Mental Health Access

According to the National Institute for Mental Health, about 1 in 5 Americans experience mental illness each year. At the same time, “Mental health issues are often very closely tied to physical health issues,” says Dr. Joseph Cilona, a clinical psychologist. Mental illness is associated with increased occurrence of chronic diseases such as cardiovascular disease, diabetes, obesity, asthma, epilepsy and cancer.” While people visit their health care providers for these health concerns, Americans rarely take preventative measures for their mental health issues. The annual screens could help reduce the $200 billion is lost wages to the U.S. economy and suicide is the 10th leading cause of death in the U.S. leading to a cost of $51 billion a year.

In addition, there are large barriers for patients seeking professional support. In most situations, there are long appointment times and without insurance coverage, the out-of-pocket costs are too high for patients to maintain treatment.“Historically, mental healthcare and assessing for mental wellness has held a stigma in our society,” says Dr. Scott Hall, professor of clinical mental health counseling at the University of Dayton. “This has contributed to yearly mental health assessments being left out of mainstream preventative care.” Dr. Brooke Myers Sorger, a clinical psychologist, finds that “it is still difficult for individuals to be forthcoming about their emotional challenges.” During annual exams, there are so many questions that mental health is not assessed fully. In the meantime, we must advocate for ourselves. Many mental health professionals who don’t take insurance will work on a sliding scale. In addition, we can monitor our wellness with simple check-ups as suggested by the American Psychiatric Association: 

https://www.psychiatry.org/news-room/apa-blogs/apa-blog/2015/10/a-brief-mental-health-checkup

This check-list can bring awareness to areas that can affect our wellness and can be used to bring up areas of concern with healthcare providers.

For more information please visit:

http://www.paintedbrain.org

https://www.nbcnews.com/better/health/why-aren-t-mental-health-screenings-part-our-annual-physicals-ncna839226

http://www.corporatewellnessmagazine.com/mental-health/prioritize-stress-mental-health/

Self-Compassion

One component of mental well-being is self-compassion. According to researcher Kristin Neff, “ Having compassion for oneself is really no different than having compassion for others. Self-compassion involves acting the same way towards yourself when you are having a difficult time, fail, or notice something you don’t like about yourself. Instead of just ignoring your pain with a “stiff upper lip” mentality, you stop to tell yourself “this is really difficult right now,” how can I comfort and care for myself in this moment?”

Rather than allowing the self-critic to judge yourself for shortcomings, self-compassion means you are kind and understanding. Dr. Emma Seppala notes, “ Most of us don’t stop to consider whether our self-critical and competitive attitude are helping us achieve our goals. We don’t realize that they are actually standing in our way. Scientific data shows that self-criticism makes us weaker in the face of failure, more emotional, and less likely to assimilate lessons from our failures. Studies are finding that there is a far better alternative to self-criticism: self-compassion.” 

Rather than being critical, one can expand our perspective and realize mistakes and failures are a part of life and other factors that contribute to these experiences and emotions.

Below is an infograph summarizing Dr. Seppala’s findings on self-compassion:

For more information please visit:

www.paintedbrain.org

http://ccare.stanford.edu/uncategorized/the-scientific-benefits-of-self-compassion-infographic/

https://www.brainpickings.org/2016/09/05/school-of-life-self-compassion/

http://self-compassion.org/tips-for-practice/#

Mindfulness in Schools

Mindfulness is a way to help people manage stress, work and relationships. It’s rooted in the Buddhist meditation technique to focus on the moment.  The focus allows people to manage their anxiety so that it doesn’t weigh on them and has potential to support their mental health. While there is no clear evidence that it improves academics, it can decrease anxiety and improve attention. In the classroom, mindfulness can be incorporated to allow students to focus on one thing, which gives their brain and body a chance to relax. It’s more effective over time and when it becomes part of the school culture.  Taking a few minutes out of class to help students also introduces students to the idea of taking care of their mental health.  Mindfulness takes form in many activities such as walking or eating, and trains the brain to notice the stories we tell ourselves and what makes us upset. While mindfulness in schools won’t replace the role of a therapist, it’s a tool to also spot potential mental health issues and connect students to appropriate support.

