# data[].attributes.body
Make sure you scroll right to see additional columns and up and down to see more resources.

# data[].attributes.headline
Guide to Parenting with a Mental Illness 

# data[].attributes.subject
Guide to Parenting with a Mental Illness 

# data[].attributes.headline
6 Stretches You Should Do Before Getting Out Of Bed To Feel Great All Day

# data[].attributes.subject
6 Stretches You Should Do Before Getting Out Of Bed To Feel Great All Day

# data[].attributes.attachment_link.readable_text
If you're like most people, there's a good chance you get out of bed every morning and launch right into your busy day. Yet taking just a few minutes for yourself before you race to get in the shower, prepare breakfast, make your way to the office, and start plowing through your to-do list can go a long way toward helping your body and mind feel better, says Randi Ragan, a yoga teacher and author of A Year of Living Mindfully: Seasonal Practices to Nourish Body, Mind and Spirit. Here are 6 simple stretches to do before you even crawl out from under the covers that'll help you set the right tone for the day ahead.

MORE: 7 Incredible Results You Can Get From Stretching Every Day

On an inhale, reach your arms overhead, clasp your fingers together, flip your palms out toward the wall behind your head, and push your palms away from you. At the same time, reach your toes away from your arms, keeping your knees straight. Hold this fully stretched position for 5 counts,  then exhale and release the stretch. Repeat 3 times total. "This releases tightness throughout the entire body, which tends to accumulate during sleep," says Ragan.

Cross your right foot over your left knee, making the shape of the number 4. Slowly bend your left knee up toward the ceiling, either keeping the left foot on your mattress or hugging it in toward your chest. Be sure to keep your right knee bent out to the right as you try to maintain this shape. Hold for 5 deep breaths, then switch sides. "This stretch helps lubricate the hip joints, thighs, and glutes," says Ragan.

MORE: 6 Simple Sciatica Stretches You Can Do In Bed

Swing your feet over the side of the bed so that they touch the floor. Keeping your knees bent, hang your head and arms down to the floor, rounding your back over your knees. Let your head and arms dangle to the floor; hold for 5 breaths. "This helps stretch the back and helps you wake up thanks to a fresh supply of oxygen to the brain," says Ragan.

From a supine position, bend your knees until the soles of your feet are on the bed. Use your hands to draw one knee in toward your chest at a time, wrapping your arms around both shins. Relax your head on your pillow and hold this "self-hug" for 10 deep breaths, says Brooke Blocker, a yoga teacher in New York City. "This stretch helps you gently wake up the low back and stimulate the mind and body, helping you feel ready to start your day," says Blocker.

MORE: 60-Second Fix For A Stiff Neck

From Knees-to-Chest Stretch, release your grip of your shins and let your arms fall out to a "T" shape on either side of your torso. Use your core to guide your legs over to rest on one side, keeping your knees bent and shoulders planted down into your mattress. If it's easy on your neck, gaze toward the opposite side. Hold for 10 deep breaths, then repeat on the other side. "Twists like this one awaken the body by increasing circulation and stretching the spinal muscles," says Blocker. (Looking for more ways to live a happy, healthy life? Order Prevention—and get a FREE yoga DVD when you subscribe today.)

Begin by lifting your torso upright from a reclined position. Keeping your legs straight, inhale and lengthen through your spine; as you exhale, start to walk your fingertips toward your feet. Keep lengthening your spine with your inhalation and sink a bit deeper into this seated forward fold with your exhalation. When you get to your farthest point, let your neck hang heavy toward your legs, releasing any tension. After 10 rounds of breath, slowly lift your torso back up. "This forward bend is especially beneficial after resting all night and before standing or sitting all day, as it stretches the hamstrings, pelvis, and spine," says Blocker.

This content is created and maintained by a third party, and imported onto this page to help users provide their email addresses. You may be able to find more information about this and similar content at piano.io

# data[].attributes.attachment_link.title
6 Stretches You Should Do Before Getting Out Of Bed To Feel Great All Day

# data[].attributes.attachment_link.description
Do these simple yoga stretches right when you wake up each morning to set the right tone for the day ahead.

# data[].attributes.attachment_link.readable_text
Among natural sleep remedies, from drinking chamomile tea to diffusing essential oils, stretching is often overlooked. But this simple act may help you fall asleep faster and improve the quality of your sleep.

A 2016 review of multiple studies found a link between meditative movements, such as tai chi and yoga, and improved sleep quality. This improved sleep quality was further linked to a better quality of life.

But why does stretching have this effect on sleep? It's likely a mix of things. For one, getting in touch with your body by stretching helps to focus your attention on your breath and body, not the stressors of the day.

This awareness of your body helps you develop mindfulness, which has been to help promote better sleep.

Stretching also offers potential physical benefits, helping to relieve muscle tension and prevent sleep-disrupting cramps. Just make sure to stick to gentle stretches. Doing a big workout before bed can have the opposite effect.

Here are eight stretches to add to your nightly routine.

This stretch works the rhomboids and trapezius muscles of your upper back. It helps to alleviate shoulder blade discomfort or pain that's caused by poor posture, bursitis, or frozen shoulder.

To do this stretch:

1. Stand tall and inhale as you open your arms out wide.

2. Exhale as you cross your arms, placing your right arm over your left and your left over your right to give yourself a hug.

3. Breathe deeply as you use your hands to draw your shoulders forward.

4. Hold this stretch for 30 seconds.

5. To release, inhale to open your arms back open wide.

6. Exhale and repeat with your left arm on top.

These stretches will help to relieve tension in your head, neck, and shoulders. Try to focus on maintaining good posture when doing these.

To do these stretches:

1. Sit in a comfortable chair. Take your right hand to the top of your head or to your left ear.

2. Gently bring your right ear towards your right shoulder, holding this position for 5 breaths.

3. Repeat on the opposite side.

4. Turn to look over your right shoulder, keeping the rest of your body facing forward.

5. Hold this position for 5 breaths.

6. Repeat on the opposite side.

1. Drop your chin down to your chest, holding it here for 5 breaths.

2. Return to a neutral position and allow your head to gently fall back for 5 breaths.

This lunge stretches your hips, thighs, and groin. Opening your chest helps to relieve tension and pain in this area as well as your back and shoulders. Try to stay relaxed when doing this pose, and don't push yourself too hard.

1. Come into a low lunge with your right foot below your right knee and your left leg extended back, keeping your knee on the floor.

2. Bring your hands to the floor beneath your shoulders, on your knees, or up toward the ceiling.

3. Breathe deeply, focusing on lengthening your spine and opening your chest.

4. Feel the line of energy extending out through the crown of your head.

5. Hold this pose for 5 breaths.

6. Repeat on the opposite side.

To do this stretch:

# data[].attributes.attachment_link.title
Stretching Before Bed: 8 Stretches to Do at Night Before Sleep

# data[].attributes.attachment_link.description
Among natural sleep remedies, from drinking chamomile tea to diffusing essential oils, stretching is often overlooked. But this simple act may help you fall asleep faster and improve the quality of your sleep. A 2016 review of multiple studies found a link between meditative movements, such as tai chi and yoga, and improved sleep quality.

# data[].attributes.attachment_link.title
Daily Calm | 10 Minute Mindfulness Meditation | Be Present

# data[].attributes.body
For desktop, Android, & IOS
It says it supports other languages but doesn't list them

# data[].attributes.attachment_link.readable_text
We have been overwhelmed by the success of the program since its launch in 2012, with more and more people using the Smiling Mind programs in their homes, schools and more recently, workplaces.

Smiling Mind is now considered to be one of the world's leaders in the pre-emptive mental health space and Australia's go-to expert for youth-based mindfulness programs. We pride ourselves on pioneering innovative ways to support good mental health and wellbeing across all our programs.

Jane Martino (Newton) & James Tutton
Smiling Mind Co-founders

# data[].attributes.attachment_link.description
We have been overwhelmed by the success of the program since its launch in 2012, with more and more people using the Smiling Mind programs in their homes, schools and more recently, workplaces.

# data[].attributes.headline
10 Essential Emotion Regulation Skills for Adults

# data[].attributes.subject
10 Essential Emotion Regulation Skills for Adults

# data[].attributes.attachment_link.readable_text
These 10 emotion regulation skills are essential for personal happiness, success, and smooth-running relationships.

If you have difficulty in any of these areas, there is no need to criticize yourself but you have a target you can work on.

1. Identifying which specific emotions you’re feeling.

For example, do you know the difference between feeling jealous and feeling envious? How about the difference between shame and embarrassment? (See the bottom of this post to find out if you’re right.) Do you recognize when you’re feeling anxious, angry, or ashamed? Are there some emotions you’re better at identifying in yourself than other emotions? (Many people have a hard time identifying when they feel ashamed but an easier time recognizing when they feel anxious.)

2. Identifying which specific emotions someone else is feeling.

For example, do you notice when your partner is reacting angrily because they are feeling anger and embarrassment, instead of just recognizing the anger element?

Try to label others’ emotions correctly rather than just labeling others as “in a bad mood.”

You’ll be able to provide more effective reactions if you can correctly identify which specific emotions other people are having. If you realize you’re unsure, you can ask the person to help you understand.

3. The ability to start and persist with pursuing goals even when you feel anxious.

If you can tolerate feeling anxious, you’ll be less likely to avoid trying new things, more likely to try things a second time if it didn’t go well the first time, and less likely to abandon projects before they’ve become successful.

4. The ability to tolerate awkwardness.

Can you communicate clearly and directly when it makes sense to do this even when you’re feeling awkward? For example, when you need to explain to someone why you’ve decided not to use their service. Or, do you avoid these situations?

5. The ability to have intimate conversations rather than stonewall, avoid, or flee.

For example, if your partner wants to talk about having another baby and you’re not on the same page, do you flat out refuse to have the conversation (termed “stonewalling”), try to change the subject whenever it comes up, or disappear from the room when the subject is raised?

Photopin/Flickr

6. The ability not to crumble when someone is pressuring you.

For example, can you stand your ground when a salesperson is trying to upsell you or is trying to make a sale by making you feel afraid?

7. The ability to soothe your own emotions.

For example, do you know how to make yourself feel better when something goes wrong or you realize you've made a mistake with something?

Photopin/Flickr

8. The ability to soothe other people's emotions.

Do you feel confident in your ability to comfort other people when they're distressed?

9. Can you wait?

For example, are you able to wait till tomorrow to eat the rest of the dessert you made when you've already had one portion?

10. Do you know how to manage your positive emotions?

For example, do you regularly schedule activities you know you'll look forward to?

Hints

Jealousy is when you’re worried about losing something, such as when someone is flirting with your boyfriend.

Embarrassment is something you feel about a behavior; shame is something you feel about some perceived flaw in who are.

For more, read The Anxiety Toolkit, subscribe to be notified of new posts from Alice Boyes, and follow on Twitter @DrAliceBoyes.

# data[].attributes.attachment_link.title
10 Essential Emotion Regulation Skills for Adults

# data[].attributes.attachment_link.description
Emotion skills for personal happiness, success, and smooth relationships.

# data[].attributes.headline
Mental Illness and Addiction: Facts and Statistics

# data[].attributes.subject
Mental Illness and Addiction: Facts and Statistics

# data[].attributes.attachment_link.readable_text
Learn more about mental illness and substance use disorders here.

Prevalence

In any given year, 1 in 5 Canadians experiences a mental illness.¹

By the time Canadians reach 40 years of age, 1 in 2 have - or have had - a mental illness.²

Who is affected?

Young people aged 15 to 24 are more likely to experience mental illness and/or substance use disorders than any other age group.³

39% of Ontario high-school students indicate a moderate-to-serious level of psychological distress (symptoms of anxiety and depression). A further 17% indicate a serious level of psychological distress.⁴

Men have higher rates of substance use disorders than women, while women have higher rates of mood and anxiety disorders.⁵

Mental and physical health are linked. People with a long-term physical health condition such as chronic pain are much more likely to also experience mood disorders. Conversely, people with a mood disorder are at much higher risk of developing a long-term medical condition.⁶

People with a mental illness are twice as likely to have a substance use disorder compared to the general population. At least 20% of people with a mental illness have a co-occurring substance use disorder.⁷ For people with schizophrenia, the number may be as high as 50%.⁸

Similarly, people with substance use disorders are up to 3 times more likely to have a mental illness. More than 15% of people with a substance use disorder have a co-occurring mental illness.⁹

Canadians in the lowest income group are 3 to 4 times more likely than those in the highest income group to report poor to fair mental health.¹⁰

Studies in various Canadian cities have indicated that between 23% and 67% of homeless people may have a mental illness.¹¹

Morbidity and mortality

Mental illness and substance use disorders are leading causes of disability in Canada.¹²

People with mental illness and substance use disorders are more likely to die prematurely than the general population. Mental illness can cut 10 to 20 years from a person's life expectancy.¹³

The disease burden of mental illness and substance use in Ontario is 1.5 times higher than all cancers put together and more than 7 times that of all infectious diseases. This includes years lived with less than full function and years lost to early death.¹⁴

It is estimated that 67,000 deaths per year are attributable to substance use in Canada. This includes:¹⁵

over 47,000 deaths attributable to tobacco, and

nearly 15,000 deaths attributable to alcohol.

There were an estimated 14,700 opioid-related deaths in Canada between January 2016 and September 2019.¹⁶

Suicide

About 4,000 Canadians per year die by suicide - an average of almost 11 suicides a day.¹⁷ It affects people of all ages and backgrounds.

On a per-capita basis, suicide rates in Canada are on a downward trend. They peaked in 1983 at 15.1 deaths per 100,000 people (compared to 10.3 per 100,000 in 2018 - the latest year for which data are available).18, 19

In Ontario about 4% of adults and 14% of high-school students report having seriously contemplated suicide in the past year. 4% of high-school students report having attempted suicide.20, 21

More than 75% of suicides involve men, but women attempt suicide 3 to 4 times more often.²²

More than half of suicides involve people aged 45 or older.²³

In 2018, suicide accounted for 21% of deaths among children aged 10 to 14, 29% among youth aged 15 to 19, and 24% among young adults aged 20-24.²⁴

After accidents, suicide is the second leading cause of death for people aged 15 to 24.²⁵

In 2018, suicide was the leading cause of death for children aged 10 to 14.²⁶

Indigenous people, especially youth, die by suicide at rates much higher than non-Indigenous people. First Nations youth aged 15 to 24 die by suicide about 6 times more often than non-Indigenous youth. Suicide rates for Inuit youth are about 24 times the national average.²⁷

In a 2019 survey of working Canadians: ²⁸

75% of respondents said they would be reluctant - or would refuse - to disclose a mental illness to an employer or co-worker.

Respondents were nearly 3 times less likely to want to disclose a mental illness like depression than a physical one like cancer.

Top reasons for this reluctance were:

the belief that there is stigma around mental illness,

not wanting to be treated differently or judged, and

being afraid of negative consequences, such as losing one's job.

However, 76% of respondents stated that they themselves would be completely comfortable with and supportive of a colleague with a mental illness.

Access to services

Wait times can be long in Ontario, especially for children and youth: ²⁹

About 28,000 children and youth were on waiting lists for mental health treatment in January 2020. This number has more than doubled since 2017.

Average wait times for children and youth are 67 days for counselling and therapy and 92 days for intensive treatment.

Access to these services differs based on geographical area; in some areas, children and youth are able to access services almost immediately, while in others, wait times can be up to 2.5 years.

Mental illness and substance use disorders account for between 11% and 15% of Ontario's disease burden, as measured in disability-adjusted life years.However, it only receives about 7% of health care dollars.³⁰ ³¹

The Mental Health Strategy for Canada recommends raising the proportion of health spending that is devoted to mental health to 9% by 2022.³² In Ontario, that would mean raising mental health spending to approximately $5.7 billion.³³

Costs to society

The annual economic cost of mental illness in Canada is estimated at over $50 billion per year. This includes health care costs, lost productivity, and reductions in health-related quality of life.34, 35

The annual economic cost of substance use in Canada is estimated at nearly $40 billion. This includes costs related to healthcare, criminal justice, and lost productivity.³⁶

Alcohol and tobacco are responsible for more than two thirds of these costs ($14.6 billion and $12 billion, respectively).

The next highest ranked substances are opioids ($3.5 billion) and cannabis ($2.8 billion).

Individuals with a mental illness are much less likely to be employed.³⁷ Unemployment rates are as high as 70% to 90% for people with the most severe mental illnesses.³⁸

The cost of a workplace disability leave for a mental illness is about double the cost of a leave due to a physical illness.³⁹

Investing in mental health has been shown to produce net cost benefits. Positive return on investment has been demonstrated for

health promotion and illness prevention programs,⁴⁰

early intervention aimed at children and families,⁴¹

scaled-up treatment for depression and anxiety disorders,⁴² and

workplace mental health programs.⁴³

1 Smetanin et al. (2011). The life and economic impact of major mental illnesses in Canada: 2011-2041. Prepared for the Mental Health Commission of Canada. Toronto: RiskAnalytica.

2 Smetanin et al., 2011
3 Pearson, Janz & Ali (2013). Health at a glance: Mental and substance use disorders in Canada. Statistics Canada Catalogue no. 82-624-X.
4 Boak et al. (2018). The mental health and well-being of Ontario students, 1991-2017: Detailed OSDUHS findings. CAMH Research Document Series no. 47. Toronto: Centre for Addiction and Mental Health.
5 Pearson, Janz & Ali, 2013
6 Patten et al. (2005). Long-term medical conditions and major depression: strength of association for specific conditions in the general population. Canadian Journal of Psychiatry, 50: 195-202.
7 Rush et al. (2008). Prevalence of co-occurring substance use and other mental disorders in the Canadian population. Canadian Journal of Psychiatry, 53: 800-809.
8 Buckley et al. (2009). Psychiatric comorbidities and schizophrenia. Schizophrenia Bulletin, 35: 383-402.
9 Rush et al., 2008
10 Mawani & Gilmour (2010). Validation of self-rated mental health. Statistics Canada Catalogue no. 82-003-X.
11 Canadian Institute for Health Information (2007). Improving the health of Canadians: Mental health and homelessness. Ottawa: CIHI.
12 Lang et al. (2018). Global Burden of Disease Study trends for Canada from 1990 to 2016. Canadian Medical Association Journal, 190: E1296-E1304.
13 Chesney, Goodwin & Fazel (2014). Risks of all-cause and suicide mortality in mental disorders: a meta-review. World Psychiatry, 13: 153-160.
14 Ratnasingham et al. (2012). Opening eyes, opening minds: The Ontario burden of mental illness and addictions. An Institute for Clinical Evaluative Sciences / Public Health Ontario report. Toronto: ICES.
15 Canadian Substance Use Costs and Harms (CSUCH) Scientific Working Group (2018). Canadian substance use costs and harms in the provinces and territories (2007-2014). Prepared by the Canadian Institute for Substance Use Research and Canadian Centre on Substance Use and Addiction. Ottawa: CCSA.
16 Whiteford et al. (2013). Global burden of disease attributable to mental and substance use disorders: Findings from the Global Burden of Disease Study 2010. Lancet, 382: 1575-1586.
17 Statistics Canada (2020). Deaths and age-specific mortality rates, by selected grouped causes. Table 13-10-0392-01.
18 Public Health Agency of Canada (2020). Opioid-related harms in Canada. Retrieved from https://health-infobase.canada.ca/substance-related-harms/opioids/
19 Statistics Canada, 2020
20 Ialomiteanu et al. (2018). CAMH Monitor eReport: Substance use, mental health and well-being among Ontario adults, 1977-2017. CAMH Research Document Series no. 48. Toronto: Centre for Addiction and Mental Health.
21 Boak et al., 2018
22 Navaneelan (2012). Suicide rates, an overview, 1950 to 2009. Statistics Canada Catalogue no. 82-624-X.
23 Statistics Canada, 2020
24 Statistics Canada, 2020
25 Statistics Canada, 2020
26 Statistics Canada, 2020
27 Kumar & Tjepkema (2019). Suicide among First Nations people, Métis and Inuit (2011-2016). Statistics Canada Catalogue no. 99-011-X2019001.
28 Ipsos (2019). Mental illnesses increasingly recognized as disability, but stigma persists. Retrieved from https://www.ipsos.com/en-ca/news-polls/mental-illness-increasingly-recognized-as-disability
29 Children's Mental Health Ontario (2020). 28,000 Ontario children and youth are waiting for community mental health services. Retrieved from https://cmho.org/28000-ontario-children-and-youth-are-waiting-for-community-mental-health-services/
30 Institute for Health Metrics and Evaluation (2018). Global Burden of Disease Study - GBD compare data visualizations. Data retrieved from http://www.healthdata.org/data-visualization/gbd-compare
The following causes accounted for 10.6% of DALYs in Canada in 2017: depressive disorders, anxiety disorders, eating disorders, bipolar disorders, conduct disorders, schizophrenia, other mental disorders, drug use disorders, and alcohol use disorders. Adding liver cirrhosis and chronic obstructive pulmonary disorder, the main causes of which are alcohol and tobacco use, brings the total to 15% of DALYs.
31 Brien et al. (2015). Taking stock: A report on the quality of mental health and addictions services in Ontario. An HQO/ICES Report. Toronto: Health Quality Ontario and the Institute for Clinical Evaluative Sciences.
32 Mental Health Commission of Canada (2012). Changing directions, changing lives: The mental health strategy for Canada. Calgary: MHCC.
33 Ontario Ministry of Finance (2019). 2019 Ontario Budget: Protecting what matters most. Retrieved from https://budget.ontario.ca/pdf/2019/2019-ontario-budget-en.pdf
The 2019 Ontario budget estimated that health sector spending would be $63.5 billion in 2019-20 (p. 276).
34 Smetanin et al., 2011
35 Lim et al. (2008). A new population-based measure of the burden of mental illness in Canada. Chronic Diseases in Canada, 28: 92-98.
36 CSUCH Scientific Working Group, 2018
37 Dewa & McDaid (2010). Investing in the mental health of the labor force: Epidemiological and economic impact of mental health disabilities in the workplace. In Work Accommodation and Retention in Mental Health (Schultz and Rogers, eds.). New York: Springer.
38 Marwaha & Johnson (2004). Schizophrenia and employment: A review. Social Psychiatry and Psychiatric Epidemiology, 39: 337-349.
39 Dewa, Chau & Dermer (2010). Examining the comparative incidence and costs of physical and mental health-related disabilities in an employed population. Journal of Occupational and Environmental Medicine, 52: 758-62.
40 Roberts & Grimes (2011). Return on investment: Mental health promotion and mental illness prevention. A Canadian Policy Network / Canadian Institute for Health Information report. Ottawa: CIHI.
41 Mental Health Commission of Canada (2014). Why investing in mental health will contribute to Canada's economic prosperity and to the sustainability of our health care system. Retrieved from http://www.mentalhealthcommission.ca/English/node/742
42 Chisholm et al. (2016). Scaling up treatment of depression and anxiety: a global return on investment analysis. Lancet Psychiatry, 3: 415‐424.
43 Deloitte Insights (2019). The ROI in workplace mental health programs: Good for people, good for business. Retrieved from https://www2.deloitte.com/content/dam/Deloitte/ca/Documents/about-deloitte/ca-en-about-blueprint-for-workplace-mental-health-final-aoda.pdf

# data[].attributes.attachment_link.title
Mental Illness and Addiction: Facts and Statistics

# data[].attributes.attachment_link.description
Find the latest facts and statistics on mental illness and addiction, including who is affected and the impact of these illnesses on Canadians.

# data[].attributes.attachment_link.readable_text
From minor challenges to major crises, stress is part of life. And while you can't always control your circumstances, you can control how you respond to them. When stress becomes overwhelming or chronic, it can affect your well-being. That's why it's essential to have effective stress relievers that can calm your mind and body.

Some effective stress management techniques include:

Guided imagery

Meditation

Progressive muscle relaxation

Deep breathing

Going for a walk

Hugs

Aromatherapy

Creativity

Healthy diet

Stress relief supplements

Leisure activities

Positive self-talk

Yoga

Gratitude

Exercise

Evaluating priorities

Social support

Eliminating stressors

And what works for you at home might not be an option when you're at work or in the community (dancing around your living room might be helpful but dancing in the grocery store might not be).

So it's important to have a variety of stress relief tools at your disposal. Then, you'll be able to pick a strategy that works best for your current circumstances.

Fast-Acting Stress Relief Strategies

What strategies can relieve stress fast? A number of helpful techniques, such as deep breathing and meditation, are fast-acting tools that you can do anywhere, anytime.

Whether you're about to be interviewed for a job or you're feeling overwhelmed by your child's behavior at the playground, it's important to have some stress reduction tools that can lower your stress right now.

The best short-term strategies:

Try Guided Imagery

Guided imagery is like taking a short vacation in your mind. It can involve imagining yourself being in your "happy place"-maybe picturing yourself sitting on a beach, listening to the waves, smelling the ocean, and feeling the warm sand underneath you.

Guided imagery can be done with a recording where you listen to someone walk you through a peaceful scene. Or, once you know how to do it yourself, you can practice guided imagery on your own.

Simply close your eyes for a minute and walk yourself through a peaceful scene. Think about all the sensory experiences you engage in and allow yourself to feel like you're really there. After a few minutes, open your eyes and return to the present moment.

Meditation brings short-term stress relief as well as lasting stress management benefits. There are many different forms of meditation to try-each one is unique and brings its own appeal.

You might develop a mantra that you repeat in your mind as you take slow deep breaths. Or, you might take a few minutes to practice mindfulness, which involves being in the moment. Simply pay attention to what you see, hear, taste, touch, and smell.

Practice Progressive Muscle Relaxation

Progressive muscle relaxation involves relaxing all the muscles in your body, group by group. To practice, you can start with a few deep breaths.

Then, practice tightening and relaxing each muscle group, starting with your forehead and moving down to your toes.

With practice, you'll learn to recognize tension and tightness in your muscles and you'll be able to relax more easily. Each time you practice, however, you should experience a feeling of relaxation sweeping through your body.

Focus on Breathing

Just focusing on your breath or changing the way you breathe can make a big difference to your overall stress level. Breathing techniques can calm your body and your brain in just a few minutes.

The best news is that no one around you will know you're doing them. So whether you're in a stressful meeting or you're sitting in a crowded theater, breathing exercises could be key to reducing your stress.

