting them with people or facilities in their own community and using their own interests and abilities.

"We work with anyone over the age of 18 who might find themselves cut off from social connections," she said.

"They might have a diagnosis or a condition that acts as a barrier to engaging with social activities. We meet with the people, we set up an individual plan with them and then support them to access the most appropriate service to respond to their social needs."

"When he linked in with Peter Cronin you could see his mood lifting, you could see his self-confidence growing and here he is today and it's fantastic to see the benefit the service has had for him"

Now Gearóid trains 16 dogs, with ten ready to race - including Dromana Bucko, who is the apple of the yard's eye, with an entry in a top stake which gets under way at Kilkenny greyhound stadium in May.

"At the time [of his referral] he was very down, his mood was very low, he was in the house the whole time and had very little self-confidence and didn't want to get out.

"Through the course of conversation, he spoke about his love for greyhounds and luckily enough we were able to link him in with one of the top trainers in the country.

"When he linked in with Peter Cronin you could see his mood lifting, you could see his self-confidence growing and here he is today and it's fantastic to see the benefit the service has had for him and we're only delighted to be in a position to support people like Gearóid."

Today is National Social Prescribing Day. The service is free of charge and open to anyone over 18. People can be referred to their local co-ordinator by a doctor or other health professional, and people can also refer themselves.

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People urged to avail of social prescribing service

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Early last year, Gearóid O'Brien was struggling. From Dromana outside Cappoquin in west Waterford, he had grown up with a huge interest in greyhounds, but his spina bifida was causing him problems and leaving him wondering about what to do with his life.

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Purchase your Radio Bingo book from any of the participating stores across County Wexford. (Click here for full list of stockists)

Tune into South East Radio to hear the Radio Bingo Numbers each day after the news at 10am, 12am, 5pm and 7pm Monday to Friday.

Each bingo book has five sheets - one for each day - which are colour coded.

Each day on South East Radio, we will announce the colour of the page relevant for that day's Radio game.

Each coloured daily sheet has three panels (with 15 numbers on each panel). On the opposite white page to the daily sheet you will find 45 numbers - These numbers need to be marked off the 3 panels on the coloured sheet for that day.

Next, take the 10 Radio Bingo Numbers that were called out for that day and also mark them off the 3 panels on the coloured sheet for that day. We suggest you note the numbers as they are called on a bit of paper then you take your time marking them off on your bingo book. Now if you have completely filled a panel (i.e. marked off all 15 numbers) you are a daily winner!

Bear in mind might be more than one person who fills a panel each day so in that case the day's prize-money is shared equally.

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Purchase your Radio Bingo book from any of the participating stores across County Wexford. (Click here for full list of stockists) Tune into South East Radio to hear the Radio Bingo Numbers each day after the news at 10am, 12am, 5pm and 7pm Monday to Friday.

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RCSI Health and Happiness 10 week course

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RCSI Health and Happiness 10 week course

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The RCSI Centre for Positive Psychology and Health presents a new online public course entitled 'The Science of Health and Happiness'.

During this 10-week course, we will explore how the principles of positive psychology and lifestyle medicine can be used to improve our health and optimise our well-being. We will cover a range of topics including whole person health, strengths, mindfulness and meditation, and obstacles and paths to happiness.

Launching on 3 March, this is a practical course, consisting of 10 pre-recorded online lectures, presented at a rate of one per week. No fees are required and the course is open to anyone who is interested in improving their health and happiness.
Register your interest
An overview of the topics covered each week are summarised below.

1. Getting started: About this course; Diseases of lifestyle and the challenge of being healthy and happy in the modern world.

2. Biology: mind-body connections in health and disease: How are our minds, our brains and our bodies interlinked? What are the roots of positive health?

3. Whole person health: How to be healthy - lessons from biology and psychology; Major strategies for optimising your health.

4. What are the routes to happiness I?: Misconceptions about happiness; Can we study happiness scientifically; the science of positive psychology; why mindset matters; what won't make you happy?

5. What are the routes to happiness II?:Strategies for finding happiness; PERMA, gratitude; savouring; love and positive relationships; empathy, compassion and kindness

6. Meditation for health: Mindfulness and meditation

7. Your emotions and you: What is emotional intelligence? How do you cultivate positive emotions? How do positive emotions broaden and build our resources? What is flow?