 

For more information please visit:

http://www.paintedbrain.org

https://www.usnews.com/high-schools/blogs/high-school-notes/articles/2018-01-01/teachers-use-mindfulness-to-help-students-academics

How should we talk about mental health in schools? Here’s what the experts say

http://marc.ucla.edu/default.cfm

Influence of Nature on Mental Wellness

According to researcher, Craig Claquist, “Ecotherapy is an umbrella term for a gathering of techniques and practices that lead to circles of mutual healing between the human mind and the natural world from which it evolved. It includes horticultural therapy, wilderness excursion work, time stress management, and certain kinds of animal-assisted therapy.  Ecotherapy methods are not meant to represent a cure to modern concerns, but there is a growing body of knowledge that suggest there are some benefits. As of the 1980s, we live in a highly industrialized environment spending more than 90% of our lives indoor (National Research Council, 1981), which is the smallest amount in human evolutionary history.”

There is evidence that the environment affects personal and social well-being. “This can include housing, neighborhood, noise, crowding, indoor air and light all connect to mental health (Evans, 2003; Lepore, Evans & Schneider, 29912).  Given the urban environment, cities can highlight the feelings of isolation and loneliness. Outside the office, longer commute times diminish motivation, concentration and proofreading skills. (Schaeffer, Street, Singer & Bau,, 1998; Wener, vans, Phillips, & Nadtler)”

Given the low cost, non-invasive activity of interacting nature, it can be a possible approach to improving mental wellness.

In two studies at the University of Essex, 108 people gardened, walked, ran, cycled, and got involved in nature activities. Of these, 94% reported benefits to their mental health: “I feel better about myself and have more of a sense of achievement”; “It improves my depression, helps me be more motivated, and gives me satisfaction in doing things”; “I feel refreshed and alive.” 90% of participants who went on a nature walk reported an elevation in self-esteem, whereas 44% of those who walked through an indoor shopping center reported reduced self-esteem. Participants in other outdoor activities reported less anger and tension and improved mood (Mind Publications, 2007). Given these findings, there is an increase use by mental health professionals.

There’s evidence of the benefits of a walk in the woods. “Forest bathing,” a version of the Japanese practice Shinrin-Yoku, is becoming popular in America as a way to improve mood and help with insomnia. And scientists have long studied how going into nature changes the way the brain works.

In a study on the impact of nature on children, Lynch found that urban interviewees from Argentina, Australia, Mexico, and Poland demonstrated a seemingly universal hunger for trees (Lynch, 1977; similar findings are reported by Ward, 1978). 68 school-age African American, Latino, and Asian children raised in lower-income New York inner-city neighborhoods and transferred to a summer camp for four 12-day sessions showed significantly higher self-esteem on the Piers Harris Children’s Self-Concept Scale and described themselves more positively at the end of their stay (Readdick & Schaller, 2005).  Greenery can also buffer rural children against stress. A study of 337 rural children in grades 3 through 5 found the impact of life stress to be lower among children in the midst of natural features of the landscape than among those with little nature nearby (Wells & Evans, 2003).

While there is limited body of research on it’s efficacy relative to other psychotherapy practices, this alternative activity has no risky drugs, surgery, or controversial diets.

For more information please visit:

http://www.paintedbrain.org

(Los Angeles Parks and Recreation) http://www.laparks.org/dos

http://www.laparks.org/park-venues-and-activities

https://modernhiker.com/best-hikes-in-los-angeles/

https://www.theatlantic.com/health/archive/2017/06/how-to-harness-natures-healing-power/531438/

http://www.euronews.com/2017/11/25/doctors-prescribing-ecotherapy-for-anxiety

http://www.medicaldaily.com/benefits-ecotherapy-being-nature-fights-depression-improves-mental-health-and-well-being-261075

https://www.psychologytoday.com/blog/out-the-darkness/201204/the-power-nature-ecotherapy-and-awakening

https://www.nbcnews.com/health/health-news/dose-nature-doctors-prescribe-day-park-anxiety-n823421