While there are many different breathing exercises, like karate breathing, a few simple ones include:

1. Breathe in through your nose and watch your belly fill with air. Count slowly to three as you inhale. Hold for one second, and then slowly breathe out through your nose as you count to three again.

2. Breathe in through your nose and imagine that you're inhaling peaceful, calm air. Imagine that air spreading throughout your body. As you exhale, imagine that you're breathing out stress and tension.

Exercise is a fantastic stress reliever that can work in minutes. Taking a walk allows you to enjoy a change of scenery, which can get you into a different frame of mind, and brings the benefits of exercise as well.

So whether you just need to take a stroll around the office to get a break from a frustrating task or you decide to go for a long walk in the park after work, walking is a simple but effective way to rejuvenate your mind and body.

Get a Hug From a Loved One

Physical touch can do a lot to relieve your stress. Hugging a loved one can be especially beneficial.

Oxytocin also causes a reduction in blood pressure. It reduces the stress hormone norepinephrine and can produce a sense of relaxation.

So don't be afraid to ask a loved one for a hug if you need it. It's good for both of you and it can be one of the simplest forms of stress relief available.

Enjoy Aromatherapy

Aromatherapy has real benefits for stress relief-it can help you to feel energized, more relaxed, or more present in the moment.

Emerging research suggests certain scents can alter brain wave activity and decrease stress hormones in the body.

So whether you enjoy candles, diffusers, or body products, consider incorporating some aromatherapy into your day.

Create Artwork

Getting in touch with your creative side may have been easy for you during childhood, but it's not too late to pick it up again if you've lost touch with your penchant for artwork.

If you aren't into drawing or painting, consider coloring in a coloring book. Adult coloring books have risen in popularity, and for good reason-coloring can be a great stress reliever.

Long-Term Stress Relief Strategies

What can you do to calm mental stress over the long term? Certain habits can promote resilience to stress and increase overall wellness. For example, those who exercise or meditate regularly tend to become less stressed in the face of a difficult challenge.

So it's important to create a lifestyle that will help you ward off stress and deal with challenges in a healthy way.

Eat a Balanced Diet

A poor diet can bring greater reactivity toward stress. Emotional eating and reaching for high-fat, high-sugar foods can provide a temporary sense of relief that adds to your long-term stress.

Refined carbs, like cookies and potato chips, can cause a spike in blood sugar. When your blood sugar crashes, you might experience more stress and anxiety.

Consuming a healthy diet can help you combat stress over the long haul. Foods like eggs, avocado, and walnuts support mood regulation and energy balance.

Try Stress Relief Supplements

Some vitamins and supplements may have benefits for stress relief. What vitamins help with stress? A daily multivitamin may help address nutritional deficits and ensure you get the necessary vitamins and minerals to feel your best. Other supplements that may help relieve stress include:

Melatonin: This natural hormone can help regulate your body's circadian rhythm. Improving sleep can help you feel less stressed.

Ashwagandha: This adaptogenic herb is thought to help improve the body's resilience to mental and physical stress.

L-theanine: This amino acid has been shown to help reduce stress, promote relaxation, and improve sleep quality.

B vitamins: Some research indicates that B vitamins may help lower homocysteine levels, reduce stress, and improve mood.

Make Time for Leisure Activities

Leisure activities can be a wonderful way to relieve stress. Yet, many people feel as though their lives are too busy for hobbies, games, or extra fun.

But building time for leisure into your schedule could be key to helping you feel your best. And when you feel better, you'll perform better, which means leisure time may make your work time more efficient.

Whether you find joy in caring for a garden or you like making quilts, hobbies and leisure are key to living your best life.

Develop a Positive Self-Talk Habit

The way you talk to yourself matters. Harsh self-criticism, self-doubt, and catastrophic predictions aren't helpful. If you're constantly thinking things like, "I don't have time for this," and "I can't stand this," you'll stress yourself out.

Positive self-talk can help you develop a healthier outlook. And an optimistic and compassionate conversation can help you manage your emotions and take positive action.

Practice Yoga

Yoga combines physical movement, meditation, light exercise, and controlled breathing-all of which provide excellent stress relief.

And while you're likely to reap immediate benefits from a single yoga session, you're likely to receive long-term benefits if you incorporate it into your life in a consistent way.

Yoga offers a variety of physical, psychological, and spiritual benefits. To get started, you might take a class, enroll in an online program, or use an app to help you begin practicing.

Express Gratitude

Gratitude helps you recognize all the things you have to be thankful for. Whether you're grateful for a sunny day or thankful you arrived at work safely, think about all the good things you have in life.

Gratitude also reminds you of all of the resources you have to cope with stress, which can be quite empowering.

So whether you decide to make it a habit to identify what you're grateful for as you sit around the dinner table or you decide to write down three things you're grateful for in a gratitude journal every day, make gratitude a regular habit.

Prioritize Exercise

Physical activity is key to managing stress and improving mental health. And the best news is, there are many different kinds of activities that can reduce your stress.

Join a gym, take a class, or exercise outside. Keep in mind that there are many different ways to get more physical activity in your day too.

Walking, strength training, kayaking, hiking, and spin class are just a few different examples of ways you can get stress relief.

Problem-Focused Coping Stress Relief.

Most stress relievers focus on changing your emotions. But sometimes, you won't necessarily get relief until you change the environment.

This is referred to as problem-focused coping (as opposed to emotion-focused coping). Problem-focused coping involves taking steps to remove the stressor from your life (as opposed to changing how you feel about the stressor).

Reassess Your To-Do Lists

If you're trying to squeeze 20 hours worth of work into 16 hours, you're going to feel stressed. Reducing your workload could be key to helping you get through the day feeling better.

Whether that means stepping away from a committee you joined or it involves hiring someone to complete some of your household chores for you,

Honing your time management skills can allow you to minimize the stressors that you experience, and better manage the ones you can't avoid.

Obtain Social Support

Having supportive people in your life is the key to stress management. If you lack emotional support and friendship, it's important to get it.

That may mean reaching out to your existing network. Perhaps confiding in a family member or distant friend can help you become closer and it may give you the social support you need.

You may also need to expand your network. Join an organization, attend a support group, or get professional help if you lack supportive people in your life.

Cut out Things That Add to Your Stress

Sometimes, the best way to reduce your stress is to cut something out of your life. Get rid of the things that are adding to your stress so you can experience more peace.

Watching the news, being constantly connected to your digital devices, drinking alcohol, and consuming too much caffeine are just a few of the things that may add more stress to your life. Making some changes to your daily habits could be instrumental in helping you feel better.

A Word From Verywell

Finding the best stress relief strategies may take some experimenting. Some strategies may take practice too.

But it's important to keep looking for the tools that will help you manage life's inevitable ups and downs in a healthy way. Keeping stress at a manageable level is important for your overall well-being.

# data[].attributes.attachment_link.description
Learning effective stress relief strategies can help you get a handle on your stress. Discover how to incorporate these stress relief habits into your daily life.

# data[].attributes.body
About the organization : "NISA/Northern Initiative for Social Action is an organization run by and for people with lived experience of mental health challenges/mental illness."

# data[].attributes.attachment_link.description
Welcome! Bonjour! Aanii! Northern Initiative for Social Action/NISA NISA/Northern Initiative for Social Action is an organization run by and for people with lived experience of mental health challenges/mental illness. About Us Programs…

# data[].attributes.headline
5 Self-Care Practices for Every Area of Your Life

# data[].attributes.subject
5 Self-Care Practices for Every Area of Your Life

# data[].attributes.attachment_link.title
5 Self-Care Practices for Every Area of Your Life

# data[].attributes.attachment_link.description
Self-care is essential for good mental and physical well-being. You cannot control everything life throws your way, but you can learn how to practice good self-care.

# data[].attributes.headline
Emotional regulation: Skills, exercises, and strategies

# data[].attributes.subject
Emotional regulation: Skills, exercises, and strategies

# data[].attributes.attachment_link.readable_text
Emotions are a normal part of everyday life. We feel frustrated when we're stuck in traffic. We feel sad when we miss our loved ones. We can get angry when someone lets us down or does something to hurt us.

While we expect to feel these emotions regularly, some people start to experience emotions that are more volatile. They feel higher highs and lower lows, and these peaks and valleys begin to impact their lives. Individuals who experience intense emotions may find themselves calm one moment and then sad or angry the next.

While any of us can have times when our emotions spin out of control, for some people it happens regularly. Their rapidly changing emotions can cause them to do and say things they later regret. They may damage relationships or hurt their credibility with others.

There can be a number of reasons that someone loses control of their emotions. They may be genetically predisposed to these rapid changes. They may never have seen good emotional regulation modeled or learned the skills. They may lose control when they experience triggers for negative situations that happened in the past. There can also be physical changes that cause a person to lose control of their emotions, such as exhaustion or a drop in blood sugar.

No matter the reason for the emotional volatility, the good news is that we can learn better self-regulation. We can all benefit from learning strategies to control our emotions. Emotional regulation is the ability to better control our emotional state.

What are emotional control and regulation?

Emotional control and regulation is taking any action that alters the intensity of an emotional experience. It doesn't mean suppressing or avoiding emotions. With emotional regulation skills, you can influence which emotions you have as well as how you express them.

Ultimately, it refers to the ability to effectively exert control over our emotions through a wide range of approaches.

Some people are better at regulating their emotions than others. They are high in emotional intelligence and are aware of both their internal experiences and the feelings of others. While it may seem like they're just "naturally calm," these people experience negative feelings too. They've just developed coping strategies that allow them to self-regulate difficult emotions.

The good news is that emotional self-regulation isn't a static trait. Emotion regulation skills can be learned and improved over time. Learning how to manage negative experiences can benefit your mental and physical health.

Why is emotional regulation important?

As adults, we are expected to manage our emotions in ways that are socially acceptable and help us navigate our lives. When our emotions get the better of us, they can cause problems.

Many factors can impede emotional regulation. These include our beliefs about negative emotions or a lack of emotional regulation skills. Sometimes, stressful situations can evoke especially powerful emotions.

One of the ways that emotional volatility can hurt us includes the impact it can have on our relationships with others. For example, when we cannot properly moderate our anger, we are likely to say things that hurt those around us and cause them to pull away. We may regret the things we've said or have to spend time repairing relationships.

In addition to having a negative impact on our relationships, an inability to control our emotions can also hurt ourselves. Feeling overwhelming sadness can lower well-being and cause unnecessary suffering. Living with unmitigated fear can get in the way of our ability to take risks and have new life experiences.

5 emotion regulation skills you should master

There are a number of skills that can help us self-regulate our emotions.
1. Create space
Emotions happen fast. We don't think "now I will be angry" - we are just suddenly clench-jawed and furious. So the number one skill in regulating difficult emotions, the gift we can give ourselves, is to pause. Take a breath. Slow down the moment between trigger and response.
2. Noticing what you feel
An equally important skill involves the ability to become aware of what you're feeling. Dr. Judson Brewer, MD Ph.D. recommends practices for becoming more curious about your own physical reactions. Tune in to yourself and consider: in what parts of your body are you noticing sensations? Is your stomach upset? Is your heart racing? Do you feel tension in your neck or head?

Your physical symptoms can be clues to what you are experiencing emotionally. Inquiring into what is happening to you physically can also distract your focus and allow some of the intensity of the emotion to go away.
3. Naming what you feel
After noticing what you feel, the ability to name it can help you get control of what is happening. Ask yourself: what would you call the emotions you're feeling? Is it anger, sadness, disappointment, or resentment? What else is it? One strong emotion that often hides beneath others is fear.

Many of us feel more than one emotion at a time, so don't hesitate to identify multiple emotions you might be feeling. Then dig a little deeper. If you feel fear, what are you afraid of? If you feel anger, what are you angry about or toward? Being able to name your emotions will help you get one step closer to sharing your emotions with others.
4. Accepting the emotion
Emotions are a normal and natural part of how we respond to situations. Rather than beating yourself up for feeling angry or scared, recognize that your emotional reactions are valid. Try to practice self-compassion and give yourself grace. Recognize that experiencing emotions is a normal human reaction.
5. Practicing mindfulness
Mindfulness helps us "live in the moment" by paying attention to what is inside us. Use your senses to notice what is happening around you in nonjudgmental ways. These skills can help you stay calm and avoid engaging in negative thought patterns when you are in the midst of emotional pain.

7 strategies that can help you regulate your emotions

There are a number of emotion regulation strategies that people can master to build their coping skills. It is important to consider which strategies are most useful and which ones to avoid.

There are two broad categories of emotional regulation. The first is reappraisal: changing how we think about something in order to change our response. The second is suppression, which is linked to more negative outcomes. Research indicates that ignoring our emotions is associated with dissatisfaction and poor well-being.

Let's look at 7 strategies that can help to manage emotions in a healthy and helpful way.

1. Identify and reduce triggers

You shouldn't try to avoid negative emotions - or be afraid of them. But you also don't have to keep putting yourself in a situation that brings on unpleasant emotions. Start to look for patterns or factors that are present when you start to feel strong emotions. This requires some curiosity and honesty. Did something make you feel small? Strong emotions often spring up out of our deep-seated insecurities, especially the ones we hide. What is happening around you and what past experiences does it bring up for you?

When you identify these triggers, you can start to explore why they carry so much weight and whether you can reduce their importance. For example, a CEO might be embarrassed to admit that he gets angry when discussing numbers because he struggled in math class. Understanding this trigger might be enough. Or, the CEO might choose to preview the monthly charts in private to avoid the trigger of feeling like everyone else is waiting for him.

2. Tune into physical symptoms

Pay attention to how you are feeling, including whether you are feeling hungry or tired. These factors can exacerbate your emotions and cause you to interpret your emotions more strongly. If you can address the underlying issue (e.g. hunger, exhaustion), you can change your emotional response.

3. Consider the story you are telling yourself

In the absence of information, we fill in the blanks with details of our own. Perhaps you are feeling rejected after you haven't heard from a family member; you believe it is because they no longer care about you.

Before you make these attributions, ask yourself: what other explanations might be possible? In the example of the family member, what else could be going on with them that would stop them from reaching out to you? Could they be busy or sick? Are they a well-intentioned person who often forgets to follow through on commitments?

BetterUp's Shonna Waters recommends the " just like me" technique. Whatever motive or action you are assigning to the other person (there's almost always another person involved), add "just like me" to the end. It is a way of reminding yourself that they are also an imperfect human being.
4. Engage in positive self-talk
When our emotions feel overwhelming, our self-talk can become negative: "I messed up again" or "everyone else is so awful." If you treat yourself with empathy, you can replace some of this negative talk with positive comments. Try encouraging yourself by saying "I always try so hard" or "People are doing the best they can." This shift can help mitigate the emotions we're feeling. You can still be frustrated with a situation that isn't working but no longer have to assign blame or generalize it beyond the situation.
5. Make a choice about how to respond
In most situations, we have a choice about how to respond. If you tend to respond to feelings of anger by lashing out at people, you likely notice the negative impact it is having on your relationships. You might also notice that it doesn't feel good. Or, it feels good at the moment, but the consequences are painful.

Next time you feel anger or fear, recognize that you get to choose how you want to respond. That recognition is powerful. Rather than lashing out, can you try a different response? Is it possible for you to tell someone that you're feeling angry rather than speaking harshly to them? Get curious about what will happen if you switch up your responses. How did you feel? How did the other person respond?
6. Look for positive emotions
Human beings naturally attribute more weight to negative emotions than positive ones. This is known as negativity bias. Negative emotions, like disgust, anger, and sadness tend to carry a lot of weight. Positive feelings, like contentment, interest, and gratitude are quieter. Making a habit of noticing these positive experiences can boost resilience and well-being.
7. Seek out a therapist
Managing our own emotions can be difficult. It requires a high degree of self-awareness. When we're having a hard time, our emotional self-regulation begins to suffer. Sometimes we need a partner like a therapist who can help us learn better self-regulation skills. Fortunately, there are a number of therapeutic solutions that can help us learn to better regulate our emotions.

What is emotional regulation disorder?

Emotional regulation disorder is a condition where someone has difficulty managing their feelings. This inability to adequately regulate emotions is referred to as dysregulation. Dysregulation is a poor ability to manage emotional responses or keep reactions within an acceptable range.

A person with emotional regulation disorder is more likely to experience dramatic changes in mood. These fluctuations in turn negatively impact the person's actions.

Emotional regulation disorder can result in some of the following:

Difficulty building and maintaining healthy relationships

Self-destructive behavior

Hypersensitivity

Frequent meltdowns or temper tantrums

Outbursts of emotions that are displaced onto someone who did not cause the harm

Emotional regulation disorder can also accompany other mental health issues. Disorders such as depression, stress, or borderline personality disorder often complicate emotional regulation.

What is DBT?

There are many therapeutic approaches that can help with emotional regulation disorder. These interventions tend to be practical in nature and can be quite successful.

One approach that can help with emotional dysregulation is dialectical behavioral therapy (DBT). DBT is a type of cognitive behavioral therapy that seeks to identify negative thinking patterns. Individuals work with a therapist to replace these patterns with positive behavioral changes.

DBT is a cognitive reappraisal technique. It includes practices such as thought replacement or situational role reversals. In situational role reversals, the person imagines a situation from a different perspective. This exercise can help them develop empathy and cognitive flexibility.

One of the long-term goals of dialectical behavior therapy is to improve distress tolerance. Distress tolerance is the ability to sit with uncomfortable emotions, sensations, and experiences. Emotional dysregulation often comes from a desire to "override" the undesirable feeling. Without awareness, people tend to resort to self-harm, substance abuse, and other behaviors to escape the feeling. Building distress tolerance provides a self-help toolkit. This usually includes self-soothing, distraction, and radical acceptance techniques. With practice, you can learn how to calm yourself down.

Negative emotions are part of our daily lives, and pretending that they don't exist won't make them go away. Rather than trying to avoid them, we should try to develop emotional intelligence and regulation skills. Building the ability to self-regulate is crucial to leadership, communication, and relationships.

# data[].attributes.attachment_link.title
Emotional Regulation: Skills, Exercises, & Strategies to Regulate

# data[].attributes.attachment_link.description
Negative emotions are part of life - ignoring them won't make them go away. Here's how to build emotional regulation skills.

# data[].attributes.body
For desktop, Android, & IOS

# data[].attributes.attachment_link.title
Insight Timer - #1 Free Meditation App for Sleep, Relax & More

# data[].attributes.attachment_link.description
The best meditation app with the world’s largest FREE library of more than 190k guided meditations, 17k teachers & the world’s most loved meditation Timer.

# data[].attributes.attachment_link.description
Find your nearest Canadian Mental Health Association (CMHA) branch in your community.

# data[].attributes.headline
4 Strategies For Self-Regulation in Adults

# data[].attributes.subject
4 Strategies For Self-Regulation in Adults

# data[].attributes.attachment_link.readable_text
Physical and cognitive regulation are functions of the mind that can be trained. To effectively deal with what life throws at you, you need to self-regulate. If you can't, you might find yourself coping in ways that aren't healthy for you. In the end, your mental health will suffer. When Satori launched ProMind three years ago, our vision was simple: Get health practitioners to think about their mental health more proactively. In early 2020, prior to the COVID-19 pandemic, Satori launched The ProMind Experience. This program was designed to be the next generation wellness strategy; to support hospitals in raising awareness of the benefits of workplace wellness and personal development The ProMind Experience broadened its focus to encompass physical, cognitive, spiritual and behavioural health, and support the full range of wellbeing needs of their employees. My agenda is to building the best hospitals any nurse could work for, from the outside!

What Is Self-Regulation?

Self-regulation is a generic term for the voluntary management of physical, cognitive and emotional processes (Rheme & Rokke, 1988). This voluntary management also falls under the realm of mindfulness. To become more aware of, or mindful of, your body's response to stress offers you the opportunity to attend to it, and/or shift it. This shift gets you ahead of the emotional-physiological response, thus programming your mind for different results (aka ProMind!).

Self-regulation is an efficient resource tool inside and outside the workplace. Think about it like the gas tank of your car. You need to keep track of how much gas you have so that your car will run smoothly. Self-regulation is a similar concept. You want to be react to regulate your body before it runs out of gas, so you can lead a joyful and happy life. The most important element of being well is to be able to self-regulate, and manage your health across all areas in your life.

Here Are 4 Strategies To Support You In Self-Regulation

1.Become Aware of Your Body's Response To Stress

Many people are afraid to experience some of their own feelings. Over time that fear holds them back from self-awareness, and self-regulation. By being aware of your body's response to stress, you can get ahead of what your brain is about to do. This helps you take full control over your body. Awareness also helps prevent the subconscious mind from running the show. They say that 95% of our actions are subconscious. That means, you need to focus on what's going on in your body.

Might you be feeling hungry, full or sluggish to get out of bed? Do you frequently have sugar cravings? If so, when do they tend to happen? Is your skin healthy, hydrated and glowing or are you constantly in need of moisturizers? Is your body at a healthy weight? Can you move freely - without joint mobility issues or might you be living with more pain than usual? Once you become aware of your body's response to stress, you can start to manage your reactions to stress, and access the supports you need.

2. Challenge Your Emotional Responses

Rate your emotional responses on a scale of 1-10 when you check-in with yourself. As I said previously, people can be afraid of their feelings and emotions. Wouldn't it be great to turn the emotional response of anger into building a super-mind leaning towards more peace and clarity? Think of a few keywords that might represent your top 5 emotions; empowered, compassion, patience, gratitude, appreciation, stressed, acute-stress, hungry, angry, impatient, confused, annoyed, judgemental, non-judgemental, etc....Try not to judge yourself. Instead, learn to be curious and open yourself up to new ways of learning self-regulation, and shifting to more powerful emotions.

3. Develop A Toolbox of Coping Strategies

Once you have increased awareness of your physical and mental responses to stress, you want to try to stay in the moment. To stay calm and think - and not act on your big emotions - you will need some strategies.

- >> Take mental breaks like reading a book, or walk away from your work and make a cup of tea. You can also listen to music or watch a movie but try to develop a routine that gives you a mental break.

->> Have a physical break. I suggest you schedule a regular time in your calendar to do so each day. You can do 2 minutes of deep breathing, a quick walk up the stairs or go lift some weights. You choose, but try to get your body moving.

->> Support your body through grounding activities like yoga, deep breathing or using guided meditation. Close your eyes and breathe for a few seconds. When you build awareness into your day, to pause and take a few breathes, you bring more focus and intention to what you want. Awareness is the pinnacle of mindfulness strategies that can help you stay focused on being sane, instead of the opposite.

Start by taking a few moments each day to practice these skills, in a time of calm. When you take care of your mind and body, pay attention to your thoughts. Are they loud in your mind or soft, pleasant, painful or neutral? By taking a few deep breathes, regardless of what you were doing before or after this moment, you're putting your prefrontal cortex in charge. The prefrontal cortex is the executor of your brain. But under stress, it gets pinched-off. This is why we don't make the best decisions when under stress. By developing your toolbox of coping strategies when you're calm, you can more readily access them in times of stress, giving you an advantage in self-regulating.

4. Add Supplements To Support Mind-Body Health

Many health problems can be linked to nutritional deficiencies. Nutrients like Vitamin A, B6, B12, C, D, Calcium, Folate Iodine, Iron, Magnesium and Zinc support one's overall physical, emotional and cognitive health. The rising levels of nutrient deficiencies compounded by added workplace stress puts you at risk for anxiety and burnout. These are impacting one's ability to perform at work, leading to absenteeism. You can counteract this risk and nutrient deficiency by taking a high quality B-Complex Vitamin and Multivitamin.

Just to be on the safe side, if you're facing significant mental health difficulties, speak to your family physician before proceeding on supplements and contact the suicide hotline if you're struggling with thoughts. As well, be sure to check your labels and avoid some of the common ingredients that can sneak-in to your vitamins like Sucralose, glucose, fructose, and maltodextrin (see podcast episode 29 on the truth about dietary supplements)

Applying Mindfulness Techniques

Mindfulness just means paying attention to what's happening within and around you; listening more attentively to our own experiences and to the world around us ( Kabat-Zinn, 1994). Being able to practice mindfulness allows you to emotionally regulate more effectively. Any moment can become a mindfulness moment. You don't need to take extra time out of your day to practice mindfulness. Many workplaces have ongoing mindfulness workshops that can help you further develop this skill.

How Do Self-Regulation and Emotional Intelligence relate?

Self-regulation is one core component of Emotional Intelligence. Emotional intelligence consists of four main areas: 1) Self Awareness, 2) Self-Regulation, 3) Social awareness, and 4) Relationship Management. If all those areas are working well for you, then you're one step closer to making better decisions for yourself. But if you can't manage your stress in a strategic way, you could be faced with some mental health challenges during difficult times. This can happen easily for health practitioners who are lacking in sleep. Sleep deprivation will affect your body, making personal and social awareness a challenge. Ultimately, this rabbit hole effect will negatively impact your relationships leaving you in a bad situation that can catapult to catastrophe.

Download my free 5-day audio program and learn to self-regulate the right way.

During the 5 days, I'm going to share with you exactly how to:

Pay attention to what's happening around you and get you to be more mindful.

Create more opportunities for yourself.

Improve the relationships in your life.

Help you take action towards a goal, from either contemplating a change to preparing for it.

References:

Self-Regulation Strategies of Adults Jean A. Massey, Daniel J. Pesut Western Journal of Nursing Research.(1991). 13, (5), p. 627-634

You Might Also Like...

# data[].attributes.attachment_link.title
4 Strategies For Self-Regulation in Adults | Satori Radio Podcast | Blog

# data[].attributes.attachment_link.description
Physical and cognitive regulation are functions of the mind that can be trained. To effectively deal with what life throws at you, you need to self-regulate. If you can't, you might find yourself coping in ways that aren't healthy for you. In the end, your mental health will suffer. W ...

# data[].attributes.body
Phone Number: 1-866-531-2600
Email: https://www.connexontario.ca/en-ca/send-email
Text: CONNEX to 247247

Facebook: https://www.facebook.com/profile.php?id=100067992339601

Instagram: https://www.instagram.com/ConnexOntario/

LinkedIn: https://www.linkedin.com/company/connexontario/?originalSubdomain=ca

Twitter: https://twitter.com/connexontario

# data[].attributes.attachment_link.title
Mental Health & Addiction Treatment Services | Connex Ontario

# data[].attributes.attachment_link.description
Connex Ontario provides free & confidential health services information for people experiencing problems with alcohol & drugs, mental illness or gambling.