8. Your strongest self: Resilience trauma and growth; How do you find and use your core strengths? How do you develop optimism?

9. Happiness through the life-cycle: Fostering happiness, health and well-being in childhood and adolescence; ageing well

10. Putting it all together: Key takeaways; key strategies for happiness and health; your life's meaning

The course content will be delivered by:

Professor Ciaran O'Boyle, Director of the RCSI Centre for Positive Psychology and Health

Dr Trudy Meehan, Senior Clinical Psychologist, specialising in child and adolescent mental health, and lecturer at the RCSI Centre for Positive Psychology and Health

Dr Pádraic Dunne, Immunologist, practicing psychotherapist and meditation teacher and lecturer at the RCSI Centre for Positive Psychology and Health

More information on the RCSI Centre for Positive Psychology and Health is available here.

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Public course: The Science of Health and Happiness

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The RCSI Centre for Positive Psychology and Health presents a new online public course entitled 'The Science of Health and Happiness'. During this 10-week course, we will explore how the principles of positive psychology and lifestyle medicine can be used to improve our health and optimise our well-being.

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Dance Tutorial

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Project Home 2021 Self-Portrait half and half Feb 2021

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Get Wise Online Health Education - 2 Modules - Cert.

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Get Wise Online Health Education - 2 Modules - Cert.

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Created by TCD and people with ID

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Self Portrait in Profile

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Weekly Plan with 3 activities per day from HSE

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RCSI MyHealth Positive Health: The Science of Happiness

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Health Course from University of Queensland focussing on the stories of people with intellectual disabilities around the world

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Health Course from University of Queensland focussing on the stories of people with intellectual disabilities around the world

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This health course focuses on the stories of people with intellectual disabilities around the world, as well as their families and supporters.

You will learn about the challenges and aid received in healthcare for people with intellectual disabilities, including their experience of specific syndromes and communication difficulties, and how they stay healthy.

Learners will also hear from family members as they discuss complex care, rare syndromes, early death, and planning for independence. The end of the course will focus on the history of treatment, the impact of rights' movements on healthcare delivery, common health conditions, and health promotion.

This course is open to anyone, but will be of particular relevance to those in the field of advanced medical, allied health, and disability. This course can also be used as workforce education for medical professionals in this field.

More about this course

Insights into the daily life of those with intellectual disabilities and their families

Challenges and obstacles experienced and how these are overcome

Specific healthcare needs and how to promote good health for people with an intellectual disability

Expand what you'll learn

Through my Eyes
1.0 Defining Intellectual Disability
2.0 The road to independence
3.0 Leading by example
4.0 Resilience
5.0 Looking forward
6.0 Standing out - Autism
7.0 Moving differently
8.0 Effective communication
9.0 The ways people communicate
10.0 The road forward
11.0 Complex care
12.0 Passing too soon

Health rights and staying healthy
13.0 Health rights
14.0 Health issues
15.0 Health promotion and health assessments

Expand syllabus

Meet your instructors

Nicholas Lennox

Former Director of the Queensland Centre for Intellectual and Developmental Disability

The University of Queensland

Miriam Taylor

Former Education Coordinator at the Queensland Centre for Intellectual and Developmental Disability

The University of Queensland

Pursue a Verified Certificate to highlight the knowledge and skills you gain

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Through My Eyes - Intellectual Disability Healthcare around the World

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This health course focuses on the stories of people with intellectual disabilities around the world, as well as their families and supporters. You will learn about the challenges and aid received in healthcare for people with intellectual disabilities, including their experience of specific syndromes and communication difficulties, and how they stay healthy.

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Health Course from University of Queensland

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Health Course from University of Queensland

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Mental Health issues of people with intellectual disability

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This health course will focus on the mental health issues of people with intellectual disability.

You will learn about the complexities of diagnosing mental health issues in people with intellectual disabilities and the types of disorders, assessments, screenings, and treatments used. There will also be a special focus on the legal and ethical complexities in health practice with patients who often require substituted consent.

This course is open to anyone, but will be of particular relevance to those in the field of advanced medical, allied health, and disability. It can also be used as workforce education for professionals who are interested in mental health.