Improving Mental Health Literacy

According to research, about 1 in 5 people may experience mental health concerns during their adolescence. If not addressed, this can lead to negative outcomes in their development, academics and mental wellness. In an effort to improve mental health awareness Canada implemented a curriculum resource, The Mental Health and High School Curriculum Guide (The Guide). The first version was released in 2008, and is currently in it’s 3rd version. Stan Kutcher and his team, share their 2016 findings in the Canadian Journal of Psychology, where they evaluate the efficacy of the curriculum. The curriculum was taught by classroom teachers in secondary schools. It covered student’s knowledge and attitudes related to mental health and mental illnesses. The study looked at the impact of curriculum and resource applications through surveys provided pre-curriculum, post-curriculum and 2 months post-curriculum.

The Guide is a web based Mental Health Literacy curriculum developed by mental and education experts, certified by the Curriculum Services Canada, a pan-Canadian curriculum and standards and evaluation agency and is endorsed by the Canadian Association for School Health. The guide was field tested and includes 6 modules on: the stigma of mental disorders and treatments, experiences of mental illness, seeking help and finding support, and the importance of positive mental health. It was developed to integrate into the current health curriculum and takes about 10-12 classroom hours.

The study shows the curriculum embedded in the usual school setting is an effective way to improve mental health literacy in young people. The guide raises awareness by providing knowledge, resources and decreasing stigma around mental illnesses.  This is especially of concern for adolescents, since mental illnesses show onset during adolescence and can be recognized by age 25.

Below are points raised by the study.

Some clinician implications:

• Increased Mental Health Literacy in school settings may encourage young people to to seek help from Mental Health Care providers
• Embedding Mental Health Literacy interventions in schools may enable and empower teachers and students to have better communications with Mental Health Care providers

Some limitations:

• Further research using control groups is needed
• Further validation of the measurement tools used in our study is needed

In reviewing American journals, there is very little evaluation literature on the mental health education in public schools, although there is a hint of their potential impact. ”Research into school-based mental health literacy is still in its infancy and there is insufficient evidence to claim for positive impact of school mental health literacy programs on knowledge improvement, attitudinal change or help-seeking behavior. Future research should focus on methods to appropriately determine the evidence of effectiveness on school-based mental health literacy programs, considering the values of both RCTs and other research designs in this approach. Educators should consider the strengths and weaknesses of current mental health literacy programs to inform decisions regarding possible implementation.”

Education policy advocates in England recognize the value of including mental health awareness as part of the standard academic education and are bringing it into their public discussion.

Teachers training materials for the Mental Health & High School Curriculum is free and available for download:

http://teenmentalhealth.org/product/mental-health-high-school-curriculum/

For more information please visit:

www.paintedbrain.org

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4679167/pdf/cjp-2015-vol60-dec2015-580-586.pdf

http://teenmentalhealth.org/product/mental-health-high-school-curriculum/

https://www.researchgate.net/profile/Neil_Humphrey/publication/264832203_Why_schools_should_promote_students’_health_and_wellbeing/links/5570039808aefcb861ddb7f2/Why-schools-should-promote-students-health-and-wellbeing.pdf

2017 Children’s Mental Health Report

The Child Mind Institute released it’s annual Children’s Mental Health Report.  The 2017 report looked at the teenage years guided by 3 main concepts:

• The adolescent brain develops until at least age 25
• Most mental health disorders have onset before 24
• Encourage understanding adolescent mental health through education and anti-stigma programs will change lives

According to the report, “Adolescence is a time of unprecedented cognitive and physical growth and vivid experiences of new ideas, feelings, and ambitions. It’s a period of intense learning and development, but it is also a high-risk period for impulsive behavior, and for the onset of mental health and substance use disorders.”