# data[].attributes.body
Website is available in French: https://bouncebackontario.ca/fr/adultes-18/
Phone Number: 1-866-345-0224
Email: bb-referral@cmha-yr.on.ca

Coaching is through a Primary Care Provider or yourself, they have free videos you can video through signing in, provide and email with the access code: bbtodayon (No Captials)

# data[].attributes.attachment_link.readable_text
What is BounceBack®?

It's common to feel low, stressed out, worried, depressed, irritable, angry, or nothing at all. With the right tools and practice, you can reclaim your mental health. You have the power to make beneficial changes, and we are here to help.

BounceBack® gives you access to materials and resources that can be customized to fit your needs. You will learn new skills through workbooks, activities, videos, and a trained coach who can provide up to six telephone sessions. BounceBack Coaching is available through the provincial Ontario Structured Psychotherapy program.

Choose how and when you'd like to access the program.
Your journey, your pace.

BounceBack® Coaching

If you like having someone motivate and encourage you to reflect, the coaching program may be right for you. A trained BounceBack® coach will help you learn skills to improve your mental health in up to six telephone sessions over three to six months. Your coach will help keep you on track and offer support as you work through the program materials. You design your own program by selecting materials from 20 different modules. Coaching + workbooks are available in English, French, Arabic, Farsi, Traditional Chinese and Spanish. Smaller format booklets are available in English, French, Punjabi, Tamil, Traditional and Simplified Chinese. Coaching is also available in many other languages, but you will need to have a basic English reading level to work through the workbooks.
GET STARTED

BounceBack® Today Videos

If you're not quite ready for the BounceBack® Coaching, or are waiting for your coaching sessions to begin, check out our series of online videos. The videos will provide you with practical tips on managing your mood, sleeping better, building confidence, increasing activity, problem solving and healthy living. Videos are available in English, French, Arabic, Farsi, Cantonese, Mandarin, and Punjabi.
GET STARTED
How the program has helped others

I am filled with gratitude to have come through the BounceBack® program twice with my self-confidence restored and with a cleansed and clear mind. Speaking to my coach every two weeks along with putting in my self-work allowed me to learn how to cope with my anxiety, my fears and mend my close relationships post-trauma... it was like I was talking to my long-lost best friend every few weeks - enlightening, educating and without judgement! Every one of us deserves to bounce back through this life-enhancing program." - BounceBack® participant

Check out the materials

You can choose from 20 different workbooks that include titles such as Understanding Worry and Stress, Overcoming Sleep Problems, Being Assertive, Practical Problem-Solving Skills, Changing Extreme and Unhelpful Thinking, Building Relationships with Your Family and Friends and Planning for the Future. View the complete list of titles and short descriptions . Shorter format booklets are also available for individuals who may be overwhelmed by the longer format workbooks. You can choose from 12 different booklets that include titles such as Why Do I Feel So Bad?, I Can't Be Bothered Doing Anything, and 10 Things You Can Do To Feel Happier Straight Away. And don't forget about our online videosthat are available at any time (using access code: bbtodayon).

Who we are

The BounceBack® team includes registered clinical psychologists, administrative staff, and over 60 coaches who offer telephone support in over 15 different languages.

The coaches come from a variety of backgrounds, including psychology, social work, and people with lived experience. All coaches receive extensive training by the clinical psychologists in the delivery of the BounceBack® program. They also receive ongoing support from the clinical psychologists and are regularly monitored once their formal training is completed. In addition, all team members receive training in other areas, including Mental Health First Aid, cultural and LGBTQ+ competency, and trauma-informed care.

# data[].attributes.attachment_link.description
BounceBack® gives you access to materials and resources that can be customized to fit your needs. You will learn new skills through workbooks, activities, videos, and a trained coach who can provide up to six telephone sessions. BounceBack Coaching is available through the provincial Ontario Structured Psychotherapy program.

# data[].attributes.headline
CSPS - Canada Suicide Prevention Service

# data[].attributes.subject
CSPS - Canada Suicide Prevention Service

# data[].attributes.body
They will be changing their webiste after June 22, 2022, and will be redirected after the date.
Also can be reached through telephone" 1-833-456-4566

# data[].attributes.attachment_link.description
Connect to a crisis responder to get help without judgement.

# data[].attributes.body
Through chat: text SUPPORT to 258258

# data[].attributes.attachment_link.readable_text
Distress and Crisis Ontario

Distress and Crisis Ontario (DCO) is an administrative membership association that supports advocacy, networking, and training for Distress Centres (DCs) across Ontario. DCs offer instant support and a variety of services to their communities and are a place where you can find a listening ear for anyone who is feeling lonely, depressed, is struggling with suicidal ideation, or who is otherwise in need of support. Most centres operate 24 hours a day, 7 days a week, and may include suicide survivor programs, LGBTQ+ friendly services, support services for youth, telephone call-out programs for seniors and other vulnerable populations, mental health crisis lines, and more. Visit our Member locations page to find a centre near you or click here to learn more about us.

Building a caring partnership for close to 50 years, the Ontario Association of Distress Centres, operating as Distress and Crisis Ontario (DCO), has worked with its membership to increase the capacity of community based organizations offering distress and crisis line services and providing suicide prevention support. In everything we do, we aim to provide advocacy for our Members and the distress/crisis sector, training opportunities for volunteers and leadership, and to foster networking among Member centres to allow for partnerships and growth among the sector. A DCO membership is ideal for a variety of organizations that provide telephone, chat, and/or text-based distress and/or crisis and/or suicide intervention and prevention services to their communities. Also for multiservice organizations with specialized telephone, chat, text and/or web-based support for their communities and its at-risk populations. Learn more with the "Become a Member" button above.

ONTX is here to help and support you

For support over text, text SUPPORT to 258258

or, click below to

Available from 2PM - 2AM EST daily, standard text messaging rates apply.

Fundraisers, news, and events

Members learning platform

Our Learning Forum videos are available to our Member centres and their volunteers as a way to provide training and education. If you are a Member centre employee or volunteer, please login to access the Learning Forum.

We would like to thank LifeLine International for their grant of $3,500.00 to support our Clyde Mental Health and Addictions Awareness Project. Their funding will go towards continually raising awareness and providing tools to professionals and communities of individuals, families, and interest groups to aid them in supporting suicide prevention and intervention

If you are in distress or crisis and need immediate support, please call one of the Distress Centres or Crisis Lines listed in the GET HELP section of this website or, for help finding other mental health service providers, look at our USEFUL INFORMATION section. Distress and Crisis Ontario itself is an administrative organization and does not provide telephone listening or referrals!

Distress and Crisis Ontario is dedicated to being an LGBTQ2+ safe space, committed to inclusion and respect.

Distress and Crisis Ontario acknowledge that we are located on the Haldimand Tract, land promised to Six Nations, which includes six miles on each side of the Grand River. We are on the traditional territory of the Attawandaron (Neutral Confederacy), Anishinaabeg, and Haudenosaunee peoples.

# data[].attributes.attachment_link.title
Distress and Crisis Ontario - We are Here to Listen

# data[].attributes.attachment_link.description
Distress and Crisis Ontario is a place where you can find a listening ear for anyone who is feeling lonely, depressed, or who is in need of support.

# data[].attributes.headline
Early Childhood Teachers’ Well-Being: What We Know and Why We Should Care

# data[].attributes.subject
Early Childhood Teachers’ Well-Being: What We Know and Why We Should Care

# data[].attributes.body
Topics discussed: burnout, adult ACE's, children ACE's, Educator's mental health, Triple Jeopardy,

# data[].attributes.attachment_link.readable_text
Researchers from the Happy Teacher Project found that many early childhood teachers experience stress and demonstrate lack of well-being at rates and levels that threaten the quality and sustainability of the workforce. Further, working with children exposed to trauma adds significant emotional and physical burden on teachers who already struggle with poor well-being and poor working conditions, which can be considered "triple jeopardy." Despite these prevalent risks, teachers often do not have adequate resources to support their well-being and work with children experiencing trauma. From a holistic and interdisciplinary approach, we offer recommendations at the individual, program, and system and policy levels. Stella often got angry. Really, really, really angry. Stella enrolled in our early childhood program after she transitioned to her second foster home-her first had declared her "too hard to handle." She was in foster care due to the sustained neglect and sexual abuse she had suffered before she reached her first birthday. Now, as a 2½-year-old, her rages were potent and fierce, and many caregivers retreated when they devolved into kicking and biting. But not her teacher Donna. While her colleagues retreated as Stella's behavior escalated, Donna moved in; when others provoked battles by insisting on unachievable compliance, Donna connected by adjusting her expectations to meet Stella where she was at the moment. One morning, Stella arrived at school with her hair more disheveled than usual, her eyes darting around the room as she entered, with the vigilant attention that Donna had learned to recognize as a key sign of Stella's dysregulation. When Donna walked over to her to say hi, Stella rushed away to grab her favorite book, Brown Bear, Brown Bear. "Read," she demanded. Donna said, "Sure," sat down, and started the book, which they both knew by heart. Stella sat quietly as Donna read the first few pages, imitating the sounds of the brown bear, red bird, and yellow duck before getting to the blue horse. But when she whinnied her best whinny, Stella turned and said, "NO!" "But horses whinny like that, Stella," Donna responded. "NO! That's WRONG!" Stella insisted, growing more irate. "Do they sound like this?" Donna asked, attempting another horse-like sound. "NOOOOOO!!" screamed Stella, rising to put herself face-to-face with Donna, clenching her fists and shaking. "YOU'RE WRONG!" Donna took a breath, looked into Stella's eyes, and said in a quiet, calm voice, "It's really hard when adults do things wrong, isn't it?"
Stella instantly collapsed on Donna's lap. "Yeah," she sighed, and she melted into Donna's arms.

Significance and Challenges of the Early Childhood Workforce

As illustrated in Stella's story, early childhood teachers can play a large role in supporting children experiencing trauma and adversity. Young children thrive when they have secure, positive relationships with adults who know how to support their development and learning and who respond to their individual needs and characteristics (Institute of Medicine [IOM] & National Research Council [NRC], 2015). This is especially true for infants and toddlers given their unique developmental characteristics and dependence on adults (Horm et al., 2016).

A key conclusion of Teacher Interactions With Infants and Toddlers (a Research in Review article from the National Association for the Education of Young Children [NAEYC]; Norris & Horm, 2015) was that sensitive-responsive interactions between teachers and the young children they support were linked to positive child outcomes in social skills, receptive language, expressive language, early literacy capabilities, and school readiness. The current research demonstrates that, through their interactions with young children, teachers can also buffer the negative impact of the adversity children may experience at home. Indeed, a growing body of research indicates that high-quality infant-toddler care can have significant short- and long-term effects on children's development (Vandell et al., 2010; Yazejian et al., 2017). Thus, the teachers providing care and education for young children carry great responsibility for the health, development, and learning of young children (IOM & NRC, 2015).

Despite this responsibility, early childhood teachers are not consistently acknowledged as members of a workforce with specialized knowledge or competencies worthy of professional compensation and respect, and they rarely receive the supports needed to uphold this great responsibility to young children, their families, and society at large (IOM & NRC, 2015). As described in this article, the necessary knowledge base, competencies, and personal capacities of the teacher, including health and mental health, are expansive. To date, society in the US has not demonstrated the collective commitment to adequately support teachers of young children, widening the gap between what is known from accumulated research and the realities experienced by teachers and the young children and families they serve (IOM & NRC, 2015; NAEYC, 2020).

Importance of Early Childhood Teacher Well-Being

The opening story about Stella highlights how teachers' experiences and mental health can serve to escalate or soothe young children's trauma and stress. This is not merely a matter of caregiver skill and understanding. Recently, increasing attention has turned to early childhood teachers' well-being as an important factor potentially impacting teachers' beliefs in developmentally appropriate practices, their implementation of high-quality experiences for the young children in care, and children's behavioral problems (H. Jeon et al., 2018; L. Jeon et al., 2014; Kwon et al., 2019; Roberts et al., 2016).

For example, Kwon et al. (2019) found that the psychological distress (i.e., depressive symptoms) Early Head Start teachers experience was directly associated with their reports of children's behavioral problems and the quality of emotional and behavioral support they provide to children. The researchers speculated that the direct association between teachers' depressive symptoms and toddlers' behavioral problems suggests that the children may react to and learn from teachers' negative mood, behavioral modeling, and poor self-regulation resulting from their psychological stress. Also, teachers who feel depressed are less likely to provide positive emotional and behavioral support to children because the depressive symptoms may hinder their ability to serve as positive emotional and behavioral models, limiting their ability to provide warm and nurturing care.

Most noteworthy, teachers' depressive symptoms were the only significant predictor of classroom emotional and behavioral support. It is commonly believed that other teacher characteristics such as teachers' education, specialized degree, and teaching experience are the most important for classroom quality. This research challenges these beliefs.

Whole Teacher Well-Being: Need for a Holistic and Interdisciplinary Approach

Early childhood teachers care deeply about children. Thirty infant-toddler teachers interviewed for a study of turnover and retention almost unanimously said so (Kwon, Malek, et al., 2020). Similarly, most reported that, while they knew that early childhood education was not a well-paying or respected job, they chose it and wanted to stay in the profession because their work was meaningful and rewarding to them. Similarly, in another study with 262 early childhood teachers, most reported that they believed working with children was their calling and expressed high commitment to their work (Kwon, Ford, Salvatore, et al., 2020).

Even with personal satisfaction and high levels of commitment, teaching young children is a challenging profession. In fact, studies have raised concerns that many early childhood teachers struggle with poor physical and psychological well-being (Linnan et al., 2017; Otten et al., 2019; Whitaker et al., 2013). These problems add to and complicate the issues experienced by those in the early childhood workforce who, despite high job expectations, experience low pay and lack of systemic workforce appreciation. The infant-toddler workforce may be more affected given that they have even lower wages and status than the teaching workforce for older children (La Paro et al., 2014; Maxwell et al., 2009; Murphey et al., 2013; National Survey of Early Care and Education Project Team, 2013). However, previous studies on teachers' well-being have rarely addressed the particular workforce and well-being issues faced by infant-toddler teachers. The majority of studies on teacher well-being are also limited by considering a narrow scope of well-being, primarily focusing on teachers' depressive symptoms or stress.

Well-being is multidimensional, yet physical health is an often-neglected dimension of teacher well-being. Few studies address, comprehensively, the aspect of working conditions that promote or exacerbate teachers' physical and psychological well-being. In response to this gap in the literature, Kwon et al. (2019) launched a transdisciplinary initiative-the Happy Teacher Project-to investigate teacher well-being, incorporating perspectives and research techniques from multiple disciplines. This project team consists of researchers in early childhood education, interior design, physical therapy, public health, nutrition, and educational policy whose cross-disciplinary expertise creates a holistic approach to teacher well-being that considers not only the physical, psychological, and professional aspects, but also their interaction with various working conditions.

Findings of the Happy Teacher Project indicated that many early childhood teachers face serious issues with both their psychological and physical well-being (Kwon, Ford, Salvatore, et al., 2020), and experience significantly more physical health challenges than the general population (see Figure 1). From the analysis with a focus on infant-toddler teachers, about one third of the 158 infant-toddler teachers reported that they frequently felt stressed while on the job; 19% felt depressed. Sixty-two percent of teachers had at least one area of work-related ergonomic pain, 55% of the participating teachers were obese, 60% had below average cardiorespiratory fitness, and one third reported doctor-diagnosed urinary tract infection.

The Happy Teacher Project data showed that infant-toddler teachers experience significantly more physical job demands than preschool teachers. This finding may not surprise those familiar with the daily routine activities and physical tasks that infant-toddler teachers perform, such as lifting and carrying children, regular stooping and twisting, and sitting on ill-fitting, child-sized chairs. In fact, the Happy Teacher Project team found that 44% of infant-toddler teachers felt ergonomic pain while transferring a child (see Figure 2). Forty percent experienced ergonomic pain during diaper changing, which may be caused by having to lift children to and take them down from a diaper changing table, and bend over to help children wash their hands in a small sink countless times daily (see Figure 2). Early childhood teachers' physical job demands clearly contribute to teachers' physical well-being, including ergonomic pains and general health risks (Kwon et al., in press).

Despite these high physical and mental demands, infant- toddler teachers get little support for their work. Thirty-six percent of infant-toddler teachers reported that they do not have any designated daily break, and 34% do not even have a space for relaxation (Kwon, Ford, Salvatore, et al., 2020). Among the 40 teachers the team interviewed, 18 teachers mentioned the need for mental and physical breaks (c.f., only 3 teachers mentioned the need for professional development, coaching, and mentoring for improving their well-being). As one toddler teacher put it, "Daily break is the biggest frustration for me. A lot of teachers tend to build up their frustration inside." Another teacher mentioned, "Because we do not have a designated break and cannot go to the bathroom, I always have to hold. We cannot get out of (teacher-child) ratio and often have staff shortage to cover me even for the bathroom break. So, I don't drink water and often feel dehydrated."

The physical and emotional toll is even more severe among teachers who serve children from low-income families, such as Early Head Start (EHS) and Head Start (HS). The Happy Teacher Project (Kwon, 2020) found that EHS/HS teachers tended to experience more job demands and stress, depressive symptoms, headaches, work-related injuries, and conflict with children than non-EHS/HS teachers (e.g., other center- or home-based programs, or pre-K programs). These data suggest that the ample mental health and physical health issues of EHS/ HS teachers may result, in part, from working with children from challenging home environments-a concerning suggestion given that they are expected to provide a safe and positive environment for children and to serve as a buffer for children who are experiencing poverty and its associated challenges.

Triple Jeopardy: Added Challenges of Working With Children With Trauma

According to the Centers for Disease Control and Prevention (2020), more than half of all U.S. children have experienced some kind of trauma. Researchers have extensively studied 10 types of early childhood traumatic experiences to calculate Adverse Childhood Experiences scores (ACEs; Felitti et al., 1998). The 10 types include five personal (e.g., physical abuse, sexual abuse, emotional neglect) and five family-related (e.g., incarcerated family member, domestic violence, parental divorce) items, and researchers have examined how early adversity impacts health and well-being outcomes. According to the National Survey of Children's Health (Maternal and Child Health Bureau, 2020), in 2017-2018, 1 in 3 children from birth to 17 years old had experienced at least one ACE in the US, and 14.1% had two or more ACEs. The extensive literature documents the impact of ACEs on a range of child and adult outcomes spanning mental health, substance use, and general medical conditions (Felitti et al., 1998; Nurius et al., 2012; Wing et al., 2015; Zarse et al., 2019). In addition to these identified ACEs, many other types of traumatic experiences can impact young children, including homelessness, poverty, bullying, racial discrimination, and negative experiences as a refugee or immigrant.

Given the prevalence of young children who experience trauma, it is likely that early childhood teachers have children exposed to trauma in their classrooms. In particular, infants and toddlers are the easiest targets for maltreatment, and it is reported that about 50% of the victims of maltreatment are children 3 years and younger (Children's Bureau, 2020). This report also documented that more alleged reports of child abuse and neglect were filed by education personnel (20.5%) than by any other professional (e.g., legal and law enforcement personnel, social services personnel) and non-professional (e.g., neighbors, relatives) groups. This suggests not only the high likelihood of infant-toddler teachers' working with children experiencing trauma but also the important role these teachers play.

Working with children who have a history of trauma adds significant emotional and physical burden on teachers who already struggle with poor well-being and poor working conditions, which can be considered "triple jeopardy." Their well-being is likely to be compromised and their psychological distress amplified as a result of working with children exposed to trauma. In addition, a number of early childhood teachers have a history of trauma themselves. For example, the Happy Teacher Project found that about half of EHS and HS teachers reported two or more ACEs. Almost one quarter of EHS and HS teachers reported four or more ACEs (Kwon, 2020) which is higher than the general public in the US (i.e., 17%, Centers for Disease Control and Prevention, 2020). For these teachers, working with children experiencing trauma may trigger their own overwhelming adverse experiences.

Even if they have not endured trauma or any mental health issues themselves, teachers exposed to children's trauma may experience symptoms similar to those of the children in their care, referred to as secondary traumatic stress (Jenkins & Baird, 2002). They may also feel overwhelmed by the suffering and pain of children in their classrooms and experience compassion fatigue (Ray et al., 2013). The high level of anxiety and intense negative emotion that children experiencing trauma bring to school can affect the teachers who work with them. Children with trauma who are withdrawn and depressed may show difficulty engaging in learning activities. Also, because children's traumatic experiences often manifest as random acts of aggression, many teachers report being hit, bitten, and kicked by children, which add to the physical demands of their job. Past research has found that the challenges of working with trauma-affected children can lead to teacher burnout (Antoniou et al., 2013) and leaving the profession (Rojas-Flores et al., 2015).

Despite the prevalent risks and challenges, many early childhood teachers report that they have not been prepared and do not receive support to work with children experiencing trauma. According to an informal survey collected from about 150 early childhood teacher participants during a conference at the University of Oklahoma-Tulsa on the topic of working with children experiencing trauma, the majority of participants mentioned that, because they have a child or children who have experienced trauma, they want to learn how to support those children better. Similarly, 1,434 teachers who participated in a COVID-19 impact study (Kwon, Ford, Tsortsoros, & Randall, 2020) reported that among 23 categories of resources and support they need to improve their well-being (e.g., higher wages, benefits, more breaks, wellness program, more staff, job stability), the second most frequently mentioned item after higher wages was more support for dealing with children's behavioral challenges. It is clear that early childhood teachers have high needs for support for working with children having behavioral problems and experiencing trauma, challenges that threaten their well-being and work.

Caring for Teachers: Self-Care Is Not Enough

The research summarized in the previous sections is cause for concern. Like most complex problems, solutions depend on multiple levels-supports at the individual, program, and policy and system levels.
Individual Level
At the individual level, it is important for teachers to learn to recognize the warning signs and symptoms of psychological and physical distress, including depressive symptoms, health-related issues, burnout, and secondary traumatic stress.

First and foremost, if they feel the symptom, teachers need to take a break and relax to restore energy and to re-engage in their work.

Teachers need to plan for and engage in self-care. Self-care and relaxation techniques vary and include reading, crossword puzzles, watching movies, enjoying music, exercise, spirituality or religious activities, gardening, playing board games, traveling, and meditation. Physical and outdoor activities, such as hiking, walking, and yoga, are great ways to restore energy.

Teachers should express their concerns and actively seek resources to improve their well-being and the quality of their work with children, turning to peers and supervisors for support.

Program Level
At the program level, research indicates various features make individual workplaces more or less attractive and supportive.Programs can do the following to enhance staff well-being and support program quality:

Create a positive work climate, with dedicated supervisory attention to core components such as reflective supervision, teacher appreciation, support for professional growth, and "soft skill" training on team collaboration, conflict resolution, and communication.

Plan and provide more and regular breaks, not just daily, but also throughout the year, with adequate additional coverage to address unexpected staffing needs. Also provide a clean and comfortable space or a teacher lounge for relaxation.

Provide support for holistic mental and physical health practices, such as employee assistance programs, self-care and mindfulness training, and memberships to gyms and other physical health programs.

Design and implement on-going coaching and professional development founded on adult learning principles that addresses trauma-sensitive care, challenging behavior, and collaboration with families for a strength-based partnership.

Policy and System Levels
Though services for children birth to 5 years old are provided within a fragmented system (IOM & NRC, 2015), the research summarized in this article indicates the need for systemic changes and policy supports. Aligned with this goal, a recent initiative provides hope. NAEYC, in partnership with 15 other national organizations representing members of the early childhood field including ZERO TO THREE, have formed the national Power to the Profession Task Force and developed a consensus framework articulating competencies, qualifications, standards, compensation, and infrastructure needed to create and support a diverse and unified early childhood education professional workforce serving children birth through 8 years old across states and settings (NAEYC, 2020). This is an important initiative with the goal to transform the workforce and profession and, in turn, enhance the quality of services available for all young children (NAEYC, 2020). This work represents important steps in increasing the status, respect, and compensation of the early childhood education field. Change is needed because the research summarized previously highlights:

Appropriate salary and benefits are necessary but not sufficient-teachers and programs need more resources and support to fulfill their responsibilities to children, families, and society.

While specialized trainings on working with children experiencing trauma can be helpful, new conceptualizations of professional development that include efforts to enhance professional knowledge and competencies in concert with supports to address and normalize mental health needs and services for the provider/teacher are desperately needed.

Creative policy levers to support teacher well-being are needed in state systems to produce change; an example is adding indicators of teacher well-being to state early childhood education licensing and Quality Rating and Improvement Systems.

Concluding Thoughts

Finally, the story of Stella and Donna is a reminder of the intimate human moments these systems should support. While the Power to the Profession initiative and recommendations discussed in this article provide a foundation for positive change, the magic of early childhood (or lack of it) happens in the daily interactions between one child and the few adults entrusted with his or her care, what Bronfenbrenner and Morris labeled as proximal processes (2006). Thus, it is essential to ensure that any initiatives, no matter how promising at the individual, program, or national level, reach individual young children and their caregivers. As summarized in previous sections, teachers in early childhood settings experience stress and demonstrate lack of well-being at rates and levels that threaten the quality of teacher-child interactions and the quality of early childhood settings. The poor teacher well-being and the suboptimal working conditions threaten the early childhood workforce and limits their potential to offer the high-quality care and education that research shows can transform young children and support families and our collective future.

Authors

Kyong-Ah Kwon, PhD, has extensive experience as a teacher of young children in Korea and the US. She received her doctorate in developmental studies from Purdue University and is currently working as an associate professor at the University of Oklahoma-Tulsa. Dr. Kwon has served as a principal investigator and leader of the Happy Teacher Project on early childhood teachers' well-being. She has an established record of scholarly work about parenting, classroom quality, and teachers' well-being and each of their impacts on children's development. She has been published in prestigious journals, such as Journal of School Psychology, Teaching and Teacher Education, and Early Childhood Research Quarterly.