More about this course

mental health issues and disorders

mental health assessments and screenings

challenging behaviors

treatments

legal and ethical issues

Expand what you'll learn

Mental health and disorders
1.0 Mental health disorders
1.1 Psychosis
1.2 Anxiety disorders
1.3 Depression
1.4 Bipolar disorder

2.0 Case study

Assessment and screening
3.0 Screening and assessing mental health
3.1 Seeking help
3.2 Understanding assessment - children
3.3 Screening and assessment of mental illness in people with intellectual disability

4.0 Case study

Challenged or challenging?
5.0 Assessment and management of challenging behaviour
5.1 Identifying challenging behaviour
5.2 Emotion
5.3 Behaviour and children
5.4 Distress

6.0 Case study

What management and when?
7.0 Treatment of mental health issues
7.1 Treatment guidelines
7.2 Teamwork
7.3 H.E.L.P.
7.4 Management
7.5 Psychotropic medications 8.0 Mental health and well-being

8.1 Introduction
8.2 Collaborative well-being
8.3 Across sectors
8.4 Transitions

Patient rights and ethical dilemmas
9.0 Patient rights
9.1 Value
9.2 Equity
9.3 Meaning
9.4 End of Life 10.0 Case study - an ethical dilemma

Final
11.0 Mental wellness

12.0 Evaluation

Expand syllabus

Meet your instructors

Nicholas Lennox

Former Director of the Queensland Centre for Intellectual and Developmental Disability

The University of Queensland

Miriam Taylor

Former Education Coordinator at the Queensland Centre for Intellectual and Developmental Disability

The University of Queensland

Pursue a Verified Certificate to highlight the knowledge and skills you gain

Learner testimonials

"I think the contents are useful, and the instructors are great in teaching their students" - Previous Learner

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Able-Minded - Mental Health and People with Intellectual Disability

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This health course will focus on the mental health issues of people with intellectual disability. You will learn about the complexities of diagnosing mental health issues in people with intellectual disabilities and the types of disorders, assessments, screenings, and treatments used.

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Self-Portraits

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Short Online Suicide Prevention Training 

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Short Online Suicide Prevention Training 

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Our ZSA Suicide Awareness training was originally written and developed by Jane Boland, suicide prevention expert and Angela Samata, former Chair of the Survivors of Bereavement by Suicide charity. With over 1.4 million people having already completed the training across the UK, Ohana Zero suicide aim to, in partnership with Zero Suicide Alliance (ZSA), bring the same opportunity to the people of Ireland.

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A 6 Session Class on Stress Control - comes highly recommended!

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A 6 Session Class on Stress Control - comes highly recommended!

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Welcome to the online Stress Control class

As the HSE can't deliver our Stress Control classes in the community just now, Dr Jim White will, instead, live-stream the classes, free-of-charge. Click here to get all the dates. To find out more about Stress Control click here.

All you need to successfully complete this class is to watch each of the six sessions, read the booklets and use the relaxation and mindfulness. You can find the sessions on YouTube.

Click the button below to access our YouTube channel where the classes will be available to view at the scheduled times if you want to 'attend' the class and will remain online for 48 hours if you want to watch in your own time. Please subscribe to the YouTube page for session notifications.
Stress Control Online
YOU DO NOT NEED TO REGISTER OR LOG-IN!
Please stream/download the booklets and relaxation that can be found, free-of-charge, in the Free zone below. If you can, please read, and start work on, the four 'Preparing for the course' booklets before the first session.

We also have an Enhanced zone, created for those individuals who want to arm themselves with even more skills they can use to fight back against their stress. Please note, the 'Enhanced Zone' does not contain the online course videos.

Follow us on Facebook to keep in touch.

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As the HSE can't deliver our Stress Control classes in the community just now, Dr Jim White will, instead, live-stream the classes, free-of-charge. Click here to get all the dates . To find out more about Stress Control click here.

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Fill Your Cup Yoga  |  Yoga With Adriene

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Similar to Life Skills Online, SilverCloud have developed additional online programmes to support your mental well-being through a series of online programmes. Each programme consists of individual modules to complete, in your own time. Each module contains text, video and audio clips as well as interactive and engaging activities.

The programmes listed below are completely self-directed, you will not be paired with a trained Aware supporter. However, this does mean there are no waiting times and you can start these free online programmes straight away.

These programmes may be helpful to work through while you wait for the next Life Skills Online programme to open for registration.