Understanding the brain development during adolescence helps understand teenage behavior and explore interventions and strategies. The report summarizes the neurological changes, their strength and weaknesses in decision making, long term effects of drug and alcohol and why certain mental health disorders show an onset during this growth stage. In addition, the report offers strategies for engaging teenagers in getting treatment and highlights successful programs that decrease mental health stigma and increase treatment-seeking behavior.

Below are some highlights from the report:

2017-CMHR-PDF

For more information please visit:

http://www.paintedbrain.org

http://www.childmind.org

Myths on Violence and Mental Health

Two topics jump into the public discourse when mass shootings or violence take place. One is the role of gun control and the second is mental illness. While the debate of gun control is ongoing, this post will focus on mental illnesses and linkages to violence. While public opinion polls show there is a public belief that mental illness are linked to mass shooters, the fact is only 4% of violence is attributed to mental illness.

“While improving access to mental-health care might help lots of suffering Americans, researchers who study mass shootings doubt it would do much to curb tragedies.” Individuals that commit mass murder are either not mentally ill or do not see themselves as mentally ill. Since they blame the outside world, therapies and asking them to change their behavior would not be effective.

“The connection between mental illness and mass shootings is weak, at best, because while mentally ill people can sometimes be a danger to themselves or others, very little violence is actually caused by mentally ill people.” In a study of convicted murderers in Indiana, 18 percent had a serious mental-illness but killers with severe mental illnesses, were less likely to target strangers or use guns as their weapon.

 

Sue Klebold, mother of Dylan Klebold, one of two shooters who committed the Columbine High School massacre shares her story in trying to unpack the event and life of her son. She expresses concern between suicidal thinking and homicidal thinking and for agencies to continue the examination.

 

For more information please visit:

http://www.paintedbrain.org

https://www.theatlantic.com/health/archive/2017/10/why-better-mental-health-care-wont-stop-mass-shootings/541965/

Mental Illness to Violence

 

Daniel Perez, currently age 20, shares what it’s like to be incarcerated at 16 and rehabilitation.

Anxiety Cases on Rise with Teens

 

According to the National Institute of Mental Health, anxiety is the most common mental health disorder in the United States. It affects about 1/3 of adults and adolescents and relative to depression is seen as less serious. It is easy to dismiss as everyone has it to some level. Philip Kendal of the Child and Adolescent Anxiety Disorder Clinic at Temple University in Philadelphia explains,

“It has an evolutionary purpose, after all; it helps us detect and avoid potentially dangerous situations. Highly anxious people, though, have an overactive fight-or-flight response that perceives threats where there often are none.

But sometimes there are good reasons to feel anxious. For many young people, particularly those raised in abusive families or who live in neighborhoods besieged by poverty or violence, anxiety is a rational reaction to unstable, dangerous circumstances.”

In surveying current articles there seems to be several reasons that cause increased anxiety amongst teens. The teens in unsafe environments, overestimate danger and underestimate how they will cope. Teens in low socio-economic neighborhoods  can feel unsafe if there is a history of trauma, abuse, or unstable family life. In school, anxiety specialist call them the “silent sufferers” as they can be mistaken for shy.

In more affluent neighborhoods,  Suniya Luthar, a professor of psychology at Arizona State University, says, “These kids are incredibly anxious and perfectionistic,” she says, but there’s “contempt and scorn for the idea that kids who have it all might be hurting.”

New York Times published an article titled, “Why Are More American Teenagers Than Ever Suffering From Severe Anxiety?” The spike in severe anxiety is alarming, and has overtaken depression as common symptom for seeking counseling. “In 1985, the Higher Education Research Institute at U.C.L.A. began asking incoming college freshmen if they “felt overwhelmed by all I had to do” during the previous year. In 1985, 18 percent said they did. By 2010, that number had increased to 29 percent. Last year, it surged to 41 percent.”