Diane M. Horm, PhD, is the George Kaiser Family Foundation Endowed Chair of Early Childhood Education and founding director of the Early Childhood Education Institute (ECEI) at the University of Oklahoma-Tulsa. Through the ECEI, Dr. Horm is currently leading several applied research initiatives including program evaluation research in collaboration with Tulsa's Educare programs. She serves on the Steering Committee of the Network of Infant-Toddler Researchers, a consortium that brings together researchers interested in policy and practice issues relevant to programs serving families during pregnancy and the first 3 years of life. Dr. Horm completed a ZERO TO THREE Harris Mid-Career Fellowship during 2007-2009 to support her work related to infants, toddlers, and their families. The focus of her fellowship was building more infant-toddler content into higher education degree programs, including the one at OU-Tulsa where she and Dr. Kwon both currently work.

Chris Amirault, PhD, is the school director of Tulsa Educare MacArthur in Oklahoma, and for more than 3 decades has dedicated himself to high-quality education, teaching courses and facilitating workshops on early childhood education, conflict, assessment and instruction, ethics and professionalism, challenging behavior, family engagement, anti-bias education, and equity. Prior to his arrival in Tulsa, he lived in Mexico, working as a consultant focusing on organizational culture, change management, and Quality Rating and Improvement Systems design in Oregon, Rhode Island, and California. For 13 years prior to that, he served as executive director of the Brown/Fox Point Early Childhood Education Center affiliated with Brown University in Rhode Island. During that time, he also taught early childhood education and development courses for area colleges and universities and served as a mentor and coach for providers throughout the community.

Suggested Citation

Kwon, K.-A., Horm, D. M., & Amirault, C. (2021). Early childhood teachers' well-being: What we know and why we should care. ZERO TO THREE Journal, 41(3), 35-44.

References

Antoniou, A., Ploumpi, A., & Ntalla, M. (2013). Occupational stress and professional burnout in teachers of primary and secondary education: The role of coping strategies. Psychology, 4(3A), 349-355. link

Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 793-828). Wiley.

Centers for Disease Control and Prevention. (2020). Preventing adverse childhood experiences. Retrieved from link

Children's Bureau, (2020). Child maltreatment 2018. U.S. Department of Health & Human Services, Administration for Children and Families, Administration on Children, Youth and Families. link

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245-258. link

Horm, D., Norris, D., Perry, D., Chazan-Cohen, R., & Halle, T. (2016). Developmental foundations of school readiness for infants and toddlers, a research to practice report, OPRE Report # 2016-07. Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Institute of Medicine (IOM) & National Research Council (NRC). (2015). Transforming the workforce for children birth through age 8: A unifying foundation. The National Academies Press. link

Jenkins, S. R., & Baird, S. (2002). Secondary traumatic stress and vicarious trauma: A validational study. Journal of Traumatic Stress, 15(5), 423-432. link

Jeon, H.-J., Kwon, K.-A., Walsh, B. A., Burnham, M. M., & Choi, Y.-J. (2018). Relations of early childhood education teachers' depressive symptoms, job-related stress, and professional motivation to beliefs about children and teaching practices, Early Education and Development, 30(1), 131-144. link

Jeon, L., Buettner, C. K., & Snyder, A. R. (2014). Pathways from teacher depression and child-care quality to child behavioral problems. Journal of Consulting and Clinical Psychology, 82, 225-235. link

Kwon, K.-A. (2020, November). Understanding and supporting early child teacher well-being and working conditions, Open plenary panel on trauma-informed practices at National Research Conference on Early Childhood (Virtual).

Kwon, K.-A., Ford, T. G., Jeon, L., Malek, A., Randall, K., Ellis, N., Kile, M., & Salvatore, A. (in press). Testing a holistic conceptual framework for early childhood teacher well-being. Journal of School Psychology

Kwon, K.-A., Ford, T. G., Salvatore, A., Randall, K., Jeon, L., Malek-Lasater, A., Ellis, N., Kile, M., Horm, D., Kim, S. G., & Han, M. (2020). Neglected elements of a high-quality early childhood workforce: Whole teacher well-being and working conditions. Early Childhood Education Journal. link

Kwon, K.-A., Ford, T. G., Tsortsoros, J., & Randall, K. (2020). Challenges and needs for work and well-being of early childhood teachers by teaching modality during the COVID-19 pandemic [Manuscript submitted for publication]. The University of Oklahoma-Tulsa.

Kwon, K.-A, Jeon, S. Jeon, L., & Castle, S. (2019). The role of teachers' depressive symptoms in classroom quality and children's developmental outcomes in Early Head Start programs, Learning and Individual Differences, 74, 101748. link

Kwon, K.-A., Malek, A., Horm, D., & Castle, S. (2020). Turnover and retention of infant-toddler teachers: Reasons, consequences, and implications for practice and policy. Children and Youth Services Review, 115061. link

La Paro, K. M., Williamson, A. C., & Harfield, B. (2014). Assessing quality in toddler classrooms using the CLASS-Toddler and the ITERS-R. Early Education and Development, 25, 875-893. link

Linnan, L., Arandia, G., Bateman, L. A., Vaughn, A., Smith, N., & Ward, D. (2017). The health and working conditions of women employed in child care. International Journal of Environmental Research and Public Health, 14, 283. link

Maternal and Child Health Bureau. (2020). National Survey of Children's Health data brief. Human Resources and Services Administration. link

Maxwell, K. L., Early, D. M., Bryant, D., Kraus, S., Hume, K., & Crawford, G. (2009). Georgia study of early care and education: Child care center findings. The University of North Carolina at Chapel Hill, FPG Child Development Institute.

Murphey, D., Cooper, M., & Forry, N. (2013). The youngest Americans: A statistical portrait of infants and toddlers in the United States. Child Trends.

National Association for the Education of Young Children (NAEYC). (2020). Power to the Profession and the unifying framework for the early childhood education profession. Young Children, 75(1). link

National Survey of Early Care and Education Project Team. (2013). Number and characteristics of early care and education (ECE) teachers and caregivers: Initial findings from the National Survey of Early Care and Education (NSECE). OPRE Report #2013-38. Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Norris, D. J., & Horm, D. M. (2015). Research in review: Teacher interactions with infants and toddlers. Young Children, 70(5), 84-91.

Nurius, P. S., Logan-Greene, P., & Green, S. (2012). Adverse childhood experiences (ACE) within a social disadvantage framework: Distinguishing unique, cumulative, and moderated contributions to adult mental health. Journal of Prevention & Intervention in the Community, 40(4), 278-290. link

Otten, J. J., Bradford, V. A., Stover, B., Hill, H. D., Osborne, C., Getts, K., & Seixas, N. (2019). The culture of health in early care and education: Worker wages, health, and job characteristics. Health Affairs, 38(5), 709-720. link

Ray, S. L., Wong, C., White, D., & Heaslip, K. (2013). Compassion satisfaction, compassion fatigue, work life conditions, and burnout among frontline mental health care professionals. Traumatology, 19(4), 255-267. link

Roberts, A., LoCasale-Crouch, J., Hamre, B., & DeCoster, J. (2016). Exploring teachers' depressive symptoms, interaction quality, and children's socialemotional development in Head Start. Early Education and Development, 27(5), 642-654. link

Rojas-Flores, L., Herrera, S., Currier, J. M., Foster, J. D., Putman, K. M., Roland, A., & Foy, D. W. (2015). Exposure to violence, posttraumatic stress, and burnout among teachers in El Salvador: Testing a mediational model. International Perspectives in Psychology: Research, Practice, Consultation, 4(2), 98-110. link

Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., & NICHD ECCRN. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81, 737-756.

Whitaker, R. C., Becker, B. D., Herman, A. N., & Gooze, R. A. (2013). The physical and mental health of Head Start staff: The Pennsylvania Head Start Staff Wellness Survey, 2012. Preventing Chronic Disease, 10. link

Wing, R., Gjelsvik, A., Nocera, M., & McQuaid, E. L. (2015). Association between adverse childhood experiences in the home and pediatric asthma. Annals of Allergy, Asthma & Immunology: Official Publication of the American College of Allergy, Asthma, & Immunology, 114(5), 379-384. link

Yazejian, N., Bryant, D., Hans, S., Horm, D., St. Clair, L., File, N., & Burchinal, M. (2017). Child and parenting outcomes after 1 year of Educare. Child Development, 88(5), 1671-1688. link

Zarse, E. M., Neff, M. R., Yoder, R., Hulvershorn, L., Chambers, J. E., & Chambers, R. A. (2019) The adverse childhood experiences questionnaire: Two decades of research on childhood trauma as a primary cause of adult mental illness, addiction, and medical diseases. Cogent Medicine, 6(1). link

# data[].attributes.attachment_link.title
Early Childhood Teachers' Well-Being: What We Know and Why We Should Care

# data[].attributes.attachment_link.description
Researchers from the Happy Teacher Project found that many early childhood teachers experience stress and demonstrate lack of well-being at rates and levels that threaten the quality and sustainability of the workforce. Further, working with children exposed to trauma adds significant emotional and physical burden on teachers who already struggle with poor well-being and poor working conditions, which can be considered "triple jeopardy."

# data[].attributes.headline
Community Resilience Coalition of Guelph & Wellington

# data[].attributes.subject
Community Resilience Coalition of Guelph & Wellington

# data[].attributes.body
There is a free toolkit and training under the "Take Action" section (needs an account to complete training)

# data[].attributes.attachment_link.readable_text
¹ Felitti, V.J., Anda, R.F., Nordenberg, D., Williamson, D.F., Spitz, A.M., Edwards, V., Koss, M.P. & Marks, J.S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventative Medicine, 14(4), 245-258.

² Wellington-Dufferin-Guelph Public Health (2019). Wellington-Dufferin-Guelph Childhood Experience Study (report in progress). Guelph, ON.

³ Center on the Developing Child Harvard University. (n.d.) ACEs and Toxic Stress: Frequently Asked Questions.

⁴ Masten, A.S. (2014). Ordinary Magic: Resilience in Development. The Guilford Press, New York.

⁵ Ungar, M. (2019). Change Your World: The Science of Resilience and the True Path to Success. Sutherland House. Toronto.

6 Alberta Family Wellness (2018). Resilience: Why do some of us bounce back from adversity better than others do?. Retrieved March 15, 2018.

⁷ National Center for Injury Prevention and Control, Division of Violence Prevention. (2019). Risk and Protective Factors.

⁸ Center on the Developing Child Harvard University (2020). Resilience.

# data[].attributes.attachment_link.description
Community Resilience Coalition of Guelph & Wellington Working toward a resilient community that prevents and reduces the effects of Adverse Childhood Experiences in Guelph and Wellington County Build Connections for Resilient Kids We all face challenges in life. Resilience is our ability to weather those challenges.

# data[].attributes.body
$13 per month after a 14 day free trial

# data[].attributes.attachment_link.readable_text
Unlock hundreds of mood-boosting meditations, relaxing sleep exercises, focus music, and more with our biggest offer of the year.

It's the healthiest, happiest deal you'll find this Black Friday, and it won't last long.

# data[].attributes.attachment_link.title
Meditation and Sleep Made Simple - Headspace

# data[].attributes.attachment_link.description
Live a healthier, happier, more well-rested life in just a few minutes a day with the Headspace app.

# data[].attributes.body
$15 per month after 7 day free trial

# data[].attributes.attachment_link.description
Calm is the #1 app for sleep and meditation. Join the millions experiencing better sleep, lower stress, and less anxiety.

# data[].attributes.body
$12.99 after 14 day free trial

# data[].attributes.attachment_link.readable_text
Life just got easier

Being human is hard. That's why we created the Breethe app: your all-day (and night!) partner for anxiety, stress, sleep, and more. People call us "the friendliest wellness app" - and there's a reason why.

Rather than making meditation and wellness more items on your to-do list, we make it easily fit into your everyday life - and we like to think we do it with a sense of humor. We want to be the best 'peace' of your day 😉

# data[].attributes.attachment_link.description
Being human is hard. That's why we created the Breethe app: your all-day (and night!) partner for anxiety, stress, sleep, and more. People call us "the friendliest wellness app" - and there's a reason why.

# data[].attributes.body
Cost: $5

# data[].attributes.attachment_link.description
Buddhify is a meditation & mindfulness app designed to fit busy lifestyles. With a beautiful design & easy user experience, it is loved all over the world.

# data[].attributes.headline
Job burnout: How to spot it and take action

# data[].attributes.subject
Job burnout: How to spot it and take action

# data[].attributes.body
Includes reflective question and possible action plans

# data[].attributes.attachment_link.readable_text
Job burnout: How to spot it and take action

Feeling burned out at work? Find out what you can do when your job affects your health.
By Mayo Clinic Staff
Job burnout is a special type of work-related stress - a state of physical or emotional exhaustion that also involves a sense of reduced accomplishment and loss of personal identity.

"Burnout" isn't a medical diagnosis. Some experts think that other conditions, such as depression, are behind burnout. Researchers point out that individual factors, such as personality traits and family life, influence who experiences job burnout.

Whatever the cause, job burnout can affect your physical and mental health. Consider how to know if you've got job burnout and what you can do about it.

Job burnout symptoms

Ask yourself:

Have you become cynical or critical at work?

Do you drag yourself to work and have trouble getting started?

Have you become irritable or impatient with co-workers, customers or clients?

Do you lack the energy to be consistently productive?

Do you find it hard to concentrate?

Do you lack satisfaction from your achievements?

Do you feel disillusioned about your job?

Are you using food, drugs or alcohol to feel better or to simply not feel?

Have your sleep habits changed?

Are you troubled by unexplained headaches, stomach or bowel problems, or other physical complaints?

If you answered yes to any of these questions, you might be experiencing job burnout. Consider talking to a doctor or a mental health provider because these symptoms can also be related to health conditions, such as depression.

Possible causes of job burnout

Job burnout can result from various factors, including:

Lack of control. An inability to influence decisions that affect your job - such as your schedule, assignments or workload - could lead to job burnout. So could a lack of the resources you need to do your work.

Unclear job expectations. If you're unclear about the degree of authority you have or what your supervisor or others expect from you, you're not likely to feel comfortable at work.

Dysfunctional workplace dynamics. Perhaps you work with an office bully, or you feel undermined by colleagues or your boss micromanages your work. This can contribute to job stress.

Extremes of activity. When a job is monotonous or chaotic, you need constant energy to remain focused - which can lead to fatigue and job burnout.

Lack of social support. If you feel isolated at work and in your personal life, you might feel more stressed.

Work-life imbalance. If your work takes up so much of your time and effort that you don't have the energy to spend time with your family and friends, you might burn out quickly.

Job burnout risk factors

The following factors may contribute to job burnout:

You have a heavy workload and work long hours

You struggle with work-life balance

You work in a helping profession, such as health care

You feel you have little or no control over your work

Consequences of job burnout

Ignored or unaddressed job burnout can have significant consequences, including:

Excessive stress

Fatigue

Insomnia

Sadness, anger or irritability

Alcohol or substance misuse

Heart disease

High blood pressure

Type 2 diabetes

Vulnerability to illnesses

Handling job burnout

Try to take action. To get started:

Evaluate your options. Discuss specific concerns with your supervisor. Maybe you can work together to change expectations or reach compromises or solutions. Try to set goals for what must get done and what can wait.

Seek support. Whether you reach out to co-workers, friends or loved ones, support and collaboration might help you cope. If you have access to an employee assistance program, take advantage of relevant services.

Try a relaxing activity. Explore programs that can help with stress such as yoga, meditation or tai chi.

Get some exercise. Regular physical activity can help you to better deal with stress. It can also take your mind off work.

Get some sleep. Sleep restores well-being and helps protect your health.

Mindfulness. Mindfulness is the act of focusing on your breath flow and being intensely aware of what you're sensing and feeling at every moment, without interpretation or judgment. In a job setting, this practice involves facing situations with openness and patience, and without judgment.

Keep an open mind as you consider the options. Try not to let a demanding or unrewarding job undermine your health.

From Mayo Clinic to your inbox

Sign up for free and stay up to date on research advancements, health tips, current health topics, and expertise on managing health. Click here for an email preview.

Email field is required

Include a valid email address

Learn more about Mayo Clinic's use of data.

To provide you with the most relevant and helpful information, and understand which information is beneficial, we may combine your email and website usage information with other information we have about you. If you are a Mayo Clinic patient, this could include protected health information. If we combine this information with your protected health information, we will treat all of that information as protected health information and will only use or disclose that information as set forth in our notice of privacy practices. You may opt-out of email communications at any time by clicking on the unsubscribe link in the e-mail.

Thank you for subscribing!

You'll soon start receiving the latest Mayo Clinic health information you requested in your inbox.

Sorry something went wrong with your subscription

Please, try again in a couple of minutes

Show references

1. Depression: What is burnout? Informed Health Online. https://www.informedhealth.org/what-is-burnout.html. Accessed May 13, 2021.

2. West CP, et al. Interventions to prevent and reduce physician burnout: A systematic review and meta-analysis. The Lancet. 2016; doi:10.1016/S0140-6736(16)31279-X.

3. Bianchi R, et al. Is it time to consider the "burnout syndrome" a distinct illness? Frontiers in Public Health. 2015; doi:10.3389/fpubh.2015.00158.

4. Bianchi R, et al. Burnout and depression: Causal attributions and construct overlap. Journal of Health Psychology. 2018; doi:10.1177/1359105317740415.

5. 5 things you should know about stress. National Institute of Mental Health. https://www.nimh.nih.gov/health/publications/stress/. Accessed May 13, 2021.

6. Kryger MH, et al., eds. Sleep, occupational stress, and burnout. In: Principles and Practice of Sleep Medicine. 6th ed. Elsevier Saunders; 2017. https://www.clincalkey.com. Accessed May 13, 2021.

7. Bystritsky A. Complementary and alternative treatments for anxiety symptoms and disorders: Physical, cognitive, and spiritual interventions. https://www.uptodate.com/contents/search. Accessed May 13, 2021.

8. Gilmartin H, et al. Brief mindfulness practices for healthcare providers: A systematic literature review. American Journal of Medicine. 2017; doi:10.1016/j.amjmed.2017.05.041.

9. Swenson S, Shanafelt T. Mayo Clinic Strategies to Reduce Burnout: 12 Actions to Create the Ideal Workplace. Oxford University Press; 2020.

10. Bianchi R, et al. Is burnout primarily linked to work-situated factors? A relative weight analytic study. Frontiers in Psychology. 2021; doi:10.3389/fpsyg.2020.623912.

See more In-depth

# data[].attributes.attachment_link.description
Job burnout can affect your physical and mental health. Understand the signs and know when to take action.

# data[].attributes.attachment_link.readable_text
Best guided meditation apps

Learn how to de-stress and sleep better in just 5 minutes each day with a personal mindfulness coach. Breethe's guided meditation series, inspirational talks, and master classes from mindfulness coach Lynne Goldberg can help you better navigate life's challenges and enjoy improved peace of mind. The app's sleep music playlists, nature sounds, and bedtime readings can teach you how to enjoy more restful sleep.

After a 14-day free trial, the Breethe app costs $12.99 per month. This app is best for people looking for support to sleep better and reduce stress, restlessness, and anxiety.

The guided meditation and mindfulness techniques for daytime use from Headspace can help you find calmness, wellness, and balance. Before bed, try any of their new meditations for sleep, including music, nature soundscapes, or storytelling sleepcasts. The app builds personalized plans based on a little input from you, so you can learn the essentials of meditation and build from there.

A 14-day free trial is available. After, it costs about $70 annually or $13 per month.
Read our review of Headspace.
Best meditation apps for sleep

Calm is an award-winning app that has calming exercises and breathing techniques to help you relax. It even includes a Calm Kids section with meditations for kids ages 3 to 17. The Sleep Stories section features a mix of voice talents - you may recognize actors Matthew McConaughey or Jerome Flynn - to help you sleep. For a mindful experience you can access right from your Apple Watch, there are new breathing exercises, a mindful walking meditation, and calming exercises.

They offer a free 7-day trial. After, it costs about $15 per month or $70 per year.

With more than 200 meditations, the buddhify app teaches you how to lower anxiety and stress, promote sleep, and manage difficult emotions. Practice mindfulness exercises with categories suitable for whatever you're doing - traveling, working, waking up, eating, or even scrolling online. Sessions range from 3 to 40 minutes, making this an option for beginners or experienced practitioners.

Buddhify costs about $5 with other in-app purchases available.

Best meditation apps for breathing

If you're an experimenter, you probably want to take the same approach with your meditation practice by trying different breathing intervals, session lengths, cycles of breathing, and so on. This app lets you take control of all aspects of a single meditation, so you can adjust the session length and how much of each breathing technique you want in your session.

The breathing exercises have presets as well, so it's perfect for anyone looking for simple deep breathing exercises. Simply breathe as cued. It's easy training for beginners or anyone who needs a short break.

The best part? It's completely free to use all of the features. If you'd like to remove ads, there is the option of a one-time payment of $1.99.

Meditative breathing isn't the same as regular breathing. It can take some practice before you feel in control of your breaths during meditation and see results. This app is designed to help you learn how to breathe "properly" for full benefits from meditative breathing, including being able to hold your breath for up to 30 seconds and inhaling or exhaling for even short periods of time.

The app offers some free features. To remove ads and unlock all features costs about $1 per month, $5 per year, or $9 for lifetime access.

Best app for quick meditation

Getting into the habit of daily meditation doesn't have to feel like a big ask. This app offers a range of 5-minute exercises to help you get into consistent meditation. Featured on Shark Tank in 2017, this app has a growing database of meditations for any time of day, any personal situation, and any goal.

It's free to access most sessions on Simple Habit. But if you want to download meditations and access all of the content, it costs about $12 per month, $90 per year, or $300 for lifetime access.

Best meditation apps for spirituality

This app is for children as young as 5 or those well into their golden years. It features many guided meditation courses from 3 to 50 minutes long in multiple languages, such as English, Spanish, and German. The app has courses based on the science of positive psychology, cognitive behavioral therapy, and mindfulness.

It offers both free and paid subscription options.

Sam Harris is a New York Times bestselling author and public intellectual who's written about many topics related to the mind, body, and spirituality. Now, he's taking on meditation with a huge collection of science-backed meditation courses and other resources that can help you with mindfulness. Waking Up can integrate into your other health apps and includes additional educational tools about philosophy, selfhood, and free will.

No free content is available, and it costs about $100 per year to join - or you can pay a one-time cost of $799.99 for lifetime access. They do offer a refund if you don't find the app valuable.

Best meditation apps for a budget

Just need a quick meditation fix? This app has several short exercises to help you calm down, get to sleep, or feel at peace. The app also tracks how long each session lasts, how many breaths you've taken, how many sessions you've done, and much more. Unfortunately for Android users, this app is only available for iPhone and iOS.

We all have different needs when it comes to meditation. Meditation Studio has a wide selection of meditation practices for different goals: health, kindness, happiness, curiosity, or just generally feeling calmer. You can also create your own meditation plan if you want a little bit of everything.

The app costs about $8 per month or $50 per year.

Best meditation app for beginners

Meditation beginners and experts alike will find lots of options with The Mindfulness App. A 5-day guided practice and introduction to mindfulness can help you get started, and timed guided or silent meditations from 3 to 30 minutes can suit a busy lifestyle. The app also offers personalized meditation options, reminders to keep you mindful throughout the day, and statistics to track in your meditation journal.

This app offers free content. Premium access costs about $10 per month or $60 per year.

How do meditation apps work?

Most mediation apps will ask you to create a profile, so you can track your progress through the meditations. Some apps allow you to continue without registering. Most apps offer guided meditations, which provide cues for when to breathe and where to focus your attention.

Are meditation apps worth it?

Whether you're new to meditation or have tried it before, meditation apps can make it easier to stick to the habit. It's challenging to build a new habit, so having one place to go to and track progress makes it easier. Guided meditations can help reduce distraction and make it easier to learn meditation techniques.

What should I look for in a meditation app?

What to look for in a meditation app depends on your needs. If you want something simple, look for an app with just one meditation style, like deep breathing, to start. To get more options, look for apps with multiple focuses for meditation and lengths that vary from 3- to 20-minute sessions.

Which app is better - Headspace or Calm?

Headspace and Calm are two popular meditation apps that offer similar benefits. Both apps will help you learn about meditation through guided practices. Choosing the right one for you will depend on your meditation preferences, lifestyle, and mental health needs.

You may want to choose Headspace if you:

are new to meditation

want a more structured meditation practice

want access to shorter, quick meditations

You may want to choose Calm if you:

have some meditation experience

want access to lengthier stories and music

enjoy calming nature sounds

want a less structured meditation practice

# data[].attributes.attachment_link.description
Meditation is a simple way to reap big benefits. But where do you begin? And how do you know exactly what to do? Good news - there's an app for that!

# data[].attributes.attachment_link.title
CMHA Sudbury/Manitoulin - Mental Health & Addiction Services

# data[].attributes.attachment_link.readable_text
Mood Walks is a provincewide initiative that promotes physical activity in nature, or "green exercise," as a way to improve both physical and mental health. Led by the Canadian Mental Health Association, Ontario, in partnership with Hike Ontario and Conservation Ontario, Mood Walks provides training and support for community mental health agencies, social service organizations and other community partners to launch educational hiking programs, connect with local resources, find volunteers, and explore nearby trails and green spaces.
Promoting physical and mental wellness

Mood Walks is designed to encourage and support the mental and physical health of participants through exposure to the healing effects of nature, participation in physical activity and engagement with their community. Participants, such as those at risk of or experiencing mental health difficulties and social isolation, can benefit from participating in Mood Walks.

Walking/hiking is a fun and low-cost activity and research shows that being in nature has significant positive effects on both physical and mental health. Green exercise can alleviate primary symptoms of depression and anxiety, as well as secondary symptoms such as low self-esteem and social withdrawal. Building life skills and developing a sense of self-efficacy are great ways to foster positive mental health. Group activities such as the Mood Walks program can promote social interaction and provide opportunities for peer support.

Community Partners & Volunteers
Interested in becoming a community partner or volunteer? Please email[email protected] for more information on how to get involved!

# data[].attributes.attachment_link.description
Mood Walks is a provincewide initiative that promotes physical activity in nature, or "green exercise," as a way to improve both physical and mental health. Led by the Canadian Mental Health Association, Ontario, in partnership with Hike Ontario and Conservation Ontario, Mood Walks provides training and support for community mental health agencies, social service organizations ...