The suite of programmes available are:

While the Sleep, Resilience and Stress programmes do not specifically address the Covid-19 crisis, you will also have the option to add a tailored module called "Challenging Times" to any of those programmes. This additional module provides mental health support for anyone dealing with difficult emotions and situations, brought on by Covid-19.

This program for stress management helps you to identify and enhance existing strengths and skills, and build new ones.

Space from Stress consists of eight modules. Complete these in your own time and at your own pace over approximately eight weeks.
When you click "register now" below, you can find out more information about what is involved in this programme.

Sleep is essential to our overall health and wellbeing. However, poor sleep can impact mood and even lead to physical health problems. This program will help you to understand the causes of any sleep difficulties that you may have, as well as providing you with the necessary tools and techniques for overcoming them.

Space for Sleep consists of six modules, complete these in your own time and at your own pace over approximately six weeks.
When you click "register now" below, you can find out more information about what is involved in this programme.

This program boosts your wellbeing by putting you in control of your physical, social, mental and emotional health. Get information and tips on how to practically build your resilience and your ability to thrive, while getting the most out of life. Learn about the five domains of resilience: purpose, self, connections, body and mind.

Space for Resilience consists of eight modules, complete these in your own time and at your own pace over approximately eight weeks.
When you click "register now" below, you can find out more information about what is involved in this programme.

This program acknowledges that it is normal to feel anxious or low in the face of such an unprecedented global crisis. The Challenging Times module looks specifically at the Covid-19 crisis and how it might be impacting your mental health. This module provides emotional coping strategies and gives practical solutions for maintaining well-being in a time of crisis. Other modules in the program include: sleep difficulties, relaxation, mindfulness and grief & loss.
When you click "register now" below, you can find out more information about what is involved in this programme. You can, if you wish, complete more than one programme.
We would recommend completing one programme at a time, to allow you to get the most from each one.

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Free Mental Health Programmes | Depression Support | Depression Help Ireland | Aware

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Similar to Life Skills Online, SilverCloud have developed additional online programmes to support your mental well-being through a series of online programmes. Each programme consists of individual modules to complete, in your own time. Each module contains text, video and audio clips as well as interactive and engaging activities.

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Ted Inspired Talk given at Financial Counselling Australia Conference 2016

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31 What would you do if you won the lotto

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29 One thing you have always wanted to try

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13 Ambitious Planning to Achieve the Life you Want to Live

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HSE Course

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Minding Your Wellbeing Session 1: Practicing Self Care.

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How to Make the Best of Staying In Educoot

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How to Make the Best of Staying In Educoot

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Turn Negative Emotions into Positive Convictions

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Turn Negative Emotions into Positive Convictions

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How to turn negative emotions into positive conviction | Rajiv Dingra | TEDxMICA

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Welcome to Further Education and Training Course Hub. Please use the search facility below to find the course that's right for you.

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30-min Chair Yoga Dance Class to Keep You Moving! with Sherry Zak Morris, Certified Yoga Therapist

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30-min Chair Yoga Dance Class to Keep You Moving! with Sherry Zak Morris, Certified Yoga Therapist

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Guided Meditation for Personal Development and Growth--Discovering your Ideal Self

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Guided Meditation for Personal Development and Growth--Discovering your Ideal Self

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Learn touch typing online using TypingClub's free typing courses. It includes 650 typing games, typing tests and videos.

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Big Life Fix - how the team helped someone with visual impairment

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Big Life Fix - how the team helped someone with visual impairment

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Watch all your favourite TV shows Live or On Demand on your PC, smartphone or tablet for free.

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No Limbs No Limits (The Joanne O' Riordan Story) Official Cinema Trailer (HD)

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Detachment From Overthinking & Worries: A GUIDED MEDITATION ➤ Deep Healing & Rejuvenating Energy

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LET GO of Anxiety, Fear & Worries: A GUIDED MEDITATION ➤ Harmony, Inner Peace & Emotional Healing

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Below contains Easy TV Comedy Trivia questions and answers. You are currently in the TV Question & Answers quizzes section. Quiz Global also has many multiple choice tests which are available to play here

Create a quiz on Quiz Global and charge users to play, click here to find out more

Medium - 25 questions

10 What was Carol Burnett's 1990s comedy series called?

Create a quiz on Quiz Global and charge users to play, click here to find out more

Play Popular Multiple Choice Quizzes

Share This Quiz With Your Friends!