Since 2012, the Washington Post reported, the Boys Town National Hotline has seen a 12 percent spike in teens reaching out via calls, texts, chats and emails about their struggle with anxiety, depression and suicidal thoughts. According to the CDC, rates of suicide have increased, and the rate of hospital admissions for suicidal teenagers has also doubled over the past decade. Suicide rates among 15- to 19-year-old girls doubled between 2007 and 2015, reaching a 40-year high.

In addition, teens express anxiety over their acceptance in social media.

A report by the Young Health Movement in the United Kingdom revealed Instagram is the most detrimental to young people’s mental health and wellbeing.

The report says 91 percent of 16-24 year old use the interest for social networking. Rates of anxiety and depression in young people have risen 70 percent in the past 25 years. Social Media has affect their sleep and created worry, especially if they use it more than 2 hours a day.

Dr. Peyton is a child psychologist who works at SSM Health Dean Medical Group clinic in Sun Prairie and says he has witnessed how social media in general is creating a lot of problems for teens. He says Facebook is the worst for cyber-bullying, and Instagram is creating a lot of “compare and despair.”

At the same time, social media can also be used positively to connect. Thomas Simon told CNN in August. “It’s an opportunity to correct myths about suicide and to allow people to access prevention resources and materials.”

According to the Anxiety and Depression Association of America, 80 percent of kids with a diagnosable anxiety disorder are not getting treatment. The silver lining is that anxiety disorders are highly treatable.

Below is an infographic on anxiety and resources:

For more information please visit:

http://www.paintedbrain.org

http://www.npr.org/sections/13.7/2017/10/05/555855908/what-is-it-like-to-suffer-from-an-anxiety-disorder

http://cnycentral.com/news/local/is-your-teen-dealing-with-anxiety-from-social-media

http://www.nbc15.com/content/news/Instagram-giving-teens-anxiety-and-depression-454121863.html

 

Mental Health Community

The Painted Brain intern team spent the day at ENKI’s Wellness Center’s Annual Arts & Crafts Fair on Wednesday, October 18, 2017.  Enki Health and Research Systems, Inc. (EHRS) is a non-profit corporation providing mental health, drug, and alcohol administrative and clinical services in East Los Angeles and San Gabriel Valley areas. It was an opportunity for members and vendors to display and sell their crafts and arts.

Some of this years Painted Brain intern team (L-R) Allison Peters (Social Work), Mariah Morris (Occupational Therapy), Ashley Hvidt (Occupational Therapy) and Carmelo Malone (Social Work).

The event was held in an open yard and tables were arranged in a semi- circle. Visitors could visit each table and learn more about the works displayed. The Painted Brain was invited to host an informational and craft table. It was an opportunity to meet the creative members and staff of the wellness center as well as being part of the community that holds a space safe to talk about mental health and wellness.

The day started with a warm welcoming to all participants, live music, a poetry read by ENKI staff member MJ on mental health as well as a chance for Painted Brain to speak at the event. Painted Brain interns Carmelo Valone and Mariah Morris spoke about the aims of the Painted Brain to build community as well as the types of services provided by the organization. Allison Peters also braved the spotlight and shared her deeply personal thoughts to a public audience for the first time. She spoke openly about what brought her to the Painted Brain and what it meant to have such a space exist. Following the speech, wellness members were invited to the craft table to participate in a group art activity.

Allison Peters shares her story and the personal significance of Painted Brain.

Carmelo Valone and Mariah Morris talking about the Painted Brain.

 

The day was a wonderful opportunity to see familiar faces, learn about the interests and creativity of each person.

MJ welcoming Painted Brain interns to event.

Enjoying the warm weather, friendly faces, art and music.

Painting done by wellness member Perla with guidance from Carmelo Valone.

Perla left the painting with the intern staff to hopefully display in the new Painted Brain Community Center located at : 5980 Pico Blvd., Los Angeles, CA 90035. It’s open Mondays and Wednesday 12:00pm-4:00pm to all visitors. Please check the website for the most up-to-date schedule, information and monthly activity calendar.

Painted Brain website: http://www.paintedbrain.org

For more information about ENKI please visit: http://www.ehrs.com