# data[].attributes.headline
Medical myths: Mental health misconceptions

# data[].attributes.subject
Medical myths: Mental health misconceptions

# data[].attributes.attachment_link.readable_text
As we approach World Mental Health Day on October 10, this edition of Medical Myths will focus on mental health.

Although the topic receives increasing attention and research, there are still many myths and misconceptions associated with mental health.

Sadly, there is still a significant stigma attached to mental health conditions, with much of this relying on old-fashioned thinking and outdated assumptions. As with many things in life, the more information we are armed with, the less likely we are to allow myths to color our opinions.

In the not-so-distant past, society shunned people with mental health conditions. Some people believed that evil spirits or divine retribution were responsible for mental illness. Although this way of thinking has been extricated from society in much of the world, it still casts a long shadow.

As 2020 continues unabated, the mental health of the world has taken a beating. Addressing untruths relating to our mental well-being is more pressing than ever.

Below, we explore 11 common misconceptions regarding mental health.

Even before the COVID-19 pandemic, the statement above was false. Today, the statement is further from the truth than it has, perhaps, ever been.

In 2001, the World Health Organization (WHO) estimated that "1 in 4 people in the world will be affected by mental or neurological disorders at some point in their lives."
Currently, 450 million people are experiencing such conditions. As the WHO explain, mental disorders are "among the leading causes of ill health and disability worldwide."
One of the most common mental health disorders is depression, affecting more than 264 million people globally in 2017. A more recent study, which concentrates on the United States, concludes that the number of adults experiencing depression has during the pandemic.

Generalized anxiety disorder (GAD), another common mental disorder, affects an estimated 6.8 million adults in the U.S., equating to more than 3 in every 100 people.
Video: Article highlights
Panic attacks are incredibly unpleasant, involving a racing heartbeat and an overriding sense of fear. However, they cannot directly be fatal.

It is worth noting, though, that someone who is having a panic attack might be more liable to have an accident. If someone is experiencing a panic attack or can feel one coming on, finding a safe space can help mitigate this risk.

An old but persistent myth is that people with mental health issues cannot hold down a job or be useful members of the workforce. This is entirely false.

It is true that someone living with a particularly severe mental health condition might be unable to carry out regular work. However, the majority of people with mental health issues can be as productive as individuals without mental health disorders.

A U.S. study published in 2014 investigated employment status according to mental illness severity. The authors found that, as expected, "Employment rates decreased with increasing mental illness severity."
However, 54.5% of individuals with severe conditions were employed, compared with 75.9% of people without a mental illness, 68.8% of people with mild mental illness, and 62.7% of people with moderate mental illness.
When the researchers looked at the effect of age, they found that the employment gap between people with a mental health condition and those without widened with advancing age. In people aged 18-25 years, the difference in employment rates between those with and without a serious mental illness was just 1%, but in the 50-64 bracket, the gap was 21%.

This is no more true than saying that a broken leg is a sign of weakness. Mental health disorders are illnesses, not signs of poor character. Similarly, people with, for instance, depression, cannot "snap out of it" any more than someone with diabetes or psoriasis can immediately recover from their condition.

If anything, the opposite is true: Fighting a mental health condition takes a great deal of strength.

There is a large difference between structured talking therapies and speaking with friends. Both can help people with mental illness in different ways, but a trained therapist can address issues constructively and in ways that even the best of friends cannot match.

Also, not everyone can open up entirely in front of their nearest and dearest. Therapy is confidential, objective, and entirely focused on the individual, which is not generally possible in more informal chats with untrained friends.
Plus, some people do not have close friends. There are many possible causes of this, and it is no reason to look down on someone.
A mental health diagnosis is not necessarily a "life sentence." Each individual's experience with mental illness is different. Some people might experience episodes, between which they return to their version of "normal." Others may find treatments - medication or talking therapies - that restore balance to their lives.

Some people may not feel as though they have fully recovered from a mental illness, and some may experience progressively worse symptoms.
However, the take-home message is that many people will recover to a greater or lesser degree.
It is also important to consider that "recovery" means different things to different people. Some might view recovery as a return to exactly how they felt before symptoms began. For others, recovery might be relief from symptoms and a return to a satisfying life, however different it may be.

Mental Health America, a community-based nonprofit, explain:

"Recovering from mental illness includes not only getting better but achieving a full and satisfying life. Many people affirm that their journey to recovery has not been a straight, steady road. Rather, there are ups and downs, new discoveries, and setbacks." They continue:

"The journey to full recovery takes time, but positive changes can happen all along the way."

This statement is not true. Experts consider drug use disorders to be chronic diseases.

A paper in Addictive Behaviors Reports outlines a qualitative longitudinal study investigating the relationship between willpower and recovery from addiction. The researchers found that a lack of willpower was not the deciding factor when it came to beating addiction. They write:
"People with addiction seem not to be short on willpower; rather, recovery is dependent on developing strategies to preserve willpower by controlling the environment."
This is a myth. Schizophrenia means "splitting of the mind," which might explain the misconception. However, when Eugen Bleuler coined the term in 1908, he was "capture the fragmentation and disintegration of the mind and behavior as the essence of the disorder."

According to the , schizophrenia "is characterized by distortions in thinking, perception, emotions, language, sense of self, and behavior." These distortions can include hallucinations and delusions.

Schizophrenia is not the same as dissociative identity disorder, which used to be called multiple personality disorder.

There is a stereotype that eating disorders are the domain of young, white, wealthy females. However, they can affect anyone.

For instance, a study that investigated the demographics of eating disorders over a 10-year period found that they are shifting. The most significant increases in prevalence occurred among males, individuals from lower income homes, and people aged 45 years or older.

According to other research, males currently account for of all cases of anorexia and bulimia nervosa, as well as 25% of cases of binge eating disorders.

This is a harmful myth. Eating disorders are serious mental health conditions, and, in extreme cases, they can be fatal.

This, of course, is a myth. Thankfully, as the world becomes more aware of mental health conditions, this misconception is slowly dying away. Even individuals who are experiencing the most serious conditions, such as schizophrenia, are mostly nonviolent.

It is true that some people with certain mental illnesses can become violent and unpredictable, but they are in the minority.

The authors of a that investigates the links between mental health and violence help explain why this myth might have gained traction over the years:
"Violence attracts attention in the news media [...]. Violence in the context of mental illness can be especially sensationalized, which only deepens the stigma that already permeates our patients' lives."
The authors of the review conclude that "individuals with mental illness, when appropriately treated, do not pose any increased risk of violence over the general population. [...] The overall impact of mental illness as a factor in the violence that occurs in society as a whole appears to be overemphasized."

Although there certainly is a relationship between violence and mental illness, one author , "Members of the public exaggerate both the strength of the association between mental illness and violence and their own personal risk."

In a commentary that appears in , Sir Graham Thornicroft, a professor of community psychiatry at King's College London in the United Kingdom, discusses the public health implications of this thorny matter. Outlining the inherent oversimplification that this myth implies, he writes:

"People with mental illness are much more often the victims of violence rather than the perpetrators."

He continues, "However, people with some types of mental disorder are more likely to be violent than others in the general population - a fact that is uncomfortable for many in the mental health sector."

"While there is little evidence to suggest that people with mental illness in general (usually those with diagnoses of depression or anxiety disorders) have any increased risk of perpetrating violence compared with the general population, higher rates of violence perpetration have been identified among people with particular types of severe mental illness, namely schizophrenia and bipolar disorder."

However, Sir Thornicroft explains that these rates are only moderately raised compared with the general population. He writes that rates of violence are significantly raised in people who have "triple morbidity," for instance, individuals with a severe mental disorder, a substance use disorder, and an antisocial personality disorder.

In summary, mental health conditions are common, but treatment is available. We must all work together to remove the myths and stigma attached to mental disorders. Although society's understanding of mental health issues has come on leaps and bounds compared with just a decade ago, we still have mountains to climb.

# data[].attributes.attachment_link.description
As we approach World Mental Health Day on October 10, this edition of Medical Myths will focus on mental health. Although the topic receives increasing attention and research, there are still many myths and misconceptions associated with mental health.

# data[].attributes.body
Telephone: 1-866-856-9276

# data[].attributes.attachment_link.readable_text
What is the Regional Warm Line?

Feeling lonely, depressed, isolated or anxious? Feeling the symptoms of seasonal affective disorder (SAD)? Do you need a listening ear in the evening or on the weekend?

The Regional Warm Line is here to help. Each night, 365 days a year, peer support workers are available to answer your call.
The Warm Line offers peer support to folks all across northeastern Ontario and addresses some of the challenges facing people with lived experience of mental health challenges/illness. All calls are kept confidential. Whether you need help with a particular problem, or you just need to hear a human voice, the Warm Line is open to your call from 6 p.m. to midnight.

Give us a call when you need to talk: 1-866-856-9276(WARM)

For more information about the Warm Line please contact our Regional Warm Line Coordinator Laura Leigh Gillard at 705-222-6472 ext. 320, or at lgillard@nisa.on.ca

Click here to download a PDF of the Regional Warm Line Code of Conduct.

# data[].attributes.body
Main Centre Telephone: 705-675-1596
Telephone hours: 8:45 am - 12 pm and 1 pm - 4:30 pm

# data[].attributes.attachment_link.readable_text
The Woven Blanket Model of Care at SKHC involves the mutual commitment by all Staff to work towards the shared goal of improvement in the overall health of an SKHC client. The relationship that the SKHC team have with the client is to support the person to take a major degree of responsibility for his or her care. As part of the "Woven Blanket Model of Care", the partnership is a genuinely equal one with no helper being subservient nor superior.
Shkagamik-Kwe Health Centre offers a full service medical clinic with a team of practitioners that work with the Woven Blanket Model of care to assist clients to help them lead healthy lives. Our Primary Care team provides primary medical care coupled with traditional approaches to health and wellbeing.

To become a primary care client of the SKHC Clinic you can call our main site at 705-675-1596 to arrange an appointment with our intake coordinator. The Clinic is accessible to all First Nations, Inuit and Métis residents residing in the City of Greater Sudbury, Wahnapitae, Magnetewan, and Henvey Inlet First Nations.

# data[].attributes.attachment_link.title
Shkagamik-Kwe Health Centre (SKHC) | Aboriginal Health Access Centre

# data[].attributes.attachment_link.description
The Woven Blanket Model of Care at SKHC involves the mutual commitment by all Staff to work towards the shared goal of improvement in the overall health of an SKHC client. The relationship that the SKHC team have with the client is to support the person to take a major degree of responsibility for his or her care.

# data[].attributes.headline
Maamwesying North Shore Community Health Services

# data[].attributes.subject
Maamwesying North Shore Community Health Services

# data[].attributes.body
Telephone: 705-844-2021
If you would like to contact a specific person here is the list with extensions http://maamwesying.ca/index.php/contact-us-2/

# data[].attributes.attachment_link.readable_text
Home Matt 2021-08-26T13:16:45+00:00

MAAMWESYING.CA

Welcome To

Telephone: (705) 844-2021 473B, Hwy 17 West Cutler, ON P0P 1B0

{Scroll Down For Our Primary Links Section}

The Naandwe Noojimowin

Program

{For Family Reconciliation Of Past Trauma}

Learn More

The Creators Care

An inside look at palliative care service delivery.

Watch Now

Contact Us

473B Hwy 17 West Cutler, ON P0P 1B0

Message Us Directly

Telephone: (705) 844-2021 | Fax: (705) 844-2844

Welcome To

Maamwesying.ca

{Scroll Down}

Welcome To Maamwesying North Shore Community Health Services

Programs And Services

We have a wide variety of health service programming including community support services, primary health care services, mental health and addictions services, FASD support services, traditional health services, diabetes support services, and our Aanjichigewin health promotion program.

Who Are We?

Learn more about our corporate history, partnerships, service area, and our mandate to improve accessibility, comprehensiveness, coordination, continuity and accountability of primary health care services for First Nation communities along the North Shore.

Programs And Services

We have a wide variety of health service programming including community support services, primary health care services, mental health and addictions services, FASD support services, traditional health services, diabetes support services, and our Aanjichigewin health promotion program.

Who Are We?

Learn more about our corporate history, partnerships, service area, and our mandate to improve accessibility, comprehensiveness, coordination, continuity and accountability of primary health care services for First Nation communities along the North Shore.

Employment Opportunities

Please take a moment to review our current employment opportunities available within Maamwesying or our affiliated health access centres and partners.  Postings are updated regularly so be sure to return periodically to see the current postings.

Contact Us

Click here to view our directory of staff phone number extensions.  You can also get in touch with us via our provided contact form located on our contact page.  There is always someone on hand during regular office hours to return your messages in a timely and efficient manner.  Office hours 8:30-4:00, Monday to Friday.

Employment Opportunities

Please take a moment to review our current employment opportunities available within Maamwesying or our affiliated health access centres and partners.  Postings are updated regularly so be sure to return periodically to see the current postings.

Contact Us

Click here to view our directory of staff phone number extensions.  You can also get in touch with us via our provided contact form located on our contact page.  There is always someone on hand during regular office hours to return your messages in a timely and efficient manner.  Office hours 8:30-4:00, Monday to Friday.

# data[].attributes.attachment_link.description
Welcome To Maamwesying North Shore Community Health Services Programs And Services We have a

# data[].attributes.body
Telephone: (705) 368-2182

# data[].attributes.attachment_link.readable_text
If you are experiencing symptoms, or have been in close contact with a confirmed case, please self-isolate and contact the Manitoulin Health Centre to book an appointment. To book an appointment, call (705) 368-2300 during regular business hours.

When you go out, make sure to follow public health guidance-wash your hands, cover your cough or sneeze with your arm or a tissue, avoid touching your eyes, nose and mouth, follow all the steps of physical distancing, wear your face covering, and stay home when ill.

If you are having difficulty breathing or are experiencing other severe symptoms, call 911.

Vaccine Clinics:

How to book an vaccine appointment
Appointments can be booked online through the provincial online booking system at covid-19.ontario.ca/book-vaccine and through the local call centre at 705.674.2299 (toll-free: 1.800.708.2505).

Manitoulin Vaccine Clinics
In partnership with Manitoulin Health Centre, Mnaamodzawin Health Services and Noojmowin Teg Health Centre
Every Thursday beginning January 20th - February 26th, 2022 from 10 a.m. to 4:00 p.m.
4 Directions Complex
1300 HWY 540, Aundeck Omni Kaning

**Walk-ins accepted, you may also call Noojmowin Teg Health Centre at (705) 368-2182 ext. 201 to make an appointment and inquire about transporation services.

UPDATE: February 9th, 2022

Booster doses (third doses) should be offered to the following populations at a minimum interval of three months (84 days) or longer between their second and booster dose:

First Nations, Inuit and Metis individuals who are 12 years of age and older, and

Non-indigenous individuals who are either 12-17 years of age and have an underlying medical condition as per Ontario Ministry of Health Guidance, third dose recommendations document,

Health Care Workers who are 16 years of age and older and individuals who are 18 years of age and older are eligible.

Resources:

Mel Explains: COVID-19 Vaccine FAQs
Mel Explains: Youth COVID_19
Vaccine Clinics - Public Health Sudbury & District

Vaccine Resources - Public Health Sudbury & Districts

**Update from PHSD - November 26, 2021
MEMO TO: All Business and Organizations (Workplaces) within Public Health Sudbury & Districts' Service Area
Subject: Strong Recommendations for Additional COVID-19 Protective Measures

Call Telehealth Ontario at:

Toll-free: 1-866-797-0000

Toll-free TTY: 1-866-797-0007

Visit the website for updates: https://www.ontario.ca/page/get-medical-advice-telehealth-ontario

Noojmowin Teg Health Centre is proud to present a new look and a new website.

The content is intended to be reflective of our mission and mandate, expanded services to indigenous people living both in the Manitoulin Island and Espanola area, and of being an Anishinabek primary health care service.

We trust you will find the site to be more user-friendly and easier to navigate. New features include accessibility options for visually impaired visitors (at the bottom of your screen), improved website menu, and greater use of culturally relevant graphics and media.

Our website is one of the many media tools we will be using to more effectively communicate with community members (the clients we serve), our partners and potentially new staff. You are invited to return to our site often to see new developments, updates and current information.

If you have any recommendations on how we can further improve our site, we welcome your feedback.

# data[].attributes.attachment_link.description
If you are experiencing symptoms, or have been in close contact with a confirmed case, please self-isolate and contact the Manitoulin Health Centre to book an appointment. To book an appointment, call (705) 368-2300 during regular business hours.

# data[].attributes.headline
Assertive Community Treatment Team (ACTT)

# data[].attributes.subject
Assertive Community Treatment Team (ACTT)

# data[].attributes.body
Telephone:  705-523-4988 ext 4282 (ACTT 1) ext. 4283 (ACTT 2)

# data[].attributes.attachment_link.readable_text
Assertive Community Treatment (ACT) Teams provide intensive treatment, rehabilitation and support services for individuals with serious mental illness and complex needs who find it difficult to engage in other mental health services. The goal is to support these individuals in their recovery and their desire to live in the community.

Services are provided 7 days per week, 365 days per year. ACT teams also help individuals achieve their recovery goals with individual and group services that focus improving and managing their symptoms, life skills, and promoting improved housing, employment, recreational and social opportunities.

# data[].attributes.attachment_link.description
Welcome to Health Sciences North/Horizon Santé-Nord (HSN) - the new name for the Hôpital régional de Sudbury Regional Hospital. Health Sciences North is a new approach to delivering the highest quality patient care, research, teaching and learning to our region and beyond.

# data[].attributes.attachment_link.readable_text
Mental illness and addiction may be invisible to some but to those experiencing it, their reality is no different than someone suffering from a medical condition like heart disease or diabetes. Many will suffer in silence, unaware that helpful treatments are available.

You have options, we can help.

The Mental Health and Addictions Program of Health Sciences North, delivers community and hospital-based mental health and addictions services across the Sudbury, Manitoulin and East Algoma districts. Our dedicated staff provide a range of services including assessment, treatment, support and consultation. The goal is to ensure clients receive the right care, at the right time, in the right place.

# data[].attributes.attachment_link.description
Mental illness and addiction may be invisible to some but to those experiencing it, their reality is no different than someone suffering from a medical condition like heart disease or diabetes. Many will suffer in silence, unaware that helpful treatments are available. You have options, we can help.

# data[].attributes.body
Video length: 12 minutes

# data[].attributes.attachment_link.description
Nearly 450 million people are affected by mental illness worldwide. In wealthy nations, just half receive appropriate care, but in developing countries, close to 90 percent go untreated because psychiatrists are in such short supply. Vikram Patel outlines a highly promising approach -- training members of communities to give mental health interventions, empowering ordinary people to care for others.

# data[].attributes.body
Video length: 12 minutes

# data[].attributes.attachment_link.description
Our culture is obsessed with happiness, but what if there’s a more fulfilling path? Happiness comes and goes, says writer Emily Esfahani Smith, but having meaning in life -- serving something beyond yourself and developing the best within you -- gives you something to hold onto. Learn more about the difference between being happy and having meaning as Smith offers four pillars of a meaningful life.

# data[].attributes.body
Video length: 3 minutes

# data[].attributes.attachment_link.description
Nilofer Merchant suggests a small idea that just might have a big impact on your life and health: Next time you have a one-on-one meeting, make it into a “walking meeting” -- and let ideas flow while you walk and talk.

# data[].attributes.body
Video length: 6:30 minutes

# data[].attributes.attachment_link.title
Tom Osborn: A new way to help young people with their mental health | TED Talk

# data[].attributes.attachment_link.description
TED Fellow Tom Osborn wants more young people to have access to the mental health support they need. With the Shamiri Institute, he and his team are training 18- to 22-year-olds to deliver evidence-based mental health care to their peers in Kenya -- which has only two psychiatrists for every million…

# data[].attributes.body
Second ed. 2013

# data[].attributes.body
Available for purchase

# data[].attributes.attachment_link.readable_text
Indigenous Stories and Strategies

Are you a student?

If you are purchasing an ebook for school, please purchase it at campusebookstore.com.

They will be able to provide fast and thorough technical support.

In Decolonizing Trauma Work, Renee Linklater explores healing and wellness in Indigenous communities on Turtle Island. Drawing on a decolonizing approach, which puts the “soul wound” of colonialism at the centre, Linklater engages ten Indigenous health care practitioners in a dialogue regarding Indigenous notions of wellness and wholistic health, critiques of psychiatry and psychiatric diagnoses, and Indigenous approaches to helping people through trauma, depression and experiences of parallel and multiple realities. Through stories and strategies that are grounded in Indigenous worldviews and embedded with cultural knowledge, Linklater offers purposeful and practical methods to help individuals and communities that have experienced trauma. Decolonizing Trauma Work, one of the first books of its kind, is a resource for education and training programs, health care practitioners, healing centres, clinical services and policy initiatives.

# data[].attributes.attachment_link.description
In Decolonizing Trauma Work, Renee Linklater explores healing and wellness in Indigenous communities on Turtle Island. Drawing on a decolonizing approach, Linklater engages ten Indigenous health care practitioners in a dialogue regarding Indigenous worldviews, notions of wellness and wholistic health, critiques of psychiatry and psychiatric diagnoses, and Indigenous approaches to helping people through trauma, depression and experiences of parallel and multiple realities.

# data[].attributes.headline
DECOLONISING TRAUMA WORK: INDIGENOUS PRACTITIONERS SHARE STORIES AND STRATEGIES

# data[].attributes.subject
DECOLONISING TRAUMA WORK: INDIGENOUS PRACTITIONERS SHARE STORIES AND STRATEGIES

# data[].attributes.body
The free version

# data[].attributes.body
Youth ages 16-24

# data[].attributes.attachment_link.readable_text
Youth Drop-In Centre

The youth drop-in centre provides a safe, non-judgemental environment where youth between the ages of 16-24 are able to gather for the purpose of socialization, recreation and access to social services. It is an alternative to roaming the streets and is equipped with a billiards table, kitchen and computer area with free internet access. In addition to healthy evening meals, coffee and snacks are provided throughout the day. The no-pressure environment allows youth to feel comfortable and, when they are ready, access the services they need.

KEY CONTACTS

Hope
Youth Program Coordinator
‍E hope.radicioni@sacy.ca
P 705-673-4396 x.202

Liberty
Youth Program Team Lead
E liberty.michie@say.ca
‍P 705-673-4396 x212

Life Skills/ Wellness Program

Youth receive training to broaden their self-awareness and help them grow, while developing skills to assist with issues that are common among peers.

This program provides both individual and group training to support youth in their growth and development into adults within our community with jobs, homes, and active social lives.

In the Life Skills/Cooking program outh experience life skills programming developed and facilitated by people training to become professionals within the medical field.
‍
One-on-one sessions with a facilitator are available.
Tuesdays and Thursdays

Key Contact

Liberty
Youth Proram Team Lead
E liberty.michie@sacy.ca
P 705-673-4396 x212
‍

Provincial Youth Outreach Program

SACY is one of more than 12 communities across Ontario that have a PYOW dedicated to meeting youth who are poorly connected to necessary services and provide them with the support and community referrals that they need.
‍
In addition to the PYOW, we also offer the free psychotherapeutic services of a Cognitive Behavioural Therapist on site.  This staff, the “Enhanced Youth outreach Worker”, works with youth from the ages of 12 and 25.

Key Contacts
‍
‍Derek Shepherd
Provincial Youth Outreach Worker
E derek.shepherd@sacy.ca
‍P 705-673-4396 x.211
Emilie Hirschfeld
Enhanced Youth Outreach Worker
‍E emilie.hirschfeld@sacy.ca
‍P 705-673-4396 x.207

‍

after school program

The After School Program allows youth to get active, develop healthy eating habits, gain confidence, and do better in school, which helps to decrease obesity and youth violence.

KEY CONTACTS

Liberty
E liberty.michie@sacy.ca
P 705-673-4396 x.202; 212

NEST Youth Overnight Shelter

The NEST Youth Overnight shelter runs at 95 Pine street from 10pm until 10am 7 days a week including Holidays. We provide overnight drop-in services, food, hygiene supplies, and a safe place to rest for the night. Based on philosophies of harm reduction and low barriers service delivery, we accept anybody between the ages of 16-24 within our shelter space

7-days a week 10am – 10pm
‍
KEY CONTACT

Holly
NEST Shelter Manager
E holly.canniff@sacy.ca
P 705-673-4396 x209
C 705-280-5986
‍

Support Groups

TG Innerselves offer three distinct support groups to discuss common topics and ideas.

Peer Support Group: a group for people ages 16+ who identify as transgender or gender non-conforming and are looking for a safe space to meet and spend time with like-minded people.Tuesday evenings.

Family Support Group: a group for family members and allies of people who identify as transgender or gender non-conforming, providing a safe space to talk not only about their family member’s transition, but also work through their own thoughts and feelings about the transition.

Every second Wednesday 40+ Peer Support Group: a group for people ages 40+ who identify as transgender or gender no conforming and are looking for a safe space to meet and spend time with like-minded people.Alternate WednesdaysTransgender Education

KEY CONTACTS

Vincent
TGInnerselves Coordinator
E vincent.bolt@sacy.ca
P 705-673-4396 x.201

Housing case management

The Sudbury Action Centre for Youth is a member of the Homelessness Network of Sudbury.  The Homelessness Network of Sudbury is a network of local organizations who provide housing case management to the people who are chronically homeless within our community.  Case management services are provided from Monday to Friday.
‍
If you would like to become a client of the housing case management team, you can register for the program through the Homelessness Network Intake located in two places for your convenience:

Corner Clinic, 344 Elgin Street 705-673-3721
‍
John Howard Society of Sudbury, 204 Pine Street
705-673-9576

KEY CONTACTS for SACY's Case Management Team
‍
Terry
Intensive Case Manager - Housing Services
‍P 705-673-4396 x.206

Lilliane
Case Manager - Housing Services
P 705-673-4396 x206

Harm reduction

Harm reduction is an evidence-based, client-centered program for the treatment and support of people who use substances.  The goal of harm reduction is to reduce the bio-psycho-social harms associated with substance use, without the requirement for people to abstain or quit the substance in the process.