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Play Easy TV Comedy Trivia quiz questions and answers

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Print or play this list of test questions and answers for Easy TV Comedy Trivia. Question and answers for Easy TV Comedy Trivia or quiz questions for Easy TV Comedy Trivia trivia. Easy TV Comedy Trivia trivia and Easy TV Comedy Trivia quiz questions.

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15 Minute Guided Meditation To Find Peace In Uncertain Times

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Henri Matisse: A Master of the Modern Era. Documentary for educational purposes only

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Deep breathing, muscle relaxation, and imaging are just a few exercises you can practice at home to ease anxiety and stress stemming from chronic pain flares, the pandemic, or both.

It has been established that there is a strong connection between mental health and pain. When people are anxious or stressed, their perception of pain may be disproportionally higher than the actual physical level of pain present.

Below are three simple techniques often recommended by healthcare providers to help manage anxiety and stress, along with step-by-step instructions on how to perform them to achieve maximum benefit. These techniques can be done from the comfort of your own home - or at any location - and should be part of your chronic pain management plan. They may be especially useful during the current coronavirus pandemic when emotions are heightened and to prevent and manage pain flares when they occur.

Deep Breathing

Many times, when people grow anxious, their breathing becomes shallow and irregular. This pattern can lead to an imbalance of oxygen in the body, which may contribute to multiple anxiety symptoms. For example, in cases of severe anxiety (such as with panic disorder), shallowed breathing leads to less oxygen intake, which can place stress on the heart and brain, leading to a faster heart rate and sometimes a feeling of light-headedness.

Deep breathing has broad applications and can be beneficial when these attacks occur; this practice has been shown to aid other respiratory conditions as well, including asthma. ¹

Follow these steps to practice deep breathing:
1. Place yourself in a quiet environment, free of distractions (play background calming sounds if you prefer).

2. Get into a seated or standing position that is comfortable for you (you don't have to sit in the typical yoga position). Place one hand on your chest, and the other on your stomach. (Keep in mind: Monitor your hands for accuracy. The hand on your stomach should move out as you breathe. If the hand on your chest rises up, then you are not breathing correctly. Think of pushing the breath out of your stomach.)

3. Take a deep breath from your nose or mouth, whichever is more comfortable.

4. Breathe in for roughly 4 seconds and then gently breathe out for roughly 4 seconds. Focus on the motion of the air. Remember to push the breath out, the stomach should have the greatest amount of movement.

5. This is a skill that takes time to master. It will be very useful to practice when you are not feeling anxious or over-stressed. For maximum benefit, this breathing exercise should be practiced for four minutes at a time, four times a day, for 1 week.

Here's another breathing example from the University of Massachusetts.

Progressive Muscle Relaxation

Progressive muscle relaxation is a technique that involves several groups of muscles in your body - these muscles are alternatively tensed and relaxed, with a progression from head to toes or vice versa. The goal of this technique is for people to notice the difference they feel in their bodies between the tension and relaxed states. You should spend roughly 15 minutes on this exercise.

Follow these steps to practice progressive muscle relaxation (from toes to the head):
1. Find a comfortable place to sit or lay down that is free of environmental disturbances.

2. Curl your toes as find trying to squeeze an object with them.

3. Hold this tension for roughly 5 seconds and then relax back to normal position for 10 to 15 seconds. Then, tense again for 5 seconds and relax for 10 to 15 seconds. (You can do as many cycles per muscle group depending upon how much tension you feel the area has.)

4. Next, point the toes down as if stepping on a gas pedal. You should feel tension in the calves. Repeat Step 3.

5. To feel tension in the thighs, bring your legs out and point the toes up. Repeat step 3.

6. Now, bring attention to the buttocks. Tighten the muscles and repeat step 3.

7. Next, think of the belly. Bring your stomach in as if trying to push your belly button as close to your spine. Hold this position and repeat Step 3.