Our harm reduction program provides supports, some basic needs, and fresh medical supplies to people who use substances.
These services tend to support those people who are both living below the poverty line and using substances.  This program is the only in our community to prove Fentanyl test strips for people to test their substances for trace amounts of fentanyl/Norfentanyl.  We also provide a supply delivery service throughout the week to the doors of people who want to order larger amounts, or for those who are looking for more discretion.
Monday – Friday 10am – 3pm
‍
The Community Support Team collects improperly discarded harm reduction supplies from public spaces. The team is trained in the appropriate handling of biohazardous waste and is passionate about ensuring that we create a positive impact on our community and the environment.

If you spot a needle please call 3-1-1, or the syringe collection cell phone
705-207-2112.

Syringe Collection Hours:
Monday to Friday
8am – 4pm
Saturday and Sunday
8am-12pm

KEY CONTACTS

Sydney
Harm Reduction Program Coordinator
P 705-673-4396 x205

# data[].attributes.attachment_link.description
The Sudbury Action Centre for Youth began in 1986 as an employment centre. The centre offered casual labour for people who were recently released from prison. Within a year it became apparent that many of the youth registering for the labour program had shown a need for specialized support.

# data[].attributes.attachment_link.readable_text
Mike Masse is a mindfulness consultant, public speaker and best selling author who specializes in mindfulness based stress reduction. For over a decade, he has been teaching adults, youth and children mindfulness skills to help reduce their levels of stress and anxiety. Mike has become a highly sought after trainer; facilitating workshops with educators, first responders, health care providers, and others who work in high-stress environments. Mike's engaging and encouraging teaching style will have you feeling excited and hopeful about what mindfulness can do to transform your well-being and your professional practice.

# data[].attributes.attachment_link.description
Mike Masse is a mindfulness consultant, public speaker and best selling author who specializes in mindfulness based stress reduction. For over a decade, he has been teaching adults, youth and children mindfulness skills to help reduce their levels of stress and anxiety.

# data[].attributes.attachment_link.readable_text
This was originally an article in the Self-Reg Parenting Magazine Vol 1 Issue 2

Children have such different ways of responding to being over-stressed. Some get physically ill. Some get nervous and anxious. Some become manic and hyperactive. Some have trouble going to sleep and others don’t want to do anything but sleep. Some won’t say a word and others won’t stop talking. Some become emotionally volatile and some shut down. Some get clingy and others become distant. Some can’t focus on anything and others have problems with hyper-focus. And some kids get very angry and aggressive.

What all these children have in common is that they behave in a characteristic way when they are over-stressed: what becomes a sort of patterned response. But what markedly distinguishes between them, is how we react.

Seeing a child suffer brings out the nurturing side in all of us: except for the child who responds to his distress by becoming angry or aggressive. He’s the one who is seen as having a “character problem.” The one who is yelled at, punished, restrained, shunned. The one that we automatically react to harshly: never asking “Why?” or “Why now?” when he lashes out.

The “bad kid” is the one who gets labelled as having some “personality flaw”: the one who is said to have “low frustration tolerance”; to be “unfeeling” or “oppositional.”  He’s the one who is seen as having poor self-control; a lack of empathy; no sense of right or wrong. Just hearing a child labeled with one of these terms is enough to determine how you will always see that child.

The worst part of all this is not that it completely misses the mark: it is that it often brings about the very thing you dread. Treat a kid as if he’s bad and before you know it he’ll start to see himself this way. He’ll be the first one to write himself off; the first to be upset by behaviour that he no more understands than you do; who sees all adults as threats. Before you know it, he’s behaving in the very ways he’s been told he’s likely to behave.

Recognizing the difference between misbehaviour and stress-behaviour is the first step to helping a child who is subject to angry explosions or aggression. Like all children, he needs to feel safe and secure with us. But that is not going to happen until we realize that there is no such thing as a bad kid.

# data[].attributes.attachment_link.description
This was originally an article in the Self-Reg Parenting Magazine Vol 1 Issue 2 Children have such different ways of responding to being over-stressed. Some get physically ill. Some get nervous and anxious. Some become manic and hyperactive. Some have trouble going to sleep and others don't want to do anything but sleep.

# data[].attributes.attachment_link.readable_text
Shanker Self-Reg® is a process, grounded in new science, for developing growth-promoting modes of self-regulation, dealing with stress, and restoring.

If you've tried everything as an educator, parent, or service provider to support children, teens and their families, Self-Reg can help. Learn how to read, reframe, and respond to behaviour, strong emotions, dysregulation, and much more.

Self-Reg is a pathway to enhancing resilience, motivation, learning, & well-being.

# data[].attributes.attachment_link.description
What is Self-Reg? ↖️ HERE you'll find all things Shanker Self-Reg 101, the basics about this self-regulation framework & process.

# data[].attributes.attachment_link.readable_text
Over the past few years, a number of articles have appeared warning about the serious decline in student resilience. Not just what Robin Wilson calls an “epidemic of anguish” [Wilson], but what Peter Gray describes as a remarkably limited ability to deal with even minor stresses [Peter Gray]. We have no hard numbers to go by yet: for that we’ll need to wait for the emergence of a “non-resilient disorder” in DSM-VI! But in the meantime we are faced with the paradox that at a time when psychologists have made huge strides in our understanding of the nature of resilience [Rutter] and social scientists have made significant advances in our understanding of how to promote resilience [Ungar], we are nonetheless seeing an increase in the number of students unable to cope with the challenges that they face at school.

Not surprisingly, there is a tendency here, as with all “behaviour” issues, to view this worrying trend through the lens of self-control: as if what we are seeing is some sort of “deficiency” or a “lack of grit,” with all the moral implications that this carries in our culture. This attitude underlies the suggestion that the problem is due to “helicopter parenting” or a lack of “character-building” experiences growing up: i.e., children need to be “toughened up” if they are going to be able to “tough it out.” But resilience is a much more complicated matter, so the first step is to understand the complexity that’s involved.

There’s no more illuminating place to start than with the distinction Michael Ungar draws between resiliency and resilience, where the former refers to internal processes or traits and the latter to what James J. Gibson referred to as “affordances”: resources that enable the student to cope with stress and adversity [Social Ecology of Resilience]. In Ungar’s terms, a student must have the capacity to access the resources that sustain wellbeing, and we have to ensure that such resources are culturally-sensitive and relevant. But then, this presents us with an interesting variation on the question behind Emmy Werner’s original study of 698 at-risk infants in Hawaii [Werner]. Werner found that two-thirds of these children developed self-destructive traits yet one-third of them thrived. Werner’s question was: What were the “protective factors” that characterized these “resilient” children? Our new question is: Why is it that only some and not all students can negotiate for and navigate their way to these resources, and what can we do to help those who lack these “protection-seeking factors”?

Our own Executive Director of TMC Susan Hopkins did fascinating research on three major “types” of at-risk students, showing how there have to be different kinds of resources to match these different profiles [Situated Social Identities]. This sort of “ecological differentiation” marks a significant advance in our understanding of how we set about to develop appropriate resilience resources. But the same question will still arise in regards to those within each of these streams who are able to navigate their way to resilience and those who still struggle. What is it that the growing number of students with poor resilience need in order to be able to benefit from the resources that we put in place?

Ungar has shown how a vital component is “connectedness.” Rates of suicidal ideation in kids that were abused drop dramatically when they report feeling connected to their school. But for students to experience this sort of connectedness they need to feel safe, where that involves more than just policies to promote a “safe school environment.” Ungar has shown that what is especially important is that they have a strong relationship with an adult or mentor who not only nurtures their sense of safety and security, but can help them capitalize on the system of supports that is in place. In other words, the need for social engagement is of paramount importance for resiliency; and as Ungar himself touched on in “The Social Ecologies of Resilience,” it is precisely here where self-regulation is so important.

The starting point for understanding this Self-Reg point is, yet again, to be found in the work of Steve Porges [Porges on Resilience]. In Porges’ mind, the real “founders” of the science of resilience were not Norm Garmezy or Emmy Werner but Claude Bernard and Walter Cannon. The reason is: we can’t talk about resilience without talking about homeostasis. The more effectively we can recover from the energy expended to deal with a stressor, the more primed we are to deal with the next stress, and the next, and the next…

Resilience, then, according to the Self-Reg view, rests on how well we can stabilize after a challenge, serious or otherwise. That’s what an “adaptive response” to stress or adversity consists in: the ability to get back to our optimal state of equilibrium. And resiliency starts early: quite literally at the moment of birth, if not well before. That story of the “rescuing hug” that so mesmerized the world two years ago is, in fact, a story about neonatal resilience: how Kyrie Jackson was so much more physiologically resilient than her sister Brielle, and how, by putting her arm around her sister when she was struggling to breath, Brielle’s vital signs quickly normalized [The Rescuing Hug].

The nurse who proposed this version of “Kangaroo Care” was well aware of the effect of skin-to-skin contact on premature babies [Kangaroo Care]. This increasingly common practice in the NICU serves as a reminder that we need to look at resilience across all five of the “stress-domains” of Self-Reg, beginning with the biological. Indeed, what really stands out here is the importance of the biological domain when trying to understand why even the most innocuous of challenges can seem overwhelming: an experience that we are all familiar with.

One and the same challenge can seem overwhelming when we’re in a low-energy/high-tension state and not just surmountable, but even exhilarating when we’re in a high-energy/high-tension state. But then, the better we self-regulate, the better we recognize that our very feeling of helplessness is a signal that we need to rest and recover. And if a student’s feeling of helplessness is persistent, this is a very important sign, not simply that their stress-load is excessive, but that they are locked in just the sort of dysregulated stress system that I’ve been writing about in my past few blogs: i.e., a situation where they are no longer able to return to their optimal homeostatic range [Depression; Obesity].

Such a student is functioning within a “sub-optimal” homeostatic range, characterized by a higher “set point.” That is, they have a revved-up “idling speed”: their resting heart-rate may be faster or stay elevated after dealing with any kind of stress. The result of this physiological load is that recovery is compromised and stress-reactivity is heightened. In the consequent state of chronic arousal, the student’s “limbic alarm” is kindled, sending him constantly into fight-or-flight, and, over time, leading to immobilization or “freeze.” When that happens, the prefrontal cortical systems needed for obtaining help are seriously dampened. The student may be perfectly well aware of the resources that are right within his reach, yet still incapable of accessing them.

Porges talks about how the goal of every one of us in life is to be safe. But we are first and foremost mammals, which means that our goal is not to be “safe by ourselves” but rather, “safe with others.” In Porges’ famous line, “we didn’t evolve to be singletons!”: we need social engagement in order to feel safe. But what we might call the “paradox of resilience” is that it is only when we feel safe that we are able to utilize social engagement; when we don’t feel safe we resort to the “pre-social” strategies of fight-or-flight or freeze. So the very first thing we have to do in order to bolster the non-resilient student’s capacity for “connectedness” is help him turn off a kindled alarm.

We do this in all sorts of unconscious ways: through the prosody of our speech, our facial expressions, eye gaze, body language, gestures, even something as basic as proximity. But as Porges repeatedly reminds us, “neuroception” works both ways: our affect cues can signal threat or they can signal safety. The problem is, when we view a student’s behaviour through the “cognitive blinder” of self-control [Mindlessness #1], our irritation or frustration “leaks” into our affect cues. Far from helping the student to “connect,” we inadvertently entrench the pre-social strategies that undermine resilience. But the deeper our thinking is grounded in Self-Reg, the more empathy takes over and our unconscious affect cues send messages of safety, enticing and enabling a student to return to social engagement.

There are, of course, all sorts of things that we can consciously do as well to help a student turn off a kindled alarm. For example, we can pay close attention to the environmental factors that add to students’ stress-load. We might remove the use of alarms to signal class transitions; reduce the presence of the low-frequency sounds like an HVAC, which a student experiencing limbic arousal finds exceptionally draining; reduce visual noise and strong smells; provide different kinds of seating and desk arrangements; making calming prosthetics and apparatuses available. In short, all those aspects of the Self-Reg that I talked about in Calm, Alert and Learning. But this isn’t enough: we need to address both sides of Ungar’s resiliency/resilience equation.

What is absolutely vital for for all students, and not just supposedly “at-risk” students, is to learn how to read the internal signs that tell them when they are slipping out of their optimal homeostatic range: i.e., when they are plunging into low-energy/high-tension and need to rest and restore. It is by recognizing and responding in a positive – i.e., energizing and restorative – manner to these internal signals that they become capable of social engagement. Through social engagement the student can then learn, not just how to self-regulate, but how to negotiate and navigate.

Porges often talks about the importance of recruiting the new branch of the vagus nerve (the myelinated branch that occurred in the transition from reptiles to mammals) so as to enhance the restorative functions of the much older, unmyelinated vagus. In essence what he is talking about is how we can consciously influence – e.g., through breathing exercises, music, sports, drumming, handgames, … – the “sub-diaphragmatic” metabolic functions needed for recovery and repair. What is essential is that students learn when they need to engage in “R&R” activities: that is, they need to recognize the signals of when they are or are becoming over-stressed, know what the stressors are, how to reduce them, and what they themselves find truly restorative. In other words, they need to do Self-Reg.

The result of “turning off” or quieting a kindled alarm is that this augments the functioning of the prefrontal systems needed to inhibit the limbic system, and what’s more, the systems needing for hearing and processing language and information; for planning and reappraising; mindreading; seeking out social interactions; and ultimately, negotiating and navigating the system of supports that will help them develop the sense of identity, the locus of control, the grit, that are critical for resilience.

Ungar has this great line that: “WE create resilience in people.” Nowhere could this be truer than in the case of schools doing Self-Reg. But the goal here is not to go down the road of creating “helicopter institutions”: it is quite the opposite. It is to help students – all students, and not just the ones thought to be at-risk – develop the skills that they need to understand and manage the stresses in their lives. What the “epidemic of anguish” is really telling us is that students need this kind of coaching more than ever because, for far too many of them, the stress-load has become more than they can bear.

# data[].attributes.headline
Child and Parent Resource Institute (CPRI)

# data[].attributes.subject
Child and Parent Resource Institute (CPRI)

# data[].attributes.attachment_link.title
Child and Parent Resource Institute (CPRI)

# data[].attributes.attachment_link.description
CPRI's website has changed. For help locating information from the previous site, please e-mail CPRI.Educate@ontario.ca. The Child and Parent Resource Institute ( CPRI) is directly operated by the Government of Ontario. Programs and services at CPRI are for children and youth with complex combinations of special needs, including developmental disabilities, autism and severe behavioural, emotional and mental health challenges.

# data[].attributes.headline
“Reframing” Challenging Behaviour, Part 1: Blue Brain, Red Brain, and Brown Brain

# data[].attributes.subject
“Reframing” Challenging Behaviour, Part 1: Blue Brain, Red Brain, and Brown Brain

# data[].attributes.attachment_link.readable_text
Parents of new babies are forever asking why. "Why is she crying? Is she hungry, wet, scared, lonely, bored?" Since we can't just ask her, we put on our detective's hat. We think back to previous occasions, experiment with trial-and-error, ask somebody knowledgeable.

Things start to change around the age of three. Now we begin to ask kids why. "Why are you crying?" "Why did you hit your sister?" "Why did you take your friend's toy?" But it's rare to get a good answer to these questions, if one at all.

As they get older still, "Why" starts to become an important tool to help them mature. Now they can start to explain or justify why they did something. Asking them why can help them to learn that what they say and do has consequences.

And then there are meltdowns. These can happen at any age, and not just when they're toddlers. When a meltdown occurs it's back to the helplessness of infancy. There's no point in trying to talk; instead, we need to go straight back into detective-mode.

Self-Reg looks at these different kinds of "why" via the metaphor of Paul MacLean's Triune Brain: his idea that the human brain is composed of three distinct neural systems. At the bottom is the Reptilian brain: an ancient system that takes over when we are threatened. In Self-Reg we refer to this as Gray Brain.

Above this sits a "mammalian" Red Brain, where strong emotions and urges are triggered. All sorts of communicative and social mechanisms operate "beneath the threshold of conscious awareness."

At the top resides the "neocortex": The Blue Brain makes it possible for us to think, plan, learn, speak, be aware of others and be self-aware.

Development, in MacLean's vision, amounts to climbing up this tri-coloured neuroaxis. But the movement can go both ways, depending on how much stress we're under. The calmer we are the more the Blue Brain is in control. The greater the stress the more the Red Brain takes over. And in emergency situations (real or imagined) the Gray Brain is in total command.

When children are in Blue Brain, asking them why they did something can help them to learn how to make better choices. But when they go into Red Brain, they act without thinking. Their behaviours are caused, not done for a reason. Asking why in these situations is more rhetorical than interrogative. And when children go Gray Brain, they will be in a rage, inconsolable, unable to process what we're saying. When a child is in that state, we need to shift gears from third to first: from teaching to soothing. And try to figure out why it happened.

The easy part here is that when a child goes into Gray Brain the cause is always the same: too much stress. But often the child will be dealing with "hidden" stresses: things that are causing her to burn a lot of energy without realizing it. And there is always more than one stress involved. The hard part is figuring out what exactly those stresses are.

The basic rule operating here is: Under excessive stress we regress. We move down the neuroaxis. This phenomenon is true throughout life, but the younger the child the more often and quickly it happens. This is an especially important point for kids in Kindergarten, where, as we'll see in the next article, they are exposed to a quantum leap in their stress-load.

Whatever a child's age, when we ask "Why?" we need to figure out which of these "Why's" we're asking. We may need to reframe the child's behaviour. That is, see and understand that behaviour in a different way: recognize when it's stress-behaviour and not misbehaviour.

# data[].attributes.attachment_link.title
"Reframing" Challenging Behaviour, Part 1: Blue Brain, Red Brain, and Gray Brain

# data[].attributes.attachment_link.description
The Different Kinds of "Why?" Parents of new babies are forever asking why. "Why is she crying? Is she hungry, wet, scared, lonely, bored?" Since we can't just ask her, we put on our detective's hat. We think back to previous occasions, experiment with trial-and-error, ask somebody knowledgeable.

# data[].attributes.headline
World Mental Health Day: an opportunity to kick-start a massive scale-up in investment in mental health

# data[].attributes.subject
World Mental Health Day: an opportunity to kick-start a massive scale-up in investment in mental health

# data[].attributes.attachment_link.readable_text
Mental health is one of the most neglected areas of public health. Close to 1 billion people are living with a mental disorder, 3 million people die every year from the harmful use of alcohol and one person dies every 40 seconds by suicide. And now, billions of people around the world have been affected by the COVID-19 pandemic, which is having a further impact on people's mental health.

Yet, relatively few people around the world have access to quality mental health services. In low- and middle-income countries, more than 75% of people with mental, neurological and substance use disorders receive no treatment for their condition at all. Furthermore, stigma, discrimination, punitive legislation and human rights abuses are still widespread.

The limited access to quality, affordable mental health care in the world before the pandemic, and particularly in humanitarian emergencies and conflict settings, has been further diminished due to COVID-19 as the pandemic has disrupted health services around the world. Primary causes have been infection and the risk of infection in long-stay facilities such as care homes and psychiatric institutions; barriers to meeting people face-to-face; mental health staff being infected with the virus; and the closing of mental health facilities to convert them into care facilities for people with COVID-19.
Move for mental health: let's invest
That's why, for this year's World Mental Health Day, WHO, together with partner organizations, United for Global Mental Health and the World Federation for Mental Health, is calling for a massive scale-up in investment in mental health. To encourage public action around the world, a World Mental Health Day campaign, Move for mental health: let's invest will kick off in September.

"World Mental Health Day is an opportunity for the world to come together and begin redressing the historic neglect of mental health," said Dr Tedros Adhanom Ghebreyesus, Director-General of the World Health Organization. "We are already seeing the consequences of the COVID-19 pandemic on people's mental well-being, and this is just the beginning. Unless we make serious commitments to scale up investment in mental health right now, the health, social and economic consequences will be far-reaching."

During the past few months, the World Health Organization has issued, in collaboration with partners, guidance and advice on mental health for health workers and other frontline workers, managers of health facilities, and people of all ages whose lives have changed considerably as a result of the pandemic. With the disruption in health services, countries are finding innovative ways to provide mental health care, and initiatives to strengthen psychosocial support have sprung up. Yet, because of the scale of the problem, the vast majority of mental health needs remain unaddressed. The response is hampered by chronic under-investment in mental health promotion, prevention and care for many years before the pandemic.
Countries spend just 2% of their health budgets on mental health
Countries spend on average only 2% of their health budgets on mental health. Despite some increases in recent years, international development assistance for mental health has never exceeded 1% of all development assistance for health. This is despite the fact that for every US$ 1 invested in scaled-up treatment for common mental disorders such as depression and anxiety, there is a return of US$ 5 in improved health and productivity.
World Mental Health Day: an opportunity to commit
The World Mental Health Day campaign will offer opportunities, primarily online given the continuing pandemic, for all of us to do something life-affirming: as individuals, to take concrete actions in support of our own mental health, and to support friends and family who are struggling; as employers, to take steps towards putting in place employee wellness programmes; as governments, to commit to establishing or scaling-up mental health services; and as journalists, to explain what more can and must be done to make mental health care a reality for everyone.

"It is nearly 30 years since the first World Mental Health Day was launched by the World Federation for Mental Health," said Dr Ingrid Daniels, President of the World Federation for Mental Health. "During that time, we have seen an increasing openness to talk about mental health in many countries of the world. But now we must turn words into actions. We need to see concerted efforts being made to build mental health systems that are appropriate and relevant for today's - and tomorrow's - world.

"With so many people lacking access to good quality, appropriate mental health services, investment is needed now more than ever," said Elisha London, Founder and CEO of United for Global Mental Health. "Everyone, everywhere can participate in this year's campaign. Whether you have struggled with your own mental health, know someone who has been affected, are a mental health expert, or if you simply believe that investing in mental health is the right thing to do, move for mental health, and help make mental health care and support accessible for everyone."

Key events
United for Global Mental Health: The 24-hour March for Mental Health
On 9 October, people from around the world will be encouraged to participate in a virtual march. A 24-hour livestream will feature people with lived experience, mental health leaders and influencers from the civil society groups already active in 19 countries through the Speak Your Mind campaign. In addition, global partner organizations that are leading and coordinating work on mental health are organizing hour-long sessions on specific themes, including mental health and young people, mental health and older people, and mental health and the LGBTQ+ community. Confirmed partners include Human Rights Watch and Alzheimer's Disease International. The March will help increase awareness of mental health issues, break down stigma and bring about policy change. Members of the public will be urged to "add their voice" and join the March using online filters to be released in the lead-up to the event.
WHO: The Big Event for Mental Health
On World Mental Health Day, 10 October,the World Health Organization will, for the first time ever, host a global online advocacy Event on mental health. At this event - the Big Event for Mental Health - WHO will showcase the work that its staff are doing around the world to reduce mental illness and the harmful use of alcohol and drugs. World leaders and mental health experts will join the WHO Director-General to talk about their commitment to mental health and what more must be done. World-renowned musicians who have spoken out about the importance of mental health will talk about their motivation and perform. Sportsmen and women whose lives have been affected by mental ill health will share their experiences and how they have dealt with conditions such as depression and anxiety.

During the Event, a Special Prize for a mental health film, a newly-created category of WHO's inaugural Health for All Film Festival, will be awarded.
World Federation for Mental Health: education and awareness raising
The Federation's campaign kicks off on 1 September, with the Federation's President launching the 2020 World Mental Health Day Campaign Educational Material "Mental Health for All: Greater Investment - Greater Access" under the Royal Patronage of HRH Princess Iman Afzan Al-Sultan Abdullah of Malaysia. This includes a Call to Action 2020 from Pamela Y. Collins and Deepa Rao, and will be followed by 45 days of awareness-raising activities led by the Federation's youth section, including a global online discussion forum and art exhibition.
The World Health Organization
The World Health Organization provides global leadership in public health within the United Nations system. Founded in 1948, WHO works with 194 Member States, across six regions and from more than 150 offices, to promote health, keep the world safe and serve the vulnerable. Our goals for 2019-2023 are to ensure that a billion more people have universal health coverage, to protect a billion more people from health emergencies, and to provide a further billion people with better health and well-being.
World Mental Health Day United for Global Mental Health
United for Global Mental Health brings together the global mental health community with governments, funders and campaigners to help make sure everyone, everywhere has someone to turn to in support of their mental health. The not-for-profit organization was launched at the UN in September 2018.
www.unitedgmh.org
Speak your Mind is a nationally driven and globally united campaign powered by United for Global Mental Health. It works in support of mental health for all. It brings together people with first-hand experience of mental health conditions, experts and civil society organizations to call on leaders to end the neglect of mental health by increasing investment, empowerment and education. The campaign involves campaigners from 19 countries: Argentina, Australia, Ghana, India, Indonesia, Kenya, Liberia, Nepal, New Zealand, Nigeria, Pakistan, Peru, Philippines, Sierra Leone, South Africa, Sri Lanka, Tonga, the United Kingdom and the United States of America.

www.gospeakyourmind.org
The World Federation for Mental Health
The World Federation for Mental Health is an international membership organization founded in 1948 to advance, among all peoples and nations, the prevention of mental and emotional disorders, the proper treatment and care of those with such disorders, and the promotion of mental health. The Federation was the initiator of World Mental Health Day.

https://wfmh.global/

# data[].attributes.attachment_link.title
World Mental Health Day: an opportunity to kick-start a massive scale-up in investment in mental health

# data[].attributes.attachment_link.description
Joint release by the World Health Organization, United for Global Mental Health and the World Federation for Mental HealthMental health is one of the most neglected areas of public health. Close to 1 billion people are living with a mental disorder, 3 million people die every year from the harmful use of alcohol and one person dies every 40 seconds by suicide.

# data[].attributes.attachment_link.readable_text
The 10 October is known the World over as World Mental Health Day - the result of a global advocacy and awareness program started by the World Federation for Mental Health in 1992. Proudly, this is one of the World Federation for Mental Health's most important and far‐reaching programs.

The World Federation for Mental Health, founded in 1948 in London, has been engaged in advocacy and education to change perceptions of mental illness for 62 years. Each year the World Federation for Mental Health selects a theme for World Mental Health Day, produces public education material for the theme, and makes it available to organisations around the globe through website downloads and CD distribution. Last year we translated the material into eight languages in addition to English, and distributed thousands of CDs to organisations and individuals as close as the US and Canada and as far away as Bangladesh, Slovenia and Papua New Guinea.

Each year on 10 October, thousands of individuals and groups will gather to celebrate and promote the only global day for mental health awareness. This annual program was created as a way to bring more attention to mental illness and its effects on individual life, work, family and overall stability of communities and countries. This year our global theme is 'Mental Health and Long Term Illness: The Need for Continued and Integrated Care'. We will produce and distribute over 5000 awareness CDs around the World to advocate for better services and understanding for those who suffer not only with long term physical illnesses, but who also experience mental health issues as a result of diminished health.

We all agree that one of the most important aspects of a 'good life' is our overall health. A meaningful definition of health as a 'healthy state of well‐being' should address the whole person, 'the general condition of the body and mind'. Studies show that physical and mental well‐being have a major impact on one another - cancer, diabetes, chronic pain, cardiovascular or respiratory disease should not be viewed in isolation from the possible mental and emotional issues of an individual.

The most prominent long term illnesses are currently the leading cause of death and disability the world over; Dr Gauden Galea, UN/WHO Coordinator of Health Promotion, has noted that four chronic diseases - cardiovascular, diabetes, cancer and respiratory illness - are responsible for 60% of the world's deaths, 'and 80% of these deaths are happening in the poorest populations of the world'. The management of many of these long term illnesses has attracted attention because of its impact on mortality, health resources, quality of life, and the economic burden to government, healthcare and families.

This year's theme for World Mental Health Day is a critical move forward in drawing attention to the effect of long term illness on patients with major chronic disease and their families, as well as its importance to mental health advocates. Addressing mental health issues will lead to better outcomes, better compliance, and improved quality of life for people who suffer from chronic illnesses. Campaign materials will focus on proven strategies for promoting emotional and mental well‐being while living with long term physical illness, and the role of primary care in improving access for those who suffer from mental health and long term health conditions. A special call to action section has been written by seven international health professionals, intended to show us the way forward.

As an advocate of health and healthcare, we urge you to join our major sponsors - Eli Lilly and Company, Otsuka America Pharmaceutical, Inc. and many additional organisations by endorsing the 2010 World Mental Health Day Campaign - 'Mental Health and Long Term Illness: The Need for Continued and Integrated Care'. Help support the World Federation for Mental Health in its efforts to promote this day of international awareness by joining the list of endorsers and showing your commitment to improved global health for all. Your endorsement will create a stronger platform to bring much needed attention to the issues surrounding long term illness and mental health care. Having your support will allow us to increase the impact and global reach of this annual campaign.

Your endorsement, with your company name and logo, will be highlighted in all materials developed for World Mental Health Day, including the World Federation for Mental Health website and in advertising and promotional pieces.

We need your support. We need your endorsement. Please work with us on this important global program intended to raise awareness of the critical need for promoting emotional and mental well‐being for those living with long‐term chronic illnesses.

Contact: Deborah Maguire, WMHDAY Campaign Coordinator, at moc.hmfw@eriugamd or +703.494. 6515, ext 204 to confirm your endorsement and we will promptly send you the WMHDAY 2010 proclamation to sign and return.

# data[].attributes.attachment_link.description
The 10 October is known the World over as World Mental Health Day - the result of a global advocacy and awareness program started by the World Federation for Mental Health in 1992.

# data[].attributes.body
List of important dates for Mental Health through the year

# data[].attributes.attachment_link.readable_text
The calendar features health awareness:

Events marked with an asterisk (*) take place on the same day every year.

These events are either promoted by recognized health organizations or recognized in the professional health community. Not all websites and events listed are celebrated or endorsed by Health Canada.

You can submit a health promotion awareness event for 2020 on behalf of your organization. Events are removed from the calendar once the date has passed, unless you mention next year's event. If your annual event was removed, you can submit it again when the next occasion is announced.

2020

January

February

March

April

May

June

July

August

September

October

November

December

Report a problem or mistake on this page

Thank you for your help!

You will not receive a reply. For enquiries, contact us.

# data[].attributes.attachment_link.description
The calendar features health awareness: Events marked with an asterisk (*) take place on the same day every year. These events are either promoted by recognized health organizations or recognized in the professional health community. Not all websites and events listed are celebrated or endorsed by Health Canada.

# data[].attributes.headline
When You Should Take a Mental Health Day

# data[].attributes.subject
When You Should Take a Mental Health Day

# data[].attributes.attachment_link.readable_text
Everyone has to deal with varying levels of stress. This can be particularly difficult to manage if you also have symptoms of depression or anxiety. When you feel like your stress levels have reached their peak, it might be time to take a quick break to reset.

A mental health day is a day you take off from work or school, and minimize any commitments or responsibilities. You can use this time to focus on relieving stress, relaxing, having fun, and preventing burnout.

While one day might not solve heavy underlying problems that lead to burnout, a mental health day can provide a much-needed break to pause, regroup, and come back with greater levels of energy and a fresh, less-stressed perspective.

Whatever stressors you face, these tips can help you take a mental health day and make the most of it.

Benefits of a Mental Health Day

It's easy to feel overwhelmed by your daily roles and responsibilities. When you're constantly expected to perform your duties as an employee, a parent, a spouse, a family member, or a friend, you can find yourself exhausted.

It's important to take time for yourself to:

Clear your mind

Have fun and do things you enjoy

Improve your sleep quality

Process your emotions

Promote relaxation

Reduce stress

World Mental Health Day

World Mental Health Day was first celebrated in 1992 by an organization called the World Federation for Mental Health. Today, the World Health Organization (WHO) supports World Mental Health Day as well.

The day is meant to raise awareness about mental health issues, reduce stigmas surrounding mental illness, and encourage workplaces, institutions, and individuals to prioritize their mental health.

When Is World Mental Health Day?

Choose Your Day

Once you have decided to take a mental health day, the question then becomes "when and how?"

The best way to avoid feeling stressed about taking a day off is to schedule a day off ahead of time, taking steps to rearrange your workload or find a replacement for the day. However, if you wake up in the morning and just feel that you can't face the stress of the day, this may be a good time to take a mental health day and make the most of it.

The decision of when to take a mental health day really depends on your personal situation. If your employer is supportive and you are comfortable sharing your reasons, feel free to plan a mental health day in advance.

Some people feel they need to make mental health day excuses in order to get out of work. But if you don't want to divulge your reasons for taking a day or if your employer is less understanding, don't feel obligated to share.

You can:

Call in sick: You can say, "I'd like to use my remaining sick day this month," and not specify why you're using it. Or you can say, "I am not feeling well today and I need to take the day off," without adding anything further.

Plan to use some of your time off: You can say, "I will be using my PTO," without giving a reason why. Your employer or fellow employees don't need to know what you'll be doing.

Schedule your mental health day for a day you already have off: If anyone asks what you'll be doing, you don't have share you're taking a mental health day unless you feel comfortable doing so. You can simply say, "I'll be seeing family," or "I'll just be relaxing at home."

Weekends work well, too. While a "traditional" mental health day generally includes taking a day off from work, it's not necessary to call in sick to take a day to focus on stress relief.

If you're wondering if there's a mental health day for students, you're not alone. State legislation has been increasingly supportive of policy that enables students to take time off for mental or behavioral health. Of course, policies vary by school and by state.

If you or your child need to take time away from school for mental health reasons, you can use a sick day to do so. If you need more time or your school requests a doctor's note, talk to a guidance counselor and/or administrator at the school to explain your situation. A mental health professional may be able to provide a written note that verifies your need a day (or multiple days) off.

Signs of Burnout

If you can recognize the signs of burnout (or feel them coming), it's probably time to take a mental health day at work or a mental health day at school.

If you're not feeling like yourself, and you dread performing your day-to-day tasks, chances are you are experiencing some burnout.

What to Expect From a Mental Health Day

Knowing what you can expect to get out of a mental health day is important. It's important to remember that it isn't a day to hide from your problems.

Problems can be harder to deal with when they seem close, overwhelming, and inescapable. Taking a mental break from work and spending some time on self-care can sometimes give you the mini-break you need to head back into things with a clear head.

Press Play for Advice on Prioritizing Mental Wellness

How to Spend Your Mental Health Day

Sometimes this one is a no-brainer-if you're exhausted, your body will be screaming that it needs to rest. Of, if you feel you can't face another day of hard work, you may just need to have some fun. However, if you're feeling overwhelmed, you may not be as aware of your needs.

Take a minute and really reflect: Would you benefit the most from some tension relief? Or from making a few changes that will relieve stress in the future? Some time with a loved one? Or just a change of scenery? As different stressors require different responses, different types of mental health days fill unique needs.

If You Need to Relax

Taking a mental health day often means taking time out to relax. That can mean watching TV in pajamas for hours, or puttering around the house and doing nothing. As long as this isn't an everyday thing, that's fine. Some activities can take a little front-end effort and feel immensely relaxing once they're completed.

Some things you can try include:

Attending a yoga class

Getting a massage

Swimming laps

Taking a walk in nature

The key is to spend time doing an activity that you find relaxing, whether it's taking a hike, exploring a museum, or just spending some time immersed in a good book.

Things to Avoid

There are plenty of ways to spend your day, whether you decide to catch up on some much-needed sleep, indulge in a hobby you love, or hang out with a friend. Spend your day on activities that boost your physical and mental wellness.

If You Need Some Fun

If you really need a change of scenery and a "Ferris Bueller's Day Off" kind of mental health day, make the most of it. Plan at least one fun event-either something you normally love to do and don't do often enough, or something you've always wanted to try. Take a good friend along, if possible, to really make the day memorable.

If nothing grabs your attention, try to engage in activities that provide just the right type of challenge: Hobbies, games, and the like.

If You Need to Make Some Changes

If the stressors seem to pile up and you're looking for a way to slow down and stop the noise, you may want to take a day to restructure things. You may not be able to eliminate all of your ongoing stressors in a day, but you might be able to make a significant reduction in a few areas, which may, in turn, create a lasting impact on your stress levels.

You can start to eliminate stress by:

Creating a list of things that drain your energy

Cutting out some of your larger stressors

Taking a look at your priorities

Working on increasing job satisfaction

Don't expect to be able to take on all of this in a single day. If you want to use your mental health day to make real changes in your life, use it as a chance to evaluate, plan, and get ready to work on those changes.

If You Need a Longer Break

If you're concerned that your overall stress levels need more than just a mental health day, consider taking a staycation or vacation. You may also consider whether you're headed toward burnout.

Online resources can also help, and you may want to also bring up your concerns with your doctor, or talk to a mental health professional. There are many steps that can be taken to help.

A Word From Verywell

Look for ways to keep stress levels low and so that you don't wake up one morning in dire need of an emergency mental health day. A mental health day can be useful on occasion, but you should also strive to make your mental health a priority every day.

# data[].attributes.attachment_link.title
It's OK to Take a Mental Health Day-When and How to Ask for One

# data[].attributes.attachment_link.description
Everyone has to deal with varying levels of stress. This can be particularly difficult to manage if you also have symptoms of depression or anxiety. When you feel like your stress levels have reached their peak, it might be time to take a quick break to reset.

# data[].attributes.attachment_link.readable_text
What Is Stigma?

Stigma involves negative attitudes or discrimination against someone based on a distinguishing characteristic such as a mental illness, health condition, or disability. Social stigmas can also be related to other characteristics including gender, sexuality, race, religion, and culture.

Unfortunately, stigma surrounding mental health is still common. While stigma is not limited to mental conditions, attitudes towards psychiatric illnesses tend to be more negative than that toward medical conditions.

History of Mental Illness Stigma

Mental illness has a long history of being stigmatized in societies around the globe. From being thought of as the mark of the devil to being considered a moral punishment, the ideologies around the etiology of mental illness have ranged wide.

As a result, treatment has historically not always made scientific sense and has been brutal and inhumane. Dating back to Neolithic times, trephining, for example, involved chipping a hole in the person's skull to release the evil spirits. Treatment of mental illness has come a long way since then, but the fields of psychology and psychiatry are relatively young and still have a long way to go.

Stigma has arisen out of fear and a lack of understanding. It has persisted even with greater knowledge about the biochemical and genetic natures of different conditions. The representation of mental illness in mass media can add to the stigma.

As scientists continue to learn more about the causes of mental illness and develop effective treatments, it is hoped that stigma will decline.

Signs of Stigma

Examples of how stigma is perpetuated include:

Media depictions where the villain is often a character with a mental illness

Harmful stereotypes of people with mental illness

Treating mental health issues as if they are something people can overcome if they just "try harder" or "snap out of it"

Using phrases like "she's crazy" or "he's nuts" to describe other people or their behavior

Halloween costumes that depict people with mental illness as violent and dangerous

Anyone who has had experience with mental illness, personally or professionally, can tell you that despite advances in psychiatry and psychology, a great deal of stigma remains. While people have become more informed about mental disorders in general, stigma continues to be a reality.

Types of Stigma

The stigma associated with mental illness can be divided into two types:

Social stigma, which involves the prejudiced attitudes others have around mental illness

Self-perceived stigma, which involves an internalized stigma the person with the mental illness suffers from

A 2013 review of studies on the public stigma of mental illness showed that stigma is still widespread, even as the public has become more aware of the nature of different mental health conditions.﻿﻿ While the public may accept the medical or genetic nature of psychiatric illness and the need for treatment, many people still have a negative view of those with mental health conditions.

Perceived stigma leads to an internalized shame about having a mental illness. It has been found in a long-term study that this sort of internalized stigma leads to poorer treatment outcomes.﻿﻿

Impact of Stigma

The consequences of stigma can be serious and devastating. With stigma comes a lack of understanding from others, which can be invalidating and painful, but stigma also carries more serious consequences including fueling fear, anger, and intolerance directed at other people. People who are subjected to stigma are more likely to experience:

Reluctance to seek out treatment

Delayed treatment, which increases morbidity and mortality﻿﻿

Social rejection, avoidance, and isolation

Worse psychological well-being

Poor understanding among friends and family

Harassment, violence, or bullying

Poor quality of life, disability, and increased socioeconomic burden

Increased feelings of shame and self-doubt

The stigma surrounding mental health can make it less likely that people will seek treatment. Some conditions may worsen over time without treatment, so failing to seek treatment ultimately worsens outcomes.

Stigma can also cause people to doubt themselves and their abilities to achieve their goals in life. It can also lead to feelings of shame and even isolation. It may make it harder for people to find jobs and adequate housing.

Tips to Combat Stigma

There are some things that you can do to help combat both social stigma and self-perceived stigma about mental illness.

Remember that many people experience mental illness. If you have a mental illness, know that you are not alone. One in four Americans has a mental illness of some kind.

Find support. Whatever you do, stay connected to others and get support. Organizations such as the National Alliance on Mental Illness (NAMI) offer educational and supportive resources for people and families who are affected by mental illness. Get treatment so that you can experience reduced symptoms and a better quality of life.

Speak out. Educate people around you about the realities of mental illness including how common it is and actively speak out against stigma. Debunk myths about mental illness such as the idea that people with schizophrenia are usually violent. If a family member or friend makes a disparaging remark about someone with a mental illness, educate them and have a no-tolerance policy.

# data[].attributes.attachment_link.title
How to Cope With Stigma When You Have a Mental Illness

# data[].attributes.attachment_link.description
Stigma involves negative attitudes or discrimination against someone based on a distinguishing characteristic such as a mental illness, health condition, or disability. Social stigmas can also be related to other characteristics including gender, sexuality, race, religion, and culture. Unfortunately, stigma surrounding mental health is still common.

# data[].attributes.attachment_link.provider_name
Substance Abuse and Mental Health Services Administration

# data[].attributes.attachment_link.description
Frequently Asked Questions - What is SAMHSA’s National Helpline?

# data[].attributes.body
Video length: 9 minutes

# data[].attributes.attachment_link.title
Sangu Delle: There's no shame in taking care of your mental health

# data[].attributes.attachment_link.description
When stress got to be too much for TED Fellow Sangu Delle, he had to confront his own deep prejudice: that men shouldn't take care of their mental health. In a personal talk, Delle shares how he learned to handle anxiety in a society that's uncomfortable with emotions.

# data[].attributes.body
Video length: 12 minutes

# data[].attributes.attachment_link.title
Mariano Sigman: Your words may predict your future mental health

# data[].attributes.attachment_link.description
Can the way you speak and write today predict your future mental state, even the onset of psychosis? In this fascinating talk, neuroscientist Mariano Sigman reflects on ancient Greece and the origins of introspection to investigate how our words hint at our inner lives and details a word-mapping algorithm that could predict the development of schizophrenia.

# data[].attributes.body
Video length: 13 minutes

# data[].attributes.attachment_link.title
Toward a new understanding of mental illness

# data[].attributes.attachment_link.description
Today, thanks to better early detection, there are 63% fewer deaths from heart disease than there were just a few decades ago. Thomas Insel, the director of the National Institute of Mental Health, wonders: Could we do the same for depression and schizophrenia? The first step in this new avenue of research, he says, is a crucial reframing: for us to stop thinking about “mental disorders” and start understanding them as “brain disorders.”

# data[].attributes.body
Video length: 14:40 minutes

# data[].attributes.attachment_link.title
A tale of mental illness -- from the inside

# data[].attributes.attachment_link.description
“Is it okay if I totally trash your office?” It’s a question Elyn Saks once asked her doctor, and it wasn’t a joke. A legal scholar, in 2007 Saks came forward with her own story of schizophrenia, controlled by drugs and therapy but ever-present. In this powerful talk, she asks us to see people with mental illness clearly, honestly and compassionately.

# data[].attributes.attachment_link.readable_text
Mindful reflection is a skill that requires presence, patience, non-judgment, curiosity, and compassion. It is a skill that, when fully embodied, has a range of benefits, from broadening our thinking to improving our relationships. Yet reflecting mindfully is not as easy as it might seem. How do we reflect on ourselves and our experience while remaining open? How do we self-reflect without getting in our own way?
In this guide to mindful questions and self-reflection, we will explore:

What Is Mindful Self-Reflection?

To self-reflect is to take the time to inquire more deeply into our experience. Also referred to as introspection, it asks us to examine our thoughts, our feelings, our assumptions, and our judgments, a process which helps us to grow.

Mindful self-reflection puts an extra emphasis on non-judgmental, moment to moment awareness. When we mindfully self-reflect, we tend to our feelings, thoughts, experiences, and behaviour with greater curiosity, patience, and compassion than we might otherwise. We are invited to ease (or to be aware of) the stories we tell ourselves about events or feelings. With mindful self-reflection, there is an emphasis on approaching our experience with a beginner, outsider, or objective perspective.

In other words, mindful self-reflection asks us to step out of our own way. Rather than replaying the same methods of self-analysis over and over, we are encouraged to go deeper. For example, if we are experiencing social anxiety, mindful self-reflection would help us to step beyond the usual explanation in order to explore our bodily sensations, the fears beneath our surface fears, and more.

At the deepest level of reflection, we might arrive at self-enquiry, which can be understood as awareness of awareness itself. Self-enquiry, or atma vichara, invites us to ask the question, 'Who am I?', to which there is no clear, intellectual answer.

The Benefits of Mindful Self-Reflection

We do not need to reach the deepest practice of self-enquiry in order to experience the benefits of mindful self-reflection. As mentioned, mindful self-reflection has a range of benefits. For instance, it can:

In fact, there is really no limit as to what the benefits of self-reflection might be. Put simply, self-reflection (especially when mindfulness is at the forefront) shifts the way we view ourselves, others, and the world around us. When our mindset expands, so do our feelings and behaviors. The potential is then infinite.

The Power of Asking Great Questions

One invaluable tool to enhance mindful self-reflection is a great question. When we put forth a great question (and when we approach that question with genuine curiosity and openness), there is no limit as to what we might uncover. Mindful questions lead to thoughtful, rich, and insightful answers. Sometimes these answers arise clearly and intellectually; sometimes they develop as embodied feelings or inner knowings.

In any case, mindful reflection questions are an excellent starting point for enhancing self-awareness. The power of a great question is that it directs the flow of our inquiry in expansive and illuminating ways. For example, consider the different paths that these two questions might lead someone on:

In the same way, reflect upon the difference between these two questions:

Chances are you can sense a different quality - and different opportunities! - between each of these pairs of questions. This is not to suggest that one is 'right' and another is 'wrong'. However, it does highlight that the questions we ask ourselves will lead us to different types of answers.

20 Mindful Questions to Ask Yourself

If you are looking to enhance your self-reflection practice, consider the following 20 mindful questions to probe your inner exploration. These mindful reflection questions can be used during contemplation practice or while journaling.

Whether you are journaling your answers or simply sitting in contemplation, choose one question at a time. You do not need to actively search for answers. See what arises naturally and spontaneously, allowing all possibilities to rise to the surface of your awareness.

In order to remain as open as possible, take a few moments to ground yourself through a few loving breaths. Set an intention to remain as curious, compassionate, and receptive as possible. Refrain from trying to problem solve or 'fix' your experience. And, if certain questions do not lead to clear answers, take the advice of poet Rainer Maria Rilke:

When choosing a mindful question to reflect upon, opt for the one that inspires you most. Some questions will not resonate with us in one moment, but perhaps they will in a month, a year, or ten years from now. There are no 'right' or 'wrong' questions for self-reflection. The best ones for us in any moment are the ones that carry us naturally and lovingly into deeper layers of who we are. Consider some of the following to get started:

# data[].attributes.attachment_link.description
Mindful reflection is a skill that requires presence, patience, non-judgment, curiosity, and compassion. It is a skill that, when fully embodied, has a range of benefits, from broadening our thinking to improving our relationships. Yet reflecting mindfully is not as easy as it might seem.

# data[].attributes.attachment_link.readable_text
Just Below Is A Sample Of The "Mindful Journaling" Mindfulness Worksheet...

...If You'd Like to Download This Entire Mindfulness Worksheet For FREE, Just Enter Your First Name and Email Address Here:

...That Was Just The First Few Pages Of The "Mindful Journaling" Mindfulness Worksheet...

...If You'd Like to Download This Entire Mindfulness Worksheet For FREE, Just Enter Your First Name and Email Address Here:

# data[].attributes.attachment_link.description
Just Below Is A Sample Of The "Mindful Journaling" Mindfulness Worksheet... ...If You'd Like to Download This Entire Mindfulness Worksheet For FREE, Just Enter Your First Name and Email Address Here: ...That Was Just The First Few Pages Of The "Mindful Journaling" Mindfulness Worksheet...

# data[].attributes.headline
Mindfulness in the Classroom – Empowering Question Meditation

# data[].attributes.subject
Mindfulness in the Classroom – Empowering Question Meditation

# data[].attributes.attachment_link.readable_text
Questions are at the centre of most of the achievements and progress of human beings. The “What ifs…” and “I wonder whys…” help to give direction to our lives. The right questions can help to ground and focus our minds. The mindful reflection of empowering questions supports the development of our emotional Intelligence.

Empowering Questions allow us to explore our ability to be grateful, develop resilience and focus on the most important things in life. It allows us to immerse ourselves in mindfulness.

Mindful Empowering Questions for Children

1. What do you do really, really well?
2. What one thing do you really like about yourself the most? Why do you like that?
3. What 3 words describe you best? Why?
4. What would you like to learn to do really, really well? What can you do today to begin?
5. What do you love doing the most? Why?
6. Who are your friends? Why are they your friends?
7. What is the best thing that has ever happened to you?
8. How do you feel today? Why do you feel that way?
9. What is one thing you are thankful for in your life? Why?
10. What is one thing that you could do to make the school a better place? Why?
11. What do you imagine yourself doing 10 years from now?
12. What motivates you to do your very best?
13. Who do you need to forgive?
14. Right now, at this very moment, what do you want most? What are you going to do about it?
15. What do you love most about yourself?

Additional Mindful Empowering Questions for Adults

1. How do you define your purpose in life?
2. If you could go back in time by 5 years, what would you tell yourself?
3. When was the last time you did something for the very first time?
4. What are your top 5 values? Are you living those values every day?
5. What would you do differently if you knew nobody would judge you?
6. What has the fear of failure stopped you from doing? What one step could you take today to begin overcoming that fear?
7. Do you have healthy boundaries or do you let people take advantage of you?
8. What are you the most grateful for in your life? Why?
9. What are you most proud about your life? Why?
10. What is one thing you can do today that can make someone else’s life better? How can you accomplish this?
11. What is the most courageous thing I have done?
12. How have I become me? What am I like?
13. What are the things that make me happy?
14. In what kin of things am I brilliant?
15. Who am I?

How to use Mindful Empowering Question Meditation

1- Choose an Empowering Question to be used in the meditation.
2- Put on some soft meditation music and dim the lights.
3- Find a comfortable position either sitting or standing.
4- Take 3 deep mindful breaths, allowing the shoulders to relax and their eyes to slowly close.
5- Ask the Empowering Question and Have participants softly repeat it.
6- Encourage the participants to reflect silently on their answer while continuing to breathe deeply for 2-15 minutes depending on the age of the participants and their experience level.
–          Encourage the reflection to include visualising themselves in the situation of the question.
7- Complete the Meditation with 3 mindful breaths and have everyone open their eyes.

Mindful Empowering Questioning will help to support increased happiness, Stress Management, build self-esteem, overcome fears and achieve greater mindfulness.

# data[].attributes.headline
A Whole School Approach to Supporting Loss and Bereavement

# data[].attributes.subject
A Whole School Approach to Supporting Loss and Bereavement

# data[].attributes.body
About this resource "MindEd is a free educational resource providing education about children and young people, adults and older people's mental health for all adults."

# data[].attributes.attachment_link.description
MindEd is a free educational resource providing education about children and young people, adults and older people's mental health for all adults.

# data[].attributes.attachment_link.title
10-Minute Meditation For Anxiety | Goodful

# data[].attributes.attachment_link.readable_text
Brief content visible, double tap to read full content.

Full content visible, double tap to read brief content.

Pete Walker, M.A., LMFT has a private practice in Berkeley, California. He has been working as a counselor, lecturer, writer and group leader for forty years, and as a trainer, supervisor and consultant of other therapists for 40 years.

Pete specializes in helping adults who were traumatized in childhood, especially those whose repeated exposure to abuse and/or neglect left them with the symptoms of Complex Post Traumatic Stress Disorder [CPTSD].