8. Moving up, arch the back, feel the muscles start to tense. Repeat Step 3.

9. Working further up to the shoulder. Shrugs the shoulders as if trying to touch the ears. Hold this position and repeat Step 3. Then, extend your neck and repeat step 3. Note, people tend to carry a lot of their tension in these areas so this step may be repeated multiple times

10. Focus on the hands, squeezing as tight as you can. Repeat Step 3.

11. Now, bring the lower arm as close to the upper arms as if curling the biceps at the gym. Repeat Step 3.

12. With the face, clench down the jaw and repeat Step 3.

13. Next, squeeze the eyes closed and purse the lips tight. Repeat Step 3

14. The final step is to wrinkle the forehead as much as possible, hold and repeat step 3.

Imagery

Imagery is a technique that elicits mental images to evoke feelings of relaxation prior to a stressful event. If you are anticipating a stressful situation, you can aim to pre-empt those feelings.

Follow these steps to practice imagery.
1. Close your eyes to block out any distractions from the environment.

2. Try to think of a calming scene (such as an empty beach, trickling stream, or breezy field) or recall a pleasurable experience in your mind. The more details to the scene, the better.

3. To improve your ability to relax, think of the smell, sounds, and sensations that are portrayed in the scene/experience.

This technique is typically practiced for a few minutes for maximum impact. However, note that each person is different. In the end, practice the technique for as long or as little as you need to achieve a calmed state free of stress.

There are many imagery apps, as well as online videos, available to help guide you through this technique as well. For instance: End Your Day Perfectly, Guided Imagery, Simply Being, and Creative Space.

As with anything, the more you practice the better you will feel. With proper focus, motivation, and effort, these techniques can be easily mastered and hopefully provide much-needed relief during pain flares - and during the pandemic.

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Prevent Pain Flares with Relaxation Exercises: A Step-by-Step Guide

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Deep breathing, muscle relaxation, and imaging are just a few exercises you can practice at home to ease anxiety and stress stemming from chronic pain flares, the pandemic, or both. It has been established that there is a strong connection between mental health and pain.

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Andy Warhol: A Master of the Modern Era. MIKOS ARTS- A Documentary for educational purposes only

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Andy Warhol: A Master of the Modern Era. A Documentary for educational purposes. MIKOS - Twitter- http://TWITTER.com/MIKOSarts http://MIKOSarts.com

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www.5pointscale.com was developed to share information about the use of the 5-point scale and other systems to teach social and emotional concepts to children and adults who could use some extra…

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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Emotional wellbeing is important for healthy behaviours and educational attainment.

The Mental Health Foundation (2016) and Faculty of Public Health describe emotional wellbeing as:

The sense of feeling good about ourselves and being able to function well individually or in relationships

The ability to deal with the ups and downs of life, such as coping with challenges and making the most of opportunities

The feeling of connection to our community and surroundings

Having control and freedom over our lives

Having a sense of purpose and feeling valued

Involves recognising, adding to, and performing from and with your individual strengths

See https://www.mentalhealth.org.uk for more information

(Faculty of Public Health (2010). " Concepts of Mental and Social Wellbeing." Available at: http://www.fph.org.uk/concepts_of_mental_and_social_wellbeing)

Emotional wellbeing creates the foundations for healthy behaviours and educational attainment (social and emotional wellbeing, NICE, 2013).

Greater emotional well-being allows individuals with autism to know

1. What their needs are,

2. That they are important and

3. That they deserve to have a happy, safe and secure life, where they get the chance to realise their potential.

Emotional wellbeing creates the foundations for healthy behaviours and educational attainment (social and emotional wellbeing, NICE, 2013).

Difficulties with emotion regulation or dysregulation, may lead to an increased risk for disruptive behaviour, poor interpersonal relations and difficulties with academic achievement, therefore, for successful maturation and development of independence skills, it is advisable to teach effective age and contextually appropriate coping strategies to a young person with autism from an early age. Students, in order to reach their individual level of independence, need to create their own emotional toolbox of strategies that they can add to, differentiate and use as they develop. Further information can be found, Attwood, T. (2008). The Complete Guide to Asperger's Syndrome. Jessica Kingsley Publishers, London, UK.

The following strategies are taken from:

Smith Myles, B. (2003) Behavioral forms of stress management for individuals with Asperger syndrome. Journal Child and Adolescent Psychiatric Clinics of North America 12(1) pp 123-141 [On-line]: UK Available

Teenage Issues and Strategies

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Emotional wellbeing is important for healthy behaviours and educational attainment. The Mental Health Foundation (2016) and Faculty of Public Health describe emotional wellbeing as: The sense of feeling good about ourselves and being able to function well individually or in relationships The ability to deal with the ups and downs of life, such as coping ...