Pete's NEWEST BOOK, "Homesteading in the Calm Eye of the Storm: A Therapist Navigates His OWN CPTSD", is a sequel to his best-selling book "Complex PTSD", which is described below. "Homesteading" illustrates the processes of recovering with examples from the author's own recovery process. It is a memoir written in narrative, easy-to-read narrative, that is rich, poignant, funny and full of self-disclosive anecdotes that are sure to help other survivors in their recovery. Many have also said that it greatly reduced their sense of shame and gave them hope and motivation for the journey of recovering. It is written in the spirit of singer/songwriter Brandi Carlile's verse: "You can dance in a hurricane, but only if you're dancing in the eye".

Pete's FIRST BOOK, "The Tao of Fully Feeling: Harvesting Forgiveness Out of Blame", has been acclaimed by many therapists and clients as a powerful, compassionate and pragmatic tool for guiding recovery. It contains practical, in depth guidelines for safely working with the anger and tears of grieving. It also provides a great deal of effective self-reparenting advice. Alice Miller, author of "The Drama of the Gifted Child", wrote: "Pete Walker wrote a book about his own recovery from emotional numbness. The author passionately explores as thoroughly as possible the role of emotions in human life. The result is not only a moving, honest recount but also an informative guide for people who want to become more aware of their buried feelings. Walker's well explained concept of 'reparenting' will help them go through this fascinating process in a safe, protected way."

Pete's SECOND BOOK, "Complex PTSD: From Surviving to Thriving" is a comprehensive, user-friendly, self-help guide to recovering from all the the lingering effects of childhood trauma. It is an overview of the tasks of recovering, and an illumination of the silver linings that can come out of effective recovery work. It is also a map of the recovery process, and contains a great many practical tools and techniques for recovering from CPTSD. It is also richly illustrated with examples of his own and others' journeys of recovering.

"Complex PTSD: From Surviving to Thriving" is also now available in SPANISH from Amazon.com. When you go to Amazon, type in the Spanish title: "TEP COMPLEJO: De Sobrevivir a Prosperar".

"Complex PTSD..." is also available in GERMAN at Amazon, as Posttraumatische Belastungsstörungand

It will also be available in CHINESE by March, 2020, and by the end of 2020 should be available in PORTUGUESE and RUSSIAN. Further info about purchasing these options can be found at the author's website by Googling: "Pete Walker and Complex PTSD", or via email: petewalker@earthlink.net

# data[].attributes.attachment_link.title
Complex PTSD: From Surviving to Thriving: A GUIDE AND MAP FOR RECOVERING FROM CHILDHOOD TRAUMA

# data[].attributes.attachment_link.description
Complex PTSD: From Surviving to Thriving: A GUIDE AND MAP FOR RECOVERING FROM CHILDHOOD TRAUMA : Walker, Pete: Books - Amazon

# data[].attributes.headline
Article: Lesbian, Gay, Bisexual, Trans & Queer identified People and Mental Health

# data[].attributes.subject
Article: Lesbian, Gay, Bisexual, Trans & Queer identified People and Mental Health

# data[].attributes.body
Phone Number: 1 800 273 8255

# data[].attributes.body
Definitions

# data[].attributes.attachment_link.readable_text
"Indigenous peoples" is a collective name for the original peoples of North America and their descendants. Often, "Aboriginal peoples" is also used.

The Canadian Constitution recognizes 3 groups of Aboriginal peoples: Indians (more commonly referred to as First Nations), Inuit and Métis. These are 3 distinct peoples with unique histories, languages, cultural practices and spiritual beliefs.

More than 1.67 million people in Canada identify themselves as an Aboriginal person, according to the 2016 Census. Aboriginal peoples are:

the fastest growing population in Canada - grew by 42.5% between 2006 and 2016

the youngest population in Canada - about 44% were under the age of 25 in 2016

Services and information

Related links

Features

Available 24 hours a day, 7 days a week. Call 1-855-242-3310 or chat online at hopeforwellness.ca.

Thank you for your feedback

# data[].attributes.attachment_link.description
Aboriginal peoples is a collective name for the original peoples of North America and their descendants. The Canadian constitution recognizes three groups of Aboriginal people: Indians (commonly referred to as First Nations), Métis and Inuit. These are three distinct peoples with unique histories, languages, cultural practices and spiritual beliefs.

# data[].attributes.body
Definitions

# data[].attributes.attachment_link.readable_text
Ally: A person who confronts heterosexism, sexism, homophobia, biphobia, transphobia and heterosexual privilege in themselves and others out of concern for the well-being of LGBTQIA+ people.

Asexuality: Generally characterized by not feeling sexual attraction or a desire for partnered sexuality. Asexuality is distinct from celibacy, which is the deliberate abstention from sexual activity.

Biphobia: fear or hatred of people who are bisexual, pansexual, or omnisexual.

Bisexual: A person whose primary sexual and affectional orientation is toward people of the same and other genders, or towards people regardless of their gender.

Coming Out: Refers to voluntarily making public one's sexual orientation and/or gender identity.

Cisgender: The prefix cis- means "on this side of" or "not across." A term used to call attention to the privilege of people who are not transgender.

Cross Dresser: A word to describe a person who dresses, at least partially, as a member of a gender other than their assigned sex; carries no implications of sexual orientation.

Drag King: A person (often a woman) who appears as a man. Generally in reference to an act or performance. This has no implications regarding gender identity.

Drag Queen: A person (often a man) who appears as a woman. Generally in reference to an act or performance. This has no implications regarding gender identity.

Gay: A sexual orientation toward people of the same gender.

Gender: A social construct used to classify a person as a man, woman, or some other identity. Fundamentally different from the sex one is assigned at birth; a set of social, psychological and emotional traits, often influenced by societal expectations

Gender Expression: How one expresses oneself, in terms of dress, mannerisms and/or behaviors that society characterizes as "masculine" or "feminine."

Genderqueer: A person whose gender identity and/or gender expression falls outside of the dominant societal norm for their assigned sex, is beyond genders, or is some combination of them.

Heterosexism: The assumption that all people are or should be heterosexual. Heterosexism excludes the needs, concerns, and life experiences of lesbian, gay, bisexual and queer people while it gives advantages to heterosexual people. It is often a subtle form of oppression, which reinforces realities of silence and invisibility.

Heterosexuality: A sexual orientation in which a person feels physically and emotionally attracted to people of a gender other than their own.

Homophobia: The irrational hatred and fear of LGBTQIA+ people. Homophobia includes prejudice, discrimination, harassment, and acts of violence brought on by fear and hatred. It occurs on personal, institutional, and societal levels.

Homosexual/Homosexuality: An outdated term to describe a sexual orientation in which a person feels physically and emotionally attracted to people of the same gender.

Internalized homophobia: The fear and self-hate of one's own LGBBTQIA identity, that occurs for many individuals who have learned negative ideas about LGBTQIA+ people throughout childhood. One form of internalized oppression is the acceptance of the myths and stereotypes applied to the oppressed group.

Intersex: People who, without medical intervention, develop primary or secondary sex characteristics that do not fit "neatly" into society's definitions of male or female. Many visibly intersex people are mutilated in infancy and early childhood by doctors to make the individual's sex characteristics conform to society's idea of what normal bodies should look like. Intersex people are relatively common, although society's denial of their existence has allowed very little room for intersex issues to be discussed publicly.

Lesbian: A woman whose primary sexual orientation is toward people of the same gender.

LGBT: Abbreviation for Lesbian, Gay, Bisexual, and Transgender. An umbrella term used to refer to the community as a whole.

Pansexual/Omnisexual: Terms used to describe people who have romantic, sexual or affectional desire for people of all genders and sexes.

Nonbinary: A gender identity that embraces full universe of expressions and ways of being that resonate with an individual. It may be an active resistance to binary gender expectations and/or an intentional creation of new unbounded ideas of self within the world.

Queer: This can include, but is not limited to, gay, lesbian, bisexual, transgender, intersex and asexual people. This term has different meanings to different people. Some still find it offensive, while others reclaim it to encompass the broader sense of history of the gay rights movement. Can also be used as an umbrella term like LGBT, as in "the queer community."

Sex: a categorization based on the appearance of the genitalia at birth.

Sexuality: The components of a person that include their biological sex, sexual orientation, gender identity, sexual practices, etc.

Sexual Orientation: An enduring emotional, romantic, or sexual attraction. Sexual orientation is fluid. Asexuality is also considered a sexual orientation (See above definition of asexuality)

Transphobia: The fear or hatred of transgender people or people who do not meet society's gender role expectations.

Transgender: Used most often as an umbrella term, some commonly held definitions: 1. Someone whose gender identity or expression does not fit (dominant-group social constructs of) assigned birth sex and gender. 2. A gender outside of the man/woman binary. 3. Having no gender or multiple genders.

Transsexual: A person who lives full-time in a gender different than their assigned birth sex and gender. Some pursue hormones and/or surgery while others do not. Sometimes used to specifically refer to trans people pursuing gender or sex confirmation.

Transvestite: This is an outdated and problematic term due to its historical use as a diagnosis for medical/mental health disorders. Cross Dresser has replaced transvestite, see above definition.

# data[].attributes.attachment_link.description
Ally: A person who confronts heterosexism, sexism, homophobia, biphobia, transphobia and heterosexual privilege in themselves and others out of concern for the well-being of LGBTQIA+ people. Asexuality: Generally characterized by not feeling sexual attraction or a desire for partnered sexuality. Asexuality is distinct from celibacy, which is the deliberate abstention from sexual activity.

# data[].attributes.attachment_link.readable_text
Those affected by complex PTSD commonly feel as though there is something fundamentally wrong with them―that somewhere inside there is a part of them that needs to be fixed. Though untrue, such beliefs can feel extremely real and frightening. Difficult as it may be, facing one's PTSD from unresolved childhood trauma is a brave, courageous act―and with the right guidance, healing from PTSD is possible.

Clinical psychologist Dr. Arielle Schwartz has spent years helping those with C-PTSD find their way to wholeness. She also knows the territory of the healing firsthand, having walked it herself. This book provides a map to the complicated, and often overwhelming, terrain of C-PTSD with Dr. Schwartz's knowledgeable guidance helping you find your way.

In The Complex PTSD Workbook , you'll learn all about C-PTSD and gain valuable insight into the types of symptoms associated with unresolved childhood trauma, while applying a strength-based perspective to integrate positive beliefs and behaviors.

Useful features of The Complex PTSD Workbook include:

Examples and exercises through which you'll discover your own instances of trauma through relating to PTSD experiences other than your own, such as the following:
[Example] Diane was very skilled at avoiding dealing with her traumatic past. To survive, she had learned to bury her painful feelings and memories, preferring not to talk about her childhood. It simply hurt too much. [Exercise] In what ways can you relate to Diane's story? Take some time to write down any associations you have.
Information about common PTSD misdiagnoses such as bipolar disorder, ADHD, anxiety disorders, major depressive disorder, and substance abuse, among others.

Explorations of common methods of PTSD therapy including somatic therapy, EMDR, CBT, DBT, and mind-body perspectives.

Chapter takeaways that encourage thoughtful consideration and writing to explore how you feel as you review the material presented in relation to your PTSD symptoms.

The Complex PTSD Workbook aims to empower you with a thorough understanding of the psychology and physiology of C-PTSD so you can make informed choices about the path to healing that is right for you and discover a life of wellness, free of C-PTSD, that used to seem just out of reach.

# data[].attributes.attachment_link.title
The Complex PTSD Workbook: A Mind-Body Approach to Regaining Emotional Control and Becoming Whole

# data[].attributes.attachment_link.description
The Complex PTSD Workbook: A Mind-Body Approach to Regaining Emotional Control and Becoming Whole : Schwartz PhD, Arielle, Knipe PhD, Jim: Books

# data[].attributes.attachment_link.readable_text
Brain activity fluctuates during sleep, increasing and decreasing during different sleep stages that make up the sleep cycle. Each stage plays a role in brain health, allowing activity in different parts of the brain to ramp up or down and enabling better thinking, learning, and memory. Research has also uncovered that brain activity during sleep has profound effects on emotional and mental health.

Sufficient sleep, especially rapid eye movement (REM) sleep, facilitates the brain's processing of emotional information. During sleep, the brain works to evaluate and remember thoughts and memories, and it appears that a lack of sleep is especially harmful to the consolidation of positive emotional content. This can influence mood and emotional reactivity and is tied to mental health disorders and their severity, .

As a result, the traditional view, which held that sleep problems were a symptom of mental health disorders, is increasingly being called into question. Instead, it is becoming clear that there is a bidirectional relationship between sleep and mental health in which sleeping problems may be both a cause and consequence of mental health problems. Further research is needed to identify the diverse connections between sleep and mental health as well as how their multifaceted relationship that can be influenced by numerous factors in any specific person's case.

Obstructive sleep apnea (OSA) is another aspect of sleep that has been linked to mental health. OSA is a disorder that involves pauses in breathing during sleep and a reduction in the body's oxygen levels, creating fragmented and disturbed sleep. OSA and may detract from their physical health and heighten their risk of serious mental distress.

Sleep and Specific Mental Health Problems

The way that sleep and mental health are intertwined becomes even more apparent by reviewing what is known about how sleep is tied to a number of specific mental health conditions and neurodevelopmental disorders.

Depression

It is estimated that over have depression, a type of mood disorder marked by feelings of sadness or hopelessness. Around , and many people with depression also suffer from excessive daytime sleepiness and hypersomnia, which is sleeping too much.

Historically, sleeping problems were seen as a consequence of depression, but growing evidence suggests that poor sleep may induce or exacerbate depression. The difficulty in identifying clear cause and effect reflects what is believed to be a bidirectional relationship in which sleep problems and depressive symptoms are mutually reinforcing.

While this can create a negative feedback loop - poor sleep worsens depression that then further interrupts sleep - it also opens a potential avenue for new types of treatment for depression. For example, for at least some people, a focus on improving sleep may have a corollary benefit of .

Seasonal Affective Disorder

Seasonal affective disorder is a subtype of depression that most often affects people during times of the year with reduced daylight hours. For example, people in northern climates may experience seasonal affective disorder during the fall and winter.

This condition is closely tied to the disruption of a person's internal biological clock, or circadian rhythm, that helps control multiple bodily processes, including sleep. Not surprisingly, then, people with seasonal affective disorder tend to sleep too much or too little or experience changes to their sleep cycles.

Anxiety Disorders

Every year, anxiety disorders in America affect an estimated and . These disorders create excess fear or worry that can affect everyday life and create risks for health problems including heart disease and diabetes. Types of anxiety disorders include general anxiety disorder, social anxiety disorder, panic disorder, specific phobias, obsessive-compulsive disorder (OCD), and post-traumatic stress disorder (PTSD).

Anxiety disorders have a strong association with sleeping problems. Worry and fear contribute to a state of hyperarousal in which the mind is racing, and hyperarousal is considered to be a central contributor to insomnia. Sleep problems may become an added source of worry, creating anticipatory anxiety at bedtime that makes it harder to fall asleep.

Research has found an especially strong connection between PTSD and sleep. People with PTSD frequently replay negative events in their mind, suffer from nightmares, and experience a state of being on alert, all of which can interfere with sleep. PTSD affects many veterans, and at least .

Sleeping problems aren't just a result of anxiety. Research indicates that poor sleep can , and chronic insomnia may be a predisposing trait among people who go on to develop anxiety disorders.

Bipolar Disorder

Bipolar disorder involves episodes of extreme moods that can be both high (mania) and low (depression). A person's feelings and symptoms are quite different depending on the type of episode; however, both manic and depressive periods can cause major impairment in everyday life.

In people with bipolar disorder, sleep patterns change considerably depending on their emotional state. During manic periods, they usually feel less need to sleep, but during depressed periods, they may sleep excessively. Sleep disruptions often continue when a person is between episodes].

Research has found that many people with bipolar disorder experience changes in their sleep patterns before the onset of an episode. There is also evidence that sleeping problems and that, because of the bidirectional relationship between bipolar disorder and sleep, treatment for insomnia can reduce the impact of bipolar disorder.

Schizophrenia

Schizophrenia is a mental health disorder characterized by a difficulty in differentiating between what is and is not real. People with schizophrenia are . Sleeping problems may be exacerbated by medications that are used to treat schizophrenia. Poor sleep and symptoms of schizophrenia may be mutually reinforcing, so there are potential benefits to stabilizing and normalizing sleep patterns.

ADHD

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that involves reduced attention span and increased impulsiveness. ADHD is , but it may last into adulthood and is sometimes only formally diagnosed when someone is already an adult.

Sleeping problems are common in people with ADHD. They may have difficulty falling asleep, frequent awakenings, and excessive daytime sleepiness. Rates of other sleeping problems, such as obstructive sleep apnea and restless leg syndrome (RLS) also appear to be . Sleep difficulties associated with ADHD have been studied primarily in children but have been found to affect adults as well.

There is evidence of a bidirectional relationship between sleep and ADHD. In addition to being a consequence of ADHD, sleep problems may aggravate symptoms like reduced attention span or behavior problems.

Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a term that encompasses several neurodevelopmental conditions affecting communication and social interaction. These conditions are usually diagnosed early in childhood and may persist in adulthood.

Children and adolescents with ASD have a higher prevalence of sleep problems including insomnia and sleep-disordered breathing. These issues tend to be more persistent than sleeping problems in children without ASD, and they can . Addressing insomnia and other sleep disturbances is an important component of care as it may decrease excessive daytime sleepiness as well as other health and behavior problems in people with ASD.

Interaction of Mental Health Conditions

Many mental health conditions don't arise in isolation; instead, co-occurring conditions may influence one another as well as a person's sleep.

For example, it is not uncommon for people to experience both depression and anxiety, and people with both conditions have been than people with just depression or anxiety. These conditions also influence other important aspects of well-being, such as perception of pain, a process that may also influence the risk of sleeping problems.

Ways To Improve Both Sleep and Mental Health

Mental health conditions can disrupt sleep, and lack of sleep can affect mental health. This multifaceted relationship makes for complex connections between sleep and psychiatric disorders, but it also means that treatment for both issues can go hand-in-hand. Steps to improve sleep may even form part of a preventive mental health strategy.

Every individual's situation is different, so the optimal treatment for mental health and sleep problems depends on the person. Because these conditions can have a major impact on quality of life, it's important to receive proper care, which entails working with a trained health professional.

A medical doctor or psychiatrist can review the potential benefits and risks of different types of treatments, including prescription medications. They can provide tailored care, including in situations with multiple co-occurring physical or mental health issues. For example, diagnosing and treating an underlying condition like obstructive sleep apnea may offer benefits for mental health.

Cognitive Behavioral Therapy

Cognitive behavioral therapy (CBT) describes a type of counseling known as talk therapy. It works by examining patterns of thinking and working to reformulate negative thoughts in new ways.

Different types of CBT have been developed for specific problems such as depression, anxiety, and bipolar disorder. In addition, CBT for insomnia (CBT-I) has a proven track record in reducing sleeping problems. A large clinical trial also showed that , improving emotional well-being and decreasing psychotic episodes.

Whether and how types of CBT can be combined or sequenced to address both sleep and mental health problems is subject to ongoing research, but for many patients, help from a trained counselor to reframe their thinking can meaningfully improve both their sleep and mental state.

Improve Sleep Habits

A common cause of sleeping problems is poor sleep hygiene. Stepping up sleep hygiene by cultivating habits and a bedroom setting that are conducive to sleep can go a long way in reducing sleep disruptions.

Examples of steps that can be taken for healthier sleep habits include:

Having a set bedtime and maintaining a steady sleep schedule

Finding ways to wind-down, such as with relaxation techniques, as part of a standard routine before bedtime

Avoiding alcohol, tobacco, and caffeine in the evening

Dimming lights and putting away electronic devices for an hour or more before bed

Getting regular exercise and natural light exposure during the daytime

Maximizing comfort and support from your mattress, pillows, and bedding

Blocking out excess light and sound that could disrupt sleep

Finding the best routines and bedroom arrangement may take some trial and error to determine what's best for you, but that process can pay dividends in helping you fall asleep quickly and stay asleep through the night.

Learn more about our Editorial Team

References

1. Bernert, R. A., Kim, J. S., Iwata, N. G., & Perlis, M. L. (2015). Sleep disturbances as an evidence-based suicide risk factor. Current psychiatry reports, 17(3), 554.
https://pubmed.ncbi.nlm.nih.gov/25698339/

2. Knechtle, B., Economou, N. T., Nikolaidis, P. T., Velentza, L., Kallianos, A., Steiropoulos, P., Koutsompolis, D., Rosemann, T., & Trakada, G. (2019). Clinical Characteristics of Obstructive Sleep Apnea in Psychiatric Disease. Journal of clinical medicine, 8(4), 534.
https://pubmed.ncbi.nlm.nih.gov/31003451/

3. Friedrich, M. J. (2017, April). Depression Is the Leading Cause of Disability Around the World. JAMA, 317(15), 1517.
http://jama.jamanetwork.com/article.aspx?doi=10.1001/jama.2017.3826

4. Nutt, D., Wilson, S., & Paterson, L. (2008). Sleep disorders as core symptoms of depression. Dialogues in clinical neuroscience, 10(3), 329-336.
https://pubmed.ncbi.nlm.nih.gov/18979946/

5. Bishop, T. M., Simons, K. V., King, D. A., & Pigeon, W. R. (2016). Sleep and Suicide in Older Adults: An Opportunity for Intervention. Clinical therapeutics, 38(11), 2332-2339.
https://linkinghub.elsevier.com/retrieve/pii/S014929181630738X

6. National Institutes of Health (NIH). (2016, March). NIH News in Health: Understanding Anxiety Disorders.
https://newsinhealth.nih.gov/2016/03/understanding-anxiety-disorders

7. Anxiety and Depression Association of America (ADAA). (n.d.). Facts & Statistics.
https://adaa.org/about-adaa/press-room/facts-statistics

8. Gehrman, P. (2020, March 26). Sleep Problems in Veterans with PTSD., Retrieved September 9, 2020
https://www.ptsd.va.gov/professional/treat/cooccurring/sleep_problems_vets.asp

9. Goldstein, A. N., Greer, S. M., Saletin, J. M., Harvey, A. G., Nitschke, J. B., & Walker, M. P. (2013). Tired and apprehensive: anxiety amplifies the impact of sleep loss on aversive brain anticipation. The Journal of neuroscience : the official journal of the Society for Neuroscience, 33(26), 10607-10615.
https://pubmed.ncbi.nlm.nih.gov/23804084/

10. Harvey, A. G., Kaplan, K. A., & Soehner, A. M. (2015). Interventions for Sleep Disturbance in Bipolar Disorder. Sleep medicine clinics, 10(1), 101-105.
https://pubmed.ncbi.nlm.nih.gov/25750600/

11. Khurshid K. A. (2018). Comorbid Insomnia and Psychiatric Disorders: An Update. Innovations in clinical neuroscience, 15(3-4), 28-32.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5906087/

12. National Institute of Mental Health (NIMH). (2016). Attention-Deficit/Hyperactivity Disorder (ADHD): The Basics., Retrieved September 9, 2020
https://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder-adhd-the-basics/index.shtml

13. Spruyt, K., & Gozal, D. (2011). Sleep disturbances in children with attention-deficit/hyperactivity disorder. Expert review of neurotherapeutics, 11(4), 565-577.
https://pubmed.ncbi.nlm.nih.gov/21469929/

14. Williams Buckley, A., Hirtz, D., Oskoui, M., Armstrong, M. J., Batra, A., Bridgemohan, C., Coury, D., Dawson, G., Donley, D., Findling, R. L., Gaughan, T., Gloss, D., Gronseth, G., Kessler, R., Merillat, S., Michelson, D., Owens, J., Pringsheim, T., Sikich, L., Stahmer, A., ... Ashwal, S. (2020). Practice guideline: Treatment for insomnia and disrupted sleep behavior in children and adolescents with autism spectrum disorder: Report of the Guideline Development, Dissemination, and Implementation Subcommittee of the American Academy of Neurology. Neurology, 94(9), 392-404.
https://pubmed.ncbi.nlm.nih.gov/32051244/

15. Soehner, A. M., & Harvey, A. G. (2012). Prevalence and functional consequences of severe insomnia symptoms in mood and anxiety disorders: results from a nationally representative sample. Sleep, 35(10), 1367-1375.
https://pubmed.ncbi.nlm.nih.gov/23024435/

16. Freeman, D., Sheaves, B., Goodwin, G. M., Yu, L. M., Nickless, A., Harrison, P. J., Emsley, R., Luik, A. I., Foster, R. G., Wadekar, V., Hinds, C., Gumley, A., Jones, R., Lightman, S., Jones, S., Bentall, R., Kinderman, P., Rowse, G., Brugha, T., Blagrove, M., ... Espie, C. A. (2017). The effects of improving sleep on mental health (OASIS): a randomised controlled trial with mediation analysis. The lancet. Psychiatry, 4(10), 749-758.
https://pubmed.ncbi.nlm.nih.gov/28888927/

# data[].attributes.attachment_link.title
Mental Health and Sleep | Sleep Foundation

# data[].attributes.attachment_link.description
Sleep and mental health are deeply intertwined. Learn about the complex relationship between sleep and mental health problems and how to improve both.

# data[].attributes.attachment_link.readable_text
Blocked

# data[].attributes.attachment_link.title
Coping with a Disaster or Traumatic Event

# data[].attributes.attachment_link.description
CDC’s Coping with a Disaster or Traumatic Event Web page informs on steps that families, community and organizational leaders, state and local government, and emergency responders can take to help themselves and others cope

# data[].attributes.headline
Guided Audios for Mindfulness and Meditation 

# data[].attributes.subject
Guided Audios for Mindfulness and Meditation 

# data[].attributes.body
The link's open a new window with the option to download

# data[].attributes.attachment_link.description
This audio content is for general informational purposes only. It should not be relied on to suggest a course of treatment and should not be used in place of a visit, call, consultation, or the advice of a physician or other qualified care provider or therapist.

# data[].attributes.attachment_link.description
Various meditations and mindfulness practices to ground in and find compassion.

# data[].attributes.attachment_link.title
Catastrophizing-How to stop making yourself depressed and anxious (Thinking Error) Skill